<![CDATA[This study aims to examine the presentation of material on the perimeter and area of ​​quadrilaterals in the 2017 Revised Edition of a mathematics textbook for seventh-grade junior high school students, semester 2, published by the Ministry of Education and Culture. The analysis was conducted using a praxeology theoretical framework, examining the components of task, technique, technology, and theory. The method used was descriptive qualitative through a content analysis (document) approach. The analysis results indicate that learning obstacles persist in the textbook, including ontogenic obstacles, epistemological obstacles, and didactic obstacles. As a solution, this study developed an alternative didactic design based on a contextual approach and the continuity of prior knowledge to facilitate more meaningful student concept construction]]>
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