Analisis Soal-soal Buku Ajar Matematika Kelas VIII SMP Negeri 2 Gatak Ditinjau dari Revisi Taksonomi Bloom dan Konsep Permasalahan Dalam Belajar

This study aims to analyze the suitability and find out the dimensions of cognitive processes and the dimensions of knowledge of mathematics curriculum 2013 textbooks for class VIII based on the revised bloom taxonomy and the concept of problem in learning. Bloom’s revised taxonomy has two dimension: the cognitive process dimensions and the knowledge dimension. The cognitive process dimension contains six categories, namely: remembering, understanding, applying, analyzing, evaluating, and creating. The dimension of knowledge contains four categories, namely: factual, conceptual, procedural, and metacognitive. The method used in analyzing data is categorizing questions into taxonomic tables, calculating percentage, and drawing conclusions. The result of this study indicate that mathematic textbooks for 1st semester contain 372 questions with the highest percentage of C3-Conceptual that is equal to 28,76%, the least percentage by C5 and C6-Procedural that is equal to 0,27%, 2nd semester contains 443 questions with the highest percentage of C3-Conceptual that is equal to 34,99%, the least percentage of C3-Metacognitive, C5-Factual, and C6-Factual which is equal to 0,23%. The conclusion in the cognitive dimension book C1 is that there are no types of questions contained in the dimensions of conceptual and metacognitive knowledge, for cognitive dimensions C2 there are no types of questions included in the metacognitve dimension. There is no percentage balance between Low Order Thinking Skill (LOTS) and Higher Order Thinking Skill (HOTS) in 1st semester, the ratio is around 4:1, where as in 2nd semester the ratio is around 6:5