A. Wijaya
Textbook is considered as a potentially implemented curriculum because it mediates between the intended curriculum and teachers' classroom practices. Textbooks heavily influence the teaching and learning process that, consequently, implies students' achievement. A number of studies show the relationships between students' mathematics achievement and the textbooks they use during the learning processes. The present study reports a comparative analysis of Indonesian and Singaporean textbooks for the topic of the Pythagorean Theorem. An Indonesian mathematics textbook and a Singaporean mathematics textbook for junior high schools were analyzed. The results of the textbook analysis show that both textbooks used activities-based and context-related explanation section. Although Indonesian and Singaporean textbooks included context, the purpose of context in both textbooks were different. © 2019 IOP Publishing Ltd. All rights reserved.
Yogyakarta State University, Jl. Colombo No 1 Depok, Caturtunggal, Kabupaten Sleman, Daerah Istimewa Yogyakarta, 55281, Indonesia
