Evaluating Cognitive Depth and Multimodality in Indonesian Elementary Textbooks Based on The PISA 2022 Reading Literacy Framework In The 2024 Revised Edition

Indonesia's persistently low performance in the Programme for International Student Assessment (PISA) underscores the urgent need to evaluate the cognitive quality of its primary instructional materials. This study evaluates the alignment of the 2024 Revised Edition of the Grade V Indonesian language textbook, Bergerak Bersama, with the PISA 2022 Reading Literacy Framework, focusing on cognitive depth and multimodal text integration. Employing a qualitative content analysis design, 25 evaluation instruments from Chapters 1 and 2 were coded according to PISA’s three core cognitive processes: Access and Retrieve, Integrate and Interpret, and Reflect and Evaluate. Inter-rater reliability was established through a double-coding procedure, yielding an initial agreement rate of 88% and full consensus following deliberation. The findings reveal a structured yet imbalanced cognitive distribution: retrieval tasks (Access and Retrieve) constitute 48% of items, interpretative tasks (Integrate and Interpret) account for 32%, and evaluative tasks (Reflect and Evaluate) represent 20%. Qualitatively, the textbook demonstrates a meaningful shift toward multimodality through biographical comics and digitally linked infographics, aligning with PISA’s emphasis on navigating diverse information formats. These findings suggest that the 2024 Revised Edition represents a substantive step toward greater alignment with international literacy benchmarks, though the predominance of lower-order tasks indicates room for further development. This study is limited to two representative chapters; future research should examine the full textbook. Findings carry significant implications for curriculum developers, instructional designers, and policymakers in developing educational contexts seeking to align national materials with global assessment standards.