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This research was aimed to identify, to compare, and to analyze the correllation of the taxonomic structure of 4th grade elementary student-s electronic textbooks which refered to the 2013 curriculum. The object of this research was the text books published in 2014 and 2017, focusing on the test section. Taxonomic identification was carried out based on Bloom taxonomy, including six levels of operational words, such as remembering (C1), understanding (C2), application (C3), analysis (C4), evaluation (C5), and creation (C6). Identification was carried out for all taxonomic groups. Data analysis was carried out desciptively. Comparison between text books was analyzed statistically using chi-square test, while correlation analysis was carried out by Pearson-s correlation. The result showed that the 2014 text book had more question items than the 2017 text book with 1061 items and 688 items respectively. There were total of 3260 and 1756 taxonomic content respectively, resulting in average number of 3.1 and 2.6 taxonomic items in each question. Both text books showed similar trend in numbers of taxonomic items as the increase of taxonomic levels. Statistical data analysis showed that there was significant difference of taxonomic structure between the 2014 and 2017 text books. Significant differences were obtained from the C1 and C3 levels, whereas the proportion of C1 in the 2017 text book was significantly lower while the proportion of C3 was significantly higher. However, correlation analysis showed that the taxonomic structure of both text books were strongly correlated.