<![CDATA[This study analyzes and compares the presentation of curved-surface three-dimensional shapes (cylinder, cone, and sphere) in three different mathematics textbooks: an international textbook from India, a textbook based on Indonesia's Kurikulum Merdeka, and a textbook based on Indonesia's 2013 Curriculum. Using a qualitative approach, the research evaluates content accuracy (facts, concepts, principles), variation in cognitive question levels (based on Bloom's taxonomy), alignment with PISA standards, and the development of problem-solving skills. Findings indicate that the International Book maintains consistency in presenting facts and principles but lacks higher-order questions (C5-C6). The Merdeka Curriculum adopts a contextual approach but contains conceptual errors, such as inconsistencies in units and cone formulas. Meanwhile, the 2013 Curriculum offers a diverse range of questions up to the creativity level (C6), despite inaccuracies in the definition of three-dimensional shape similarity. The study concludes that improvements are needed in conceptual consistency, increasing the proportion of problem-solving questions, and integrating real-world contexts according to PISA standards The results of this study are beneficial for educators and textbook developers in creating more effective materials to enhance students' understanding and critical thinking skills.]]>
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