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This study aims to describe the cognitive level of word problems in mathematics textbooks for class X based on the revised Bloom's Taxonomy. This type of research is descriptive qualitative. The object of research is the whole word problems in the mathematics textbook for senior high school class X Curriculum 2013 in the 4th edition of the 2017 revised edition. The data were collected by the documentation method with the instrument in the form of a checklist used in the process of classifying the cognitive level of word problems based on the revised Bloom's Taxonomy. Question indicators based on the cognitive level of the revised Bloom's Taxonomy were validated by an expert and their reliability was estimated using inter-rater reliability. The reliability coefficient obtained on the knowledge dimension is 0.73 and the cognitive process dimension is 0.71. The results showed that the cognitive level of mathematics word problems in high school mathematics textbooks includes 11 variations of questions from 24 variations of questions according to the cognitive level of the revised Bloom's Taxonomy of the 33 word problems with 57 questions, the dominant cognitive level is analyzing procedural knowledge (45.61%), followed by applying procedural knowledge (19.30%), understanding conceptual knowledge (10.53%), analyzing conceptual knowledge (7.02%), understanding factual knowledge (3.51%), remembering conceptual knowledge (3.51%), evaluating metacognitive knowledge (3.51%), analyzing factual knowledge (1.75%), analyzing conceptual knowledge (1.75%), understanding procedural knowledge (1.75%) and creating procedural knowledge (1.75%). [ABSTRACT FROM AUTHOR]

This research was encouraged by learning textbooks which became the part of the learning flow resulting in the occurrence of learning obstacles. Thus, the purpose of this study was to analyze epistemological obstacles to learning about the Relationship Between Angles concept in the textbooks. The analysis of epistemological obstacles was carried out through a diagnostic test on 9th grade students of SMP Negeri 34 Palembang. The method used in this study was a qualitative method. The results of the analysis of epistemological obstacles to students' difficulties in the material relationship between angles, namely the subchapter of the relationship of angles on two parallel lines. There are 40% of junior high school students who cannot value the size of a one-sided interior angle using the property of an angle if two parallel lines are cut by a transverse line. Similarly, students cannot determine the value of a unilateral external angle with a percentage of 40%. Based on the epistemological obstacle, the results of the analysis in the textbook show that the concept of the relationship between angles is complete, but there is no explanation of the magnitudes of straight angles, right angles and opposite angles. In addition, there is a discrepancy between the sample questions and the practice questions given and the lack of activity in the problem of the properties of lines and angles which results in students not being able to determine the solution to problems related to the relationship between angles. [ABSTRACT FROM AUTHOR]

The purpose of this research was to analyze teaching materials based on Science, Technology, Engineering, and Math (STEM). The type of research used is qualitative research. Meanwhile, the research design for teaching materials uses ADDIE which includes five stages, namely analyze, design, development, implementation, and evaluation. The feasibility analysis of STEM teaching materials refers to the results of the assessments of three experts, namely education experts, STEM experts, and mathematicians as well as student responses. The students' responses that were used as a test were students of State Earth Elementary School, Lampung. The results of this study indicate that fourth-grade elementary school students need teaching materials to complete math textbooks. Teaching materials needed by students are based on Science, Technology, Engineering, and Math (STEM). [ABSTRACT FROM AUTHOR]

This research is motivated by the assessment results of Indonesian students who have not achieved the average achievement at the global level based on the TIMSS and PISA assessments. Knowing this, it would be rational to study more about students' mathematical achievement, directly proportional to their mathematical literacy capacity. Students' understanding of mathematical concepts strongly supports mathematical literacy. Therefore it is important to investigate the characteristics of textbooks used as teaching materials in learning mathematics. This study aimed to investigate the characteristics of junior high school mathematics textbooks related to mathematical literacy in several countries. This study uses the Systematic Literature Review method by collecting 83 relevant journals and then re-selected to meet the criteria. Based on the literature study that has been carried out, it was found that the character of the presentation of material from textbooks in various countries that supports the growth and development of students' mathematical literacy, namely; reasoning and evidence, real contextual, problem-solving with high-level cognition, and material coherence. [ABSTRACT FROM AUTHOR]

This purpose of this research is to know the effectiveness of developing mathematics teaching materials with Project Based Learning models in improving mathematical communication skills of fifth grade students at Muhammadiyah 1 Kudus elementary school. The subjects of the research is students of fifth grade of SD Muhammadiyah 1 Kudus. Data collection techniques were used are observation, interviews, giving questionnaires to students, teachers and experts about mathematics teaching materials, students' pretest and posttest scores. Data analysis used quantitative descriptive analysis. The results of research and development of mathematics teaching materials on data processing materials for fifth grade sudents Muhammadiyah 1 Kudus elementary school By using the independent sample t test, the value of sig 2 tailed is 0.000 < 0.05, so there is a difference in the average between the experimental class and the control class. The average value of the control class is 71.47 and the experimental class is 80.58. So that the use of mathematics textbooks and Student Worksheets is very effective applied to students. [ABSTRACT FROM AUTHOR]

Mathematics textbooks play a significant role in helping students develop problem-solving skills, which is required in this century. The main objective of the present study was to analyze how mathematical problem-solving is represented in a 10th grade mathematical textbook in Indonesia. The study focused on the topics of Function with four basic competencies. The teaching for problem-solving approach was used to analyze the book. All exercises and competency tests tasks were analyzed and classified into various problems representations such as similarity, form, closed/open, and the number of steps. The analysis result showed that the chapter offers non-routine, open-ended, and word problems in moderate numbers. However, it delivered a large number of problems required to solve using multiple steps. As a result, it was found that the chapter presented a limited foundation for students to develop their problem-solving skills. Several suggestions for further improvement of the textbook regarding the representation of problem-solving are presented. [ABSTRACT FROM AUTHOR]

This study aims to determine the effectiveness of the use of learning modules based on contextual integer division on students' interest in learning. The research design used is a Quasi Experimental Design in the form of a nonequivalent control group design. This study uses an experimental class that uses a contextual-based learning module and a control class that uses a mathematics textbook. The sample of this study was the sixth grade students of the S, amounting to 32 people. The experimental class is 16 people and the control class is 16 people. Based on the results of the t test using an independent sample T test, obtained the value of Sig. (2-tailed) of 0.011 <0.05, it can be concluded that the null hypothesis (Ho) is rejected and accepts the alternative hypothesis (Ha). This can be seen from the results of the average value of the two classes, the average value of the experimental class is 54.75 and the average value of the control class is 50.94. The results of this study indicate that there is a significant difference in student interest in learning between the experimental class students and the control class students. Therefore, the contextual-based learning module on integer division material is effectively used for students' interest in learning. [ABSTRACT FROM AUTHOR]

This study aimed to determine the geometry tasks in Laotian and Indonesian lower secondary school mathematics textbooks from the perspective of revised Bloom's Taxonomy. The type of this study was textbook analysis. The data source of this study was the two selected mathematics textbooks from Laos and Indonesia. The Laotian mathematic is entitled lower secondary school mathematic textbook grade VII (Published by Ministry of Education and Sport), and The Indonesian mathematic textbook is entitled lower secondary school mathematic textbook grade VII (Published by Ministry of Education and Culture). The studied objects consist all of geometry tasks in Laotian and Indonesian mathematics textbooks from the perspective of revised Bloom's Taxonomy. Data were collected through observation and recording techniques. The instruments used are the sheet analysis of geometry tasks from the perspective of revised Bloom's Taxonomy in the six cognitive domain levels such as remembering (C1), understanding (C2), applying (C3), analyzing (C4), evaluating (C5) and creating (C6). The validity of the data is based on inter-rater reliability. Data analysis techniques are carried, namely unitizing, recording / coding, and inferring. The study results showed that there are some similarities between the geometry tasks in the two selected textbooks when comparing C2 and C3. The percentages of C2 and C3 in the Laotian mathematics textbook were 26.74% and 31.39%, respectively, versus 26.66% for C2 and 33.33% for C3, respectively, in the Indonesian textbook. In contrast, study results also showed some differences between the geometry tasks in the two selected textbooks such as C1, C4, C5, and C6. The study resulted revealed that the percentages of C1, C4, C5, and C6 were 9.30%, 22.09%. 10.46% and 0%, respectively in the Laotian textbook versus 2.22%, 29.62%, 5.18%, and 2.96% for C1, C4, C5, and C6 in the Indonesian textbook, respectively. Furthermore, the higher-order thinking skills (HOTS) consist of C4, C5, and C6 in the Indonesian mathematics textbook contain more geometry tasks than the Laotian mathematics textbook. Despite some differences between Laotian and Indonesian curricula, there are similar geometry topics in the Laotian and Indonesian mathematics textbooks. Based on the results, the researcher suggestions for the continuous revisions of Laotian mathematics textbook to include more tasks in HOTS similar to the Indonesian mathematics textbook to help educators develop higher order cognitive abilities in their students. [ABSTRACT FROM AUTHOR]

An arithmetic sequence is one of algebra topics introduced for grade VIII students in Indonesian mathematics curriculum. The question is how do we design a learning material on this topic so that students understand it meaningfully? This study therefore aims to design a learning material for introducing the arithmetic sequence. To do this, we used a design research method, particularly the phase of preliminary design with the following three steps. First, we carried out a literature study on the theory of Realistic Mathematics Education (RME) and a limited observation on Indonesian mathematics textbooks on the topic of arithmetic sequence. Second, we designed a learning material for the topic of the arithmetic sequence according to the RME theory and the Indonesian mathematics textbooks. The RME theory was used because it provides guidance for designing meaningful learning activities. Finally, we made predictions of students' thinking process to produce a ready-use learning material for the teaching experiment. The learning material, as the result of this study, included a learning sequence and corresponding predictions of students' thinking process for the topic of arithmetic sequence. We consider that the learning material is more meaningful to be implemented in the learning and teaching process. [ABSTRACT FROM AUTHOR]

This research aimed to analyze the Higher Order Thinking Skils (HOTS) content on General Mathematics TextBook for 11th grade of Senior High School. This research used content analysis of qualitative approach. The source of data or document analyzed in this research is from General Mathematics TextBook for 11th grade of Senior High school Curriculum 2013 revision 2017, published by Pusat Kurikulum dan Perbukuan Balitbang Kementrian Pendidikan. Data was collected by reading and writing carefully using validated instruments such as framework of document analysis. Data was analyzed using quantitative and qualitative descriptive technique. The result of this study shows that the General Mathematics TextBook for 11th grade of Senior High School are able to facilitate HOTS by 66%. The contents of the were all shown in lesson materials, examples and exercise sections. In the lesson material section, the HOTS content took 66% with indicators such as 59% of analyzing, 6% of evaluating, and 35% of creating. The HOTS content on the General Mathematics TextBook in the example section took 33% with indicators such as 55% of analyzing, 45% of evaluating, and 0% of creating. The HOTS content on the General Mathematics TextBook in the exercise section took 42% with indicators such as 37% of analyzing, 51% of evaluating, and 12% of creating. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) could present animated real objects in a variety of perspectives virtually to facilitate the imagination of the parts of the object. The aim of this study to develop ARuang based on augmented reality, a solid shape learning media, for high school students. This research and development used the ADDIE model by utilizing software of unity 3D, Vuforia and Blender that had been tried in some high school in Salatiga. ARuang displayed the cube from various perspectives using images and animation about the components of the ribs, space diagonals, side diagonals, diagonal planes, cut symmetries and rotating symmetries with reality in the form of images that function as markers. The validation test results showed that the ARuang is very good and feasible to use. ARuang implementation showed that the subject is very interested and very smooth in operating this application. The subject felt very helped in learning the concept of the cube. All subjects using ARuang could master the material very well. It was concluded that ARuang could function well as a medium for learning mathematics about cubes. ARuang's development opened up insights for developing mathematics textbooks containing images that function as markers in augmented reality. [ABSTRACT FROM AUTHOR]

Learning media courses are very important given to prospective teachers because this course will equip them to master one of the basic skills of teachers, namely the skills to use and design learning media. However, to prepare the students to face the global competition, a significant goal should be determined. This study aims to produce an effective textbook to support students' creativity in learning media course. This type of research is development research. While the model used is ADDIE which includes 5 stages, namely Analyze, Design, Development, Implement and Evaluate. Of the five stages of development using the ADDIE model, the results that have been achieved are obtained: 1) the results of the analyze phase, namely in the form of task analysis and analysis of student needs; 2) the results of the design phase, namely in the form of material coverage adapted to the syllabus and the textbook format adapted to the Unesco format; 3) the results of develop stage, namely the results of the preparation of the draft book and the results of the internal review; 4) the results of evaluate phase, namely the evaluation of each stage. From the overall results, it is found that the development of this mathematics learning media textbook needs to be tested for feasibility and readability so that responses from students and supporting lecturers indicate whether this textbook can be used as the main textbook for mathematics learning media courses. [ABSTRACT FROM AUTHOR]

The study aimed to identify the profile of public high schools in a division of the Northern Philippines that discriminated schools with consistent high Mathematics performance from schools with consistent low Mathematics performance based on the results of the National Achievement Test for three consecutive years. Ten high schools each from high Mathematics performance and low Mathematics performance groups were the study area. The study was conducted in two phases. In phase 1, the researcher personally administered three sets of validated questionnaires to the 10 principals, 24 Mathematics teachers, and 500 students from the schools with consistent high mathematics performance, and 10 principals, 41 Mathematics teachers, and 589 students from the schools with consistent low Mathematics performance. The data gathered were tabulated, treated, and analyzed using the pairwise correlation analysis before the discriminant analysis of the SPSS. The analysis identified 18 out of 49 variables that could discriminate between the two groups of schools. Principals played big roles to attain, maintain, or improve the schools' high Mathematics performance. Teachers' number of training, attainment of Master's degrees, average class size, and the provisions for Mathematics textbooks, Activity Sheets, and a functional library were the other factors that could be associated with high Mathematics performance. [ABSTRACT FROM AUTHOR]

Character education is an important thing to be conveyed in all subjects, including mathematics learning. However, the Covid-19 pandemic is a challenge for the world of education, especially formal education in character education efforts. The purpose of this study is to discuss how character education can be implemented in online mathematics learning during the Covid-19 pandemic. This research is descriptive qualitative with a literature study that seeks to provide a solution for how character education is implemented in online mathematics learning during the Covid-19 pandemic. This study then found that character education in online mathematics learning during the Covid-19 pandemic could be implemented by integrating character values in math assignments given by teachers, delivering character values through learning media, and integrating character values in math textbooks or modules. [ABSTRACT FROM AUTHOR]

This paper describes some mistakes in solving irrational inequalities in mathematics textbook grade 10. The major mistake is to take square of both sides of the inequality without considering the sign of the member of each side of the inequality. Some suggestions are proposed to improve the mistakes and some examples are given to illustrate. [ABSTRACT FROM AUTHOR]

The purpose of this study is to describe the need for developing teaching materials in the form of textbooks based on blended learning in applied mathematics courses, and to gain a draft of applied mathematics textbooks based on blended learning that can improve the ability of solving mathematical problems. The development used the 4-D model Thiagarajan, and Semmel with several modifications, namely: 1) Define, 2) Design, 3) Develop, and 4) Disseminate. At this time is carried out the development of stages 1 and 2 and part of stage 3. The implementation was carried out in the engineering field of the State Polytechnic of Bali. The data were collected using survey methods, documents and questionnaires and analyzed using descriptive statistics. The results of the analysis found 13 mathematics learning achievements and 51 sub-achievements. Student characteristics: 1) attitudes toward mathematics are very positive, moderate learning interest, 2) high learning motivation; 3) high learning independence, 4) 79.7% had difficulty understanding sub textbooks given by lecturers, 5) 89.6% needed alternative teaching materials to understand mathematical concepts, and 6) 83.3% agreed to develop mathematics textbooks applying blended learning based on the uses of problem solving approach. The duration of internet use on students per week is very high (97.2%), and only 2.0% of students have never used the internet. However, the used of the internet for learning 41.0% tends sometimes if there is a lecturer. The most frequently used device, 95.2% used mobile phones. The students assessment of mathematics learning implementation: 1) implementation of learning: 39.76% pleasant, 56.76% less pleasant, and 3.6% unpleasant. The draft of applied mathematics textbooks based on blended learning approaches problem solving, the material was developed in reference to learning achievements, subject learning outcomes, and mathematics learning sub-achievements. The main material includes 4 fields, namely: 1) algebra, 2) geometry; 3) trigonometry; and 4) calculus. The material order, arranged with a hierarchical approach. The four materials are packaged into 2 textbooks, namely applied mathematics textbook I taught in semester 1and applied mathematics textbook II taught in semester 2, the learning approach uses problem based learning models. The textbook material is integrated in the LMS Model Schoology. The results of the validator of the draft textbooks indicated that mathematics textbooks based on blended learning by making small revisions, are appropriate to be used as applied mathematics teaching materials based on blended learning to improve problem solving skills. [ABSTRACT FROM AUTHOR]