Materi Peluang dalam Buku Teks Matematika Kurikulum Merdeka: Analisis Prakseologi

M. Azhari Panjaitan, Jarnawi Afgani Dahlan

Sari


The curriculum in Indonesia has continued to evolve, particularly with the introduction of the Merdeka Curriculum in 2021. In 2022, mathematics textbooks aligned with the Merdeka Curriculum were published. This study aims to analyze the probability material in the Grade 10 mathematics textbook for senior high school based on the Merdeka Curriculum using a praxeological approach. The research method employed is qualitative with a hermeneutic praxeological approach. The findings of this study are as follows: (1) the praxeological analysis identified four structures, namely task data (T), techniques (t), technology (q), and theory (Q); (2) each task T1, T2, T3, and T4 and their respective subtasks were found to utilize only one technique (t), which is perceptual, based on students’ observations; and (3) content and contextual analysis revealed errors that could lead to potential didactical learning obstacles and a lack of sub-material on compound events. Kurikulum yang terus berkembang di Indonesia, khususnya pada tahun 2021 merupakan awal diperkenalkannya kurikulum merdeka. Pada tahun 2022 terdapat buku teks matematika yang berorientasi terhadap kurikulum merdeka. Penelitian ini bertujuan untuk menganalisis materi peluang pada buku teks matematika SMA kelas X kurikulum merdeka dengan menggunakan pendekatan prakseologi. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan prakseologi hermeneutic. Hasil temuan dari penelitian ini yaitu (1) analisis prakseologi yang dilakukan terdapat ada empat struktur di antaranya data tugas (T), teknik (t), teknologi (q), dan teori (Q), (2) pada setiap tugas T1, T2, T3, dan T4 beserta masing-masing sub tugasnya yang hanya menggunakan satu teknik (t) yaitu perceptual yang berdasarkan persepsi siswa melalui observasi, dan (3) analisis isi konten dan konteks masih ditemukan kekeliruan yang menyebabkan potensi terjadinya hambatan belajar siswa yaitu didaktis serta adanya kekurangan sub materi pada kejadian majemuk.

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DOI: http://dx.doi.org/10.25157/teorema.v10i2.18646

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