Analysis of Inverse Proportion in Mathematics Textbook Based on Praxeological Theory
DOI:
https://doi.org/10.15575/ja.v8i2.22679Keywords:
Textbook, Inverse Proportion, Praxeological TheoryAbstract
Buku teks yang memiliki konten isi memiliki peranan yang sangat penting dalam menunjang proses pengetahuan siswa secara utuh. Fakta menunjukkan bahwa sebagian besar guru bergantung pada buku teks, hingga ada keluhan pada isi dan sajian buku teks. Penelitian ini bertujuan untuk mendeskripsikan karakteristik sajian buku teks kelas tujuh pada materi perbandingan berbalik nilai ditinjau dari teori prakseologi yang memiliki empat elemen analisis, yaitu tugas, teknik, teknologi, teori. Penelitian ini adalah penelitian deskriptif kualitatif dengan objek penelitian adalah buku teks siswa kelas VII terbitan Kemendikbud, serta subjek penelitian melibatkan guru kelas tujuh. Temuan penelitian menunjukkan bahwa sajian buku teks materi perbandingan berbalik nilai sudah cukup baik. Namun, ada beberapa sajian yang perlu dilengkapi. Materi perbandingan berbalik nilai sudah bersifat kontekstual, tetapi terdapat ilustrasi tidak sesuai perkembangan kognitif siswa. Sajian teknik kurang lengkap dan tidak memberikan ruang bagi siswa untuk memilih cara menyelesaikan kasus perbandingan berbalik nilai, tidak ada kesempatan bagi siswa untuk memberikan justifikasi terhadap teknik yang dilakukan, serta beberapa tidak ada situasi untuk membuat siswa menyimpulkan terhadap hasil justifikasi yang dilakukan.
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Textbooks with content are very important in supporting the students’ knowledge process. The facts show that most teachers depend on textbooks, so there are complaints about the content and presentation of textbooks. This study aims to describe the characteristics of a seventh-grade textbook presented on inverse proportion in terms of the praxeological theory, which has four elements of analysis, namely task, technique, technology, and theory. This research is a qualitative descriptive study with the object of research being a textbook of class VII students published by the Ministry of Education and Culture. The research subject involves seventh-grade teachers. The study results show that the presentation of inverse proportion in textbooks is good enough. However, there is some present that needs to be completed. The inverse proportion is already contextual, but some illustrations do not match students' cognitive development. The presentation of techniques is incomplete and does not provide space for students to choose how to solve cases of inverse proportion, there is no opportunity for students to justify the techniques used, and in some situations, there are no situations to make students conclude on the results of the justifications carried out.
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