Climate Change in Science Textbooks: Exploring the Breadth and Depth of Content Connections
Keywords:
Climate change, Higher-Order Thinking Skills, Natural Science, Teaching Material, Textbook evaluationAbstract
Textbook evaluation is an important step in ensuring that the content aligns with curriculum demands and students’ needs, especially for the sub-topic of climate change in the Grade 10 Science (IPA) textbook. Using a literature review approach, this study evaluates three key aspects: (1) the breadth and depth of the material, (2) its alignment with the Merdeka Curriculum’s learning outcomes, and (3) its ability to develop higher-order thinking skills (HOTS). The results show that the textbook presents essential climate change topics in a proportional and contextual manner, with a logical structure suited to students’ cognitive development stages. It supports the Profile of a Pancasila Student through project-based activities, reflective tasks, and reinforcement of 21st-century skills. HOTS are facilitated through data analysis questions, critical discussions, and creative projects relevant to environmental issues. However, some sections contain overly complex concepts, such as the molecular mechanisms of the greenhouse effect and international institutions, that require additional teacher support and supplementary visualizations. Overall, the textbook demonstrates strong potential to support science education that is contextual, participatory, and oriented toward sustainability literacy.
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