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All Journal Journal of Instructional Mathematics TRISALA: Jurnal Ilmiah Pendidikan
Jesika Dwi Putriani
Universitas Sriwijaya
Education Mathematics Social Sciences Other

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PENERAPAN PENDIDIKAN DI ERA REVOLUSI 4.0 Jesika Dwi Putriani
Jurnal Ilmiah Pendidikan TRISALA Vol 7 No 1 (2021): Jurnal Ilmiah Pendidikan TRISALA (April 2021)
Publisher : Dinas Pendidikan Kota Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54211/trisala.v1i19.222

Abstract

Perkembangan revolusi industri hingga memasuki revolusi industri 4.0. Ditandai dengan perpaduan teknologi dan mengaburkan garis ruang fisik, digital, serta biologis. Revolusi industri 4.0 identik dengan disruption, disruptive (ketercerabutan) karena hampir semua ranah kehidupan berkonversi dari manual menuju digital. Sehingga Revolusi ini memiliki kolerasi terhadap pendidikan, pendidikan ini biasa disebut dengan pendidikan di era revolusi 4.0 atau pendidikan 4.0. Pendidikan 4.0 merupakan respons terhadap kebutuhan revolusi industri 4.0 di mana manusia dan teknologi diselaraskan untuk menciptakan peluang-peluang baru dengan kreatif dan inovatif. Maka dari itu, melalui kajian pustaka dan analisis isi, penulis bertujuan untuk menjelaskan penerapan pendidikan di era revolusi 4.0.
Comparative Analysis of Presentation of Set Material in Indonesian and Fijian Mathematics Textbooks Jesika Dwi Putriani; Ely Susanti; Cecil Hiltri Martin
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2385

Abstract

Textbooks are essential learning tools that significantly influence students' comprehension of mathematical concepts, including the foundational topic of sets. This study aimed to analyze how set materials are presented in Indonesian and Fijian mathematics textbooks, focusing on facts, concepts, principles and errors, cognitive levels, problem-solving, and alignment with the Programme for International Student Assessment (PISA) framework. Using a qualitative descriptive-comparative method, the study examined three textbooks: Indonesia’s KTSP (2011), Merdeka Curriculum (2022), and a Fijian mathematics book. Data were collected through document analysis. The findings revealed distinct presentation approaches: KTSP emphasizes symbols and formal definitions; the Merdeka Curriculum uses real-life contexts; and the Fijian book adopts a simple, visual style. Regarding cognitive levels, KTSP questions are mostly C1–C2, Merdeka Curriculum texkbook includes C4–C5, while Fiji remains at C1–C3. However, all three lack sufficient alignment with PISA question types. In terms of problem-solving, KTSP tends to be procedural, the Merdeka Curriculum is more reflective, and Fiji lacks problem-solving tasks. These findings highlight the need for textbooks to include more contextual and higher-order thinking problems to support students’ mathematical literacy and deeper understanding.
Co-Authors Cecil Hiltri Martin Ely Susanti