Analysis of the Presentation of the Pythagorean Theorem Topic in Mathematics Textbook of Grade VIII Based on Praxeology Nusrotul Bariyah* (a), Sufyani Prabawanto (b), Jarnawi Afgani Dahlan (c)
abc: Department of Mathematics Education
Universitas Pendidikan Indonesia
Jalan Dr. Setiabudhi No. 229, Kota Bandung, Jawa Barat
*nusrotulbariyah[at]upi.edu
Abstract
The Pythagorean theorem is a fundamental concept in mathematics that is widely used in various fields, such as physics and engineering. The Pythagorean theorem is important for students to learn. However, many students have difficulty in solving Pythagorean theorem problems. Based on the literature study, it was revealed that students^ difficulties occurred due to learning obstacles, which were strengthened by the results of the preliminary study. This study aims to analyze the presentation of the Pythagorean theorem topic in the mathematics textbook of the grade VIII independent curriculum based on praxeology. To achieve this goal, the research was carried out using a qualitative method of the hermeneutic phenomenological approach. Data collection through data triangulation, namely written tests, interviews, and document studies. At the data collection stage, there were 30 students and two teachers who participated. To maintain the credibility of the research, at the analysis stage, focus group discussions were carried out and the ATLAS.ti software was used. The results of the study show that in some of the sentences in the textbooks of multi-interpretation students, there are inconsistencies between the images in the sample questions and in the discussion, the incompatibility between the content of the questions and the existing theory, and the incompatibility between the context of the questions and the reality in the field. The tasks are incoherent, and there is no chance for students to develop their own techniques and convey their meaning. The implications of the presentation of material in student textbooks reveal the existence of didactical obstacles- in addition, it also reveals ontogenic obstacles and epistemological obstacles in solving the problem of the Pythagorean theorem. Further research can develop a hypothetical learning trajectory and its didactic design.
