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This paper aims to describe 10th-grade chemical textbook, representation level from the materials and tasks in chemical bonding chapter, cognitive level based on Bloom's taxonomy in chemical bonding chapter, and use of representation level in questions and textbook. Some problems arise related to the achievement of the curriculum from the implementation of the use of textbooks. Textbooks can be used as students' reference in finding knowledge. Data collection was conducted by analyzing three 2013 Curriculum chemistry textbooks related to the suitability of textbooks, the representation level, and cognitive tasks of chemical bonding materials. Suitability of textbooks identified by three of Indonesia's Regulation of the Ministry of Education and Culture. The representation level was identified by chemical bonding chapter from the textbook. The problems were identified based on the cognitive level and the representation level. The results show that three chemistry textbooks consisted of the display, content, activity load, curriculum basic framework, level of education, and material scope. The materials and tasks include macroscopic, sub-microscopic, symbolic, and mathematics. The cognitive level based on Bloom's taxonomy is at the level of remembering, understanding, applying, and analyzing. The representation level used is assisted by technology for images, videos, and slides.

An analysis of representation level and cognitive level in curriculum-2013 chemistry textbook