Electronic Theses and Dissertation

Implementasi buku teks matematika siswa pada Kurikulum 2013 telah direvisi hampir di setiap tahun. Buku teks memiliki peranan yang sangat penting dalam proses pembelajaran. Buku teks matematika digunakan sebagai bahan ajar untuk mencapai tujuan pembelajaran. Akan tetapi, saat ini belum tersedianya informasi yang memadai tentang komposisi soal pada buku teks siswa berdasarkan taksonomi Bloom revisi salah satunya yaitu soal uji kompetensi. Penelitian ini bertujuan untuk mengidentifikasi tingkat kognitif soal uji kompetensi aritmatika sosial yang terdapat dalam buku teks matematika SMP kelas VII edisi revisi 2017 Kurikulum 2013 terbitan Kemendikbud berdasarkan taksonomi Bloom revisi. Penelitian ini merupakan penelitian deskriptif kuantitatif. Soal yang diteliti yaitu soal yang terdapat pada uji kompetensi Aritmatika Sosial pada buku teks matematika SMP kelas VII edisi revisi 2017 Kurikulum 2013 yang terdiri atas 20 pilihan ganda dan 10 soal uraian. Instrumen yang digunakan dalam penelitian ini yaitu daftar chek yang di bantu dengan rubric untuk menilai jawaban soal pada deskripsi jawaban yang diharapkan. Hasil penelitian menunjukkan tingkat kognitif soal pada tingkat C1 (mengingat), C2 (memahami), dan C6 (mencipta) masing-masing sebanyak 0 butir soal (0%), pada tingkat C3 (mengaplikasikan)terdapat sebanyak 4,15% (1 butir soal), C4 (menganalisis) sebanyak 67,5%% (12 butir soal), dan C5 (mengevaluasi) sebanyak 28,35% (4 butir soal).Tingkat kognitif soal uji kompetensi aritmatika sosial yang terdapat dalam buku teks matematika SMP kelas VII edisi revisi 2017 Kurikulum 2013 terlihat belum terdistribusi secara merata. Soal untuk C1, C2, dan C6 belum tersedia, hal ini perlu disikapi guru dengan menyediakan soal dengan tingkat kognitif yang belum tersedia pada buku teks.

The implementation of student mathematics textbooks in the 2013 Curriculum has been revised almost every year. Textbooks have a very important role in the learning process. Mathematics textbooks are used as teaching materials to achieve learning objectives. However, currently there is no adequate information available about the composition of questions in student textbooks based on Bloom's revised taxonomy, one of which is competency test questions. This study aims to identify the cognitive level of social arithmetic competency test questions contained in the revised 2017 edition of seventh grade junior high school mathematics textbooks, the 2013 Curriculum published by the Ministry of Education and Culture based on the revised Bloom's taxonomy. This research is quantitative descriptive. The questions studied were the questions contained in the Social Arithmetic competency test in the seventh grade junior high school mathematics textbook revised edition of the 2017 Curriculum 2013 which consisted of 20 multiple choice and 10 description questions. The instrument used in this research is a check list which is assisted by a rubric to assess the answers to questions in the description of the expected answers. The results showed that the cognitive level of questions at the level of C1 (remembering), C2 (understanding), and C6 (creating) each with 0 items (0%), at the level of C3 (applying) there were 4.15% (1 item) questions), C4 (analyzes) as much as 67.5%% (12 items), and C5 (evaluates) as many as 28.35% (4 items). Cognitive level of social arithmetic competency test questions contained in junior high school mathematics textbooks VII revised edition of the 2017 Curriculum 2013 looks not evenly distributed. Questions for C1, C2, and C6 are not yet available, this needs to be addressed by the teacher by providing questions with cognitive levels that are not yet available in textbooks.