Evaluation of the Anderson-Krathwohl Taxonomy in High School Sociology In-structional Materials: An Evaluative Framework for the Merdeka Curriculum Teaching Modules

This study aims to examine the alignment between Sociology instructional materials and the achievement of Sociology learning competencies in senior high schools (SMA). This study employs a qualitative method, with participants consisting of Sociology teachers in Yogyakarta. Data collection was conducted through document analysis (instructional materials: lesson plans and teaching modules/handouts) as well as focus group discussions among the teachers. The analysis technique used was qualitative content analysis with a coding rubric based on the taxonomy of learning developed by Anderson and Krathwohl. The results of the study indicate that teachers have developed Sociology instructional materials from Sleman Regency, Bantul Regency, Kulonprogo Regency, Gunungkidul Regency, and the City of Yogyakarta. These materials were developed based on the outcomes of collaborative discussions held in the Sociology Subject Teachers’ Working Group (MGMP) forum. The instructional materials include lesson plans and teaching modules/handouts. The overall structure of the teaching materials is sound and can be implemented in classroom instruction. The examples presented in the teaching materials are considered to have sufficient potential to enhance students’ understanding of basic sociological concepts directly related to their involvement in the surrounding community. The taxonomic framework identified is projected to serve as an evaluative basis for developing Sociology Teaching Modules based on the Merdeka Curriculum, which is now in effect nationwide.