Content analysis of Fraction Topics in Mathematics Textbook Year 2 According to Taksonomi Bloom
DOI:
https://doi.org/10.37134/jpsmm.vol14.2.7.2024Keywords:
Mathematics textbook, Bloom's Taxonomy, training, content analysisAbstract
The textbook is a reference guide for teachers and students in the implementation of the curriculum set by the Malaysian Ministry of Education. Textbooks influence the teaching and learning activities of teachers and student educators. Fractional topics show development in emphasizing the cognitive domain and students' thinking skills. Therefore, this study identifies the difference of fraction topics in year 2 mathematics textbooks between National Primary Schools (SK) and Chinese Type National Primary Schools (SJKC) from the aspect of activities and exercise based on the cognitive level of Bloom's Taxonomy. This study uses content analysis in terms of the type of exercise and level of thinking. The results show that most of the mathematical exercises in both textbooks are in the domain of understanding and applying. The percentages and bar charts show that there is no significant difference between SK and SJKC Mathematics textbooks in cognitive aspect. Although the curriculum applied at schools are the same, efforts in improving textbooks need to be continued and increased according to current needs so that there is no gap in textbook content.
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