Scaffolding Higher-Order Thinking: Analyzing Instructional Design for HOTS in EFL Textbooks

Abstract

In-depth analysis of the Grade X English textbook Bahasa Inggris: Work in Progress, developed by the Indonesian Ministry of Education for the Kurikulum Merdeka, is provided in this article. Assessing how well the textbook's writing assignments and teaching methods promote analytical and other higher-order thinking skills (HOTS) is the main goal. Employing a mixed-methods approach, the study quantitatively analyzes the cognitive demand of 126 writing-related tasks using the revised Bloom's Taxonomy. It qualitatively examines the pedagogical scaffolding and genre progression across the textbook's six chapters. The findings reveal a deliberate macro-scaffolding structure, with Semester 1 focusing on foundational skills through concrete genres (descriptive, recount, procedural) and Semester 2 advancing to abstract thinking through complex genres (expository, narrative). While the textbook successfully aligns with the principles of Kurikulum Merdeka by emphasizing project-based learning and HOTS in summative assessments, a notable cognitive leap exists between preparatory activities and final projects within chapters. The conclusion affirms the textbook's pedagogical value in progressively developing students' cognitive abilities. However, it offers recommendations for educators and curriculum developers to strengthen further the instructional bridges that support the development of independent, critical thinkers.