scholarly journals Muatan penalaran dan pembuktian matematis pada buku teks matematika SMA kelas X Kurikulum 2013

2019 ◽  
Vol 6 (1) ◽  
pp. 1-13
Author(s):  
Tria Utari ◽  
Hartono Hartono
Keyword(s):  
High School ◽  
Mathematical Reasoning ◽  
Research Data ◽  
School Mathematics ◽  
Learning Material ◽  
Opportunities To Learn ◽  
High School Mathematics ◽  
Mathematics Textbook ◽  
10Th Grade ◽  
Reasoning And Proof

Penelitian ini bertujuan untuk mendeskripsikan muatan penalaran dan pembuktian matematis pada buku teks matematika SMA kelas X Kurikulum 2013. Penelitian ini menggunakan pendekatan kualitatif deskriptif jenis analisis isi. Sumber data penelitian adalah buku teks Matematika kelas X Kurikulum 2013 edisi revisi 2016 yang diterbitkan oleh Pusat Kurikulum dan Perbukuan Balitbang Kementerian Pendidikan dan Kebudayaan Republik Indonesia. Teknik pengumpulan data dalam penelitian ini adalah pembacaan dan pencatatan dengan menggunakan instrumen yang telah divalidasi berupa pedoman analisis dokumen. Data penelitian dianalisis menggunakan skema Kripendorff yang meliputi pengumpulan data, penentuan sampel, perekaman/pencatatan, reduksi, penarikan kesimpulan dan narasi. Hasil penelitian menunjukkan bahwa pada bagian materi, siswa memiliki kesempatan yang besar untuk menalar dan membuktikan melalui membaca justifikasi namun memiliki kesempatan yang kecil melalui pengembangan justifikasi. Pada soal evaluasi, siswa belum memiliki kesempatan untuk menalar dan membuktikan melalui pengerjaan soal dengan indikator mengevaluasi argumen. Artinya, buku teks belum sepenuhnya memberikan kesempatan bagi siswa untuk belajar menalar dan membuktikan. AbstractThis study aimed to describe the content of mathematical reasoning and proof in the high school mathematics textbooks 10th grade Curriculum 2013. This research used descriptive qualitative approach type of content analysis. The source of research data was the high school mathematics textbook of 10th grade Curriculum 2013 edition of revision 2016 published by Ministry of Education and Culture of the Republic of Indonesia. Data collection techniques in this study was the reading and recording using instruments that had been validated in the form of document analysis guidelines. Research data was analyzed using Kripendorff scheme which included unitizing, sampling, recording/coding, reducing, inferring and narrating. The results showed that in the learning material section students had big opportunities to learn reasoning and proof through justification reading, but they had small opportunities in justification developing. In evaluation section, students had not opportunities to learn reasoning and proof through argument evaluation problem solving. Therefore, the textbook had not fully provided opportunities for students to learn reasoning and proof.

Opportunities to Learn Reasoning and Proof in High School Mathematics Textbooks

2012 ◽  
Vol 43 (3) ◽  
pp. 253-295 ◽  
Author(s):  
Denisse R. Thompson ◽  
Sharon L. Senk ◽  
Gwendolyn J. Johnson
Keyword(s):  
High School ◽  
School Mathematics ◽  
Opportunities To Learn ◽  
Mathematics Textbooks ◽  
High School Mathematics ◽  
General Argument ◽  
Intended Curriculum ◽  
Reasoning And Proof

This article addresses the nature and extent of reasoning and proof in the written (i.e., intended) curriculum of 20 contemporary high school mathematics textbooks. Both the narrative and exercise sets in lessons dealing with the topics of exponents, logarithms, and polynomials were examined. The extent of proof-related reasoning varied by topic and textbook. Overall, about 50% of the identified properties in the 3 topic areas were justified, with about 30% of the addressed properties justified with a general argument and about 20% justified with an argument about a specific case. However, less than 6% of the exercises in the homework sets involved proof-related reasoning, with developing an argument and investigating a conjecture as the most frequently occurring types of proof-related reasoning.

PRACTICUM ANALYSIS OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHING BOOK WITH COMIC ILLUSTRATION WITH JAMBI CULTURAL CONTEXT

2021 ◽  
Vol 5 (2) ◽  
pp. 135-148
Author(s):  
Novferma Novferma ◽  
Wardi Syafmen ◽  
Ari Frianto ◽  
Febbry Romun ◽  
Ika Wati
Keyword(s):  
High School ◽  
Junior High School ◽  
Cultural Context ◽  
Junior High ◽  
School Mathematics ◽  
Student Response ◽  
Average Score ◽  
High School Mathematics ◽  
Mathematics Textbook ◽  
Average Percentage

This study aims to describe the practicality of a comic-illustrated junior high school mathematics textbook with the Jambi cultural context that has been developed. The type of research carried out is development research using the ADDIE model which focuses on the practicality of the product. The research subject to see the practicality of this product is seen from the responses of 2 teachers and 12 students. The research instrument consisted of individual test mathematics textbook practicality sheets (Teacher Response Questionnaire), and small group mathematics textbook practicality sheets (student response questionnaire). Suggestions and comments on teacher and student questionnaire responses to junior high school mathematics textbooks were analyzed descriptively, while data were analyzed descriptively quantitatively. The results of this study indicate that the trial is limited to 2 junior high school mathematics textbook teachers with Jambi cultural context comics who meet the practice criteria, with an average score proportion of 77.50%. While the results of the trial were limited to 12 students (student responses perception questionnaire) meeting the very practical criteria with an average percentage of 86.27%. So it can be said that the product in the form of a junior high school mathematics textbook with comics in the context of Jambi culture meets the practical criteria and is feasible to apply.

scholarly journals THE ANALYSIS OF ITEM PROBLEMS IN HIGH SCHOOL MATHEMATICS TEXTBOOK IN INDONESIA (2016 REVISION EDITION) REVIEWED FROM THE COGNITIVE ASPECT OF TIMSS

2019 ◽  
Vol 2 (01) ◽  
Author(s):  
Siti Khodaria ◽  
Anggita Maharani ◽  
H Sulaiman
Keyword(s):  
High School ◽  
Qualitative Study ◽  
School Mathematics ◽  
Cognitive Domain ◽  
Mathematics Textbooks ◽  
Assessment Framework ◽  
High School Mathematics ◽  
Mathematics Textbook ◽  
Practice Test ◽  
Cognitive Aspect

This study aims to analyze the question items on two supplementary Indonesian mathematics textbooks (revised edition 2016) of 2013 curriculum for XI graders and compare the analysis using 2015 TIMSS assessment framework. This study apply qualitative study with naturalistic approach. The analysis results consist of 104 question items and 85 items of practice test. On a book published by PT. SEWU Bandung shows 3.5% of knowing cognitive domain, 4.71% applying, and 91.76% reasoning. The analysis on 19 items of practice test on a book is published by PT. Bumi Aksara Jakarta. It shows 10.53% applying, 89.47% reasoning, but not showing a percentage on knowing cognitive domain. Results of the question items analysis on knowing and applying cognitive domain for both the books are less percentage than reasoning cognitive domain. Thus, the results of analysis of two textbooks are not yet in accordance with TIMSS. Nevertheless, the comparison of the analysis on knowing cognitive domain in a book published by PT. SEWU Bandung is close to what have expected by TIMSS. Meanwhile, on applying and reasoning cognitive domain the book published by PT. Bumi Aksara Jakarta is close to what have expected by TIMSS.

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