DIGITAL REPRESENTATION IN INDONESIAN SENIOR HIGH SCHOOL ENGLISH LANGUAGE TEXTBOOKS : A CONTENT ANALYSIS OF THE 2022-2024 KEMENDIKBUDRISTEK EDITIONS

Oleh :
Fathur Rahman - K2222031 - Fak. KIP

As digital technology becomes increasingly integrated into everyday life, educational materials are expected to incorporate digital elements. This study aims to identify the elements of digital representation and examine how they are presented in the Grade XII English textbook Life Today, published by the Ministry of Education, Culture, Research, and Technology under the Merdeka Curriculum. This study employed a qualitative content analysis approach. The data consisted of 24 learning segments analyzed through document analysis using the interactive model of Miles, Huberman, and Saldaña. The findings revealed three elements of digital representation: digital devices (45.8%), digital activities (58.3%), and digital culture (50%). Digital activities were the most dominant element, indicating that the textbook mainly uses digital media to support learning. The analysis also identified three representation patterns: input-based, context-based, and limited production-based representation. Digital elements were primarily presented through videos, audio materials, podcasts, infographics, and discussions of digital issues. These representations positioned students mainly as recipients of digital content, with limited opportunities for active participation, online collaboration, and digital content creation.The study concludes that digital elements have been incorporated into the textbook, but their integration remains uneven and largely instrumental. Technology is represented more as a source of information than as a means of active digital engagement. Therefore, future textbook development should provide more structured and interactive digital learning activities to support students’ digital competencies.