<![CDATA[Abstrak: Penelitian ini bertujuan untuk menjelaskan koherensi sajian antar komponen kecakapan matematis materi Trigonometri dalam buku teks matematika Sekolah Menengah Atas (SMA). Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan bentuk penelitian analisis isi. Objek penelitian dalam penelitian ini adalah sajian kecakapan matematis dalam buku teks matematika SMA. Hasil analisis data menunjukkan bahwa: (1) Koherensi sajian pemahaman konseptual materi Trigonometri dalam buku teks matematika A, B dan C tergolong cukup; (2) Koherensi sajian antara pemahaman konseptual dan kelancaran prosedural materi Trigonometri dalam buku teks matematika A dan B tergolong baik, sedangkan C tergolong cukup; (3) Koherensi sajian antara pemahaman konseptual dan kompetensi strategis materi Trigonometri dalam buku teks matematika A dan B tergolong baik, sedangkan C tergolong sangat kurang; dan (4) Koherensi sajian antara kelancaran prosedural dan penalaran adaptif materi Trigonometri dalam buku teks matematika A tergolong sangat baik, sedangkan B dan C tergolong cukup. Kata kunci: Koherensi, Kecakapan Matematis, Buku Teks Matematika Abstract: The purpose of this research was to explain how the coherence of presentation among the components of mathematical proficiency in Trigonometry in high school mathematics textbooks. The method that used in this research was descriptive and the form was content analysis. Object of this research was a mathematical proficiency presentation in mathematics textbooks. The results showed that: (1) Coherence of presentation conceptual understanding in Trigonometry in mathematics textbooks A, B and C was classified enough; (2) Coherence between presentation of conceptual understanding and procedural fluency in Trigonometry in mathematics textbooks A and B was classified good, whereas C was classified enough; (3) Coherence between presentation of conceptual understanding and strategic competence in Trigonometry in mathematics textbooks A and B was classified good, whereas C was classified enough; and (4) Coherence between presentation of procedural fluency and adaptive reasoning in Trigonometry in mathematics textbooks A was classified very good, whereas B and C was classified enough. Keywords: Coherence, Mathematical Proficiency, Mathematics Textbooks]]>
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