KOMPARASI ISI BUKU TEKS MATEMATIKA KELAS IV TERBITAN KEMENDIKBUD DAN MARSHALL CAVENDISH DITINJAU DARI KOMPETENSI LITERASI MATEMATIS

Umi Salma Fauziyah, NIM.: 19204080005 (2021) KOMPARASI ISI BUKU TEKS MATEMATIKA KELAS IV TERBITAN KEMENDIKBUD DAN MARSHALL CAVENDISH DITINJAU DARI KOMPETENSI LITERASI MATEMATIS. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The background of this research stems from the researcher's concern about the unsatisfactory score of mathematical literacy of students in Indonesia at the international level, the researcher considers the need for an in-depth investigation of one of the factors that affect the mathematical literacy ability of students in Indonesia, namely textbooks. Therefore, the researcher conducted an analysis on one of the important components of learning, namely mathematics textbooks, especially in class IV, which focused on the component of mathematical literacy. The problems studied in this study are (1) How is the presentation of material for grade IV mathematics textbooks published by the Ministry of Education and Culture and Marshall Cavendish compared in terms of mathematical literacy competence? (2) How do you compare the examples of fourth grade math textbook questions published by the Ministry of Education and Culture and Marshall Cavendish in terms of mathematical literacy competence? (3) How is the comparison of practice questions for grade IV mathematics textbooks published by the Ministry of Education and Culture and Marshall Cavendish in terms of mathematical literacy competence?. This research is a literature study research. The primary data sources for this study were mathematics textbooks published by the Ministry of Education and Culture and Marshall Cavendish. The data collection techniques of this research are observation and documentation. Through the observation technique, the researchers collected the main data sourced from the fourth grade mathematics textbook from the Ministry of Education and Culture and Marshall Cavendish. Documentation techniques are used by researchers to collect documents such as pieces of material presentation pictures, sample questions, and practice questions contained in the two books. The analysis in this study uses descriptive quantitative and qualitative techniques, quantitative descriptive analysis is used to determine the percentage of mathematical literacy in the two books, while descriptive qualitative analysis is used to describe the content of mathematical literacy contained in the two books. The results showed that (1) the presentation of material in the Kemendikbud mathematics textbook facilitated the development of mathematical literacy by an average of 31%, while the presentation of material in the Marshall Cavendish mathematics textbook facilitated the development of mathematical literacy by an average of 26%, from the data it can be seen that the presentation of the material that is superior is the Kemendikbud mathematics textbook with a difference of 5%. (2) The sample questions section in the Kemendikbud mathematics textbook facilitates the development of mathematical literacy by an average of 20%, while the sample questions in the Marshall Cavendish mathematics textbook facilitates the development of mathematical literacy by an average of 26%, from the data it can be seen that the sample questions the superior is Marshall Cavendish's math textbook by a margin of 6%. (3) The practice part of the mathematics textbook of the Ministry of Education and Culture facilitates the development of mathematical literacy by an average of 21%, while the practice of questions in the Marshall Cavendish mathematics textbook facilitates the development of mathematical literacy by an average of 20%, from the data it can be seen that the practice questions which is superior is the mathematics textbook of the Ministry of Education and Culture with a difference of 1%. These results indicate that the two books analyzed, both mathematics textbooks from the Ministry of Education and Culture and mathematics textbooks from Marshall Cavendish have the potential to develop students' mathematical literacy, with the same average percentage of 25%.

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