<![CDATA[Background: Students are often experience difficulties in understanding trigonometric ratios concepts, and textbooks play a crucial role in shaping conceptual understanding. However, comparative studies examining how different countries present this topic remain limited. Purpose: This study aims to compare the representation of trigonometric ratios in Indonesian and Indian tenth-grade mathematics textbooks. Method: A qualitative comparative method was used to examine three mathematics textbooks (Indonesian 2013 Curriculum, Merdeka Curriculum, and the Indian CBSE). Analysis focused on mathematical objects and tasks mapped against Bloom’s taxonomy, the PISA framework, and problem-solving indicators. Findings: While the three textbooks present similar facts, principles, and concepts, their task designs differ significantly. The Merdeka Curriculum textbook covers broader range of cognitive levels (C1–C6) with more PISA-aligned contextual problems and problem-solving tasks. In contrast, the 2013 Curriculum and Indian CBSE textbooks primarily emphasize procedural tasks with limited integration of PISA-oriented and problem-solving activities. Implications: The findings highlight the importance of incorporating cognitively demanding, contextual, and non-routine tasks into mathematics textbooks to support students’ higher-order thinking skills. Originality: This study provides a cross-national comparison of Indonesian and Indian mathematics textbooks on trigonometric ratios using Bloom’s taxonomy, the PISA framework, and problem-solving indicators.]]>
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