Abstract
Textbooks used in schools affect the quality of mathematics learning in the country. Indonesian Ministry of Education (Kemendikbud) already lauched students’ and teachers’ textbook that are distributed nationally on 2013; however improvements are needed to revise the textbooks since there are concerns such as the difficulty level of problems contained in the textbooks. The main objective of this study is to compare non-routine problems contained in mathematics textbooks used in Indonesia and Singapore. This is a qualitative research with content analysis design. Researchers compare Singaporean and Indonesian mathematics textbook since Singapore got higher rank in mathematics based on PISA result in 2018. The topic in this study is limited to Pythagorean Theorem. The result of the research shows that Indonesia and Singapore has consecutively 22,1% and 11,3% non-routine problem. Another finding of this study was Singaporean mathematics textbook focused more on developing students’ fluency of solving problems, meanwhile Indonesian mathematics textbook focused more on students’ reasoning ability. The results and findings in this paper are expected to provide input in developing future mathematics textbooks.
Highlights
Due to the change of the national curriculum of Indonesia in 2013, the Indonesian education and Culture or Kementerian Pendidikan dan Kebudayaan (Kemendikbud) of Indonesia launched students' and teachers' textbooks that are distributed nationally in the form of both physic and electronic
The main objective of this study is to compare non-routine problems contained in mathematics textbooks used in Singapore and Indonesia, limited to the Pythagorean Theorem topic
The New Syllabus Mathematics (NSM) textbook which has 62 problems in the Pythagorean Theorem topic, contains 19 problems (30,6%) satisfying indicator (i), 9 problems (14,5%) of indicator (ii), and 60 problems (96,8%) of indicator (iii). These data show that the NSM textbook having nearly 70% similar problems that have been encountered by students, a few problems having a unique solution, and the majority of problems have neither instructions nor hint to solve it
Summary
Due to the change of the national curriculum of Indonesia in 2013, the Indonesian education and Culture or Kementerian Pendidikan dan Kebudayaan (Kemendikbud) of Indonesia launched students' and teachers' textbooks that are distributed nationally in the form of both physic and electronic. A similar thing became research findings of Muklis & Setyaningsih (2015) where they found that teachers show concern related to the difficulty level of the problem presented in the textbook which will affect the time allocation needed to finish all materials in the academic year. Almost every country develops books that are adjusted to the views and habits of the country's mathematical education culture (Sutherland, 2007) This means analyzing textbooks used in a country might reveal learning opportunities provided, the effectiveness of the teaching and learning process in schools, and how well the curriculum has been implemented in the country (özer & Sezer, 2014). This importance of textbook encourages researchers to design researches related to it, including researches that compare textbooks from various countries (Lisarani et al, 2019)
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