Karakteristik Asesmen Membaca Sastra pada Buku Ajar Bahasa Indonesia Kelas X SMA

Abstract

This study aims to analyze the characteristics of literary reading assessments in the 2023 Revised Edition of the Indonesian Language Textbook for Grade X Senior High School, focusing on the various tests used and the levels of thinking involved, based on Barrett's Taxonomy. This study employed a qualitative descriptive approach with content analysis. Data were collected through documentation of the literary reading assessment questions contained in the textbook. The results showed a variety of free-form essay tests and subjective tests in the form of table-filling questions and accuracy questions. Furthermore, an analysis of the levels of thinking based on Barrett's Taxonomy revealed a dominance of assessments at the Literal Comprehension (Level 1) and Reorganization (Level 2) levels, while higher levels of thinking, such as Inferential Comprehension, Evaluation, and Appreciation, were also included. These results indicate that literary reading assessments in textbooks do not fully support the development of students' critical and appreciative thinking skills as mandated by the Independent Curriculum. Therefore, innovative assessment designs are needed that are more balanced in facilitating higher-order thinking skills so that literary reading assessments can optimally contribute to the development of students' literary literacy competencies.

Keywords: Characteristics, assessment, textbooks, reading, literature