ANALISIS KESESUAIAN BUKU SISWA DAN BUKU GURU KELAS III SD DENGAN KARAKTERISTIK PENDIDIKAN MATEMATIKA REALISTIK INDONESIA

Kurikulum 2013 telah menerapkan buku ajar berbasis kegiatan (activity base) secara terpadu, salah satunya mata pelajaran matematika. Buku ajar digunakan oleh guru dan siswa sebagai pedoman pembelajaran. Buku ajar tersebut harus mengadopsi penggunaan permasalahan contextual dan secara realistic agar siswa dapat mengipmlemetasikan matematika dalam kehidupan sehari-hari. Kenyataanya saat ini berdasarkan hasil PISA di Indonesia menggambarkan kondisi kemampuan pemahaman konsep matematika masih rendah, hal tersebut terjadi salah satunya karena penggunaan buku ajar yang berbasis matematika realistic masih kurang diperhatikan. Penelitian ini bertujuan mengetahui kesesuian materi dan pembelajaran dengan karakteristik pada pendekatan matematia realistic yaitu (PMRI) penggunaan konteks, penggunaan model, kontruksi siswa, interaktivitas, dan keterkaitan pada buku siswa dan buku guru kelas III SD semseter genap revisi 2018 khusus di bidang matematika. Analisis buku berdasarkan pada pentingnya pendekatan pembelajaran berbasis realistic, buku sebagai panduan pembelajaran bagi guru dan siswa, dan keselarasan penelitian sebelumnya. Metode penelitian yang digunakan yaitu kualitatif dengan jenis penelitian analisis isi (content analysis). Teknik penelitan ini merupakan penelitian deskriptif kualitatif dengan menggunakan persentase, untuk mendeskripsikan kesesuaian materi pada buku siswa dan langkah-langkah pembelajaran pada buku guru yang disesuaikan berdasarkan karakteristik PMRI. Selain itu, peneliti menggambarkan proporsi kesesuaian antara buku guru dan buku siswa secara persentase. Buku yang dianalisis adalah buku siswa dan buku guru tema 5, 6, 7, dan 8. Analisis dilakukan menggunakan instrumen tabel check-list yang telah diolah peneliti. Hasil analisis, diperoleh kesimpulan bahwa buku siswa di beberapa tema dan buku guru di setiap tema sudah terdapat kesesuaian dengan kelima karakteristik PMRI, proporsi rata-rata persentase kesesuaian buku siswa 45,8% dan buku guru 43,7% keduanya ada pada kategori “cukup”, artinya, buku siswa dan buku guru ini masih perlu dikembangkan. ----- Curriculum 2013 has been implementing a book teaching -based activity (activity base) is an integrated, one of which eyes the lessons of mathematics. Book of teaching used by teachers and students as a guideline learning. Books teach the need to adopt the user 's problem contextual and be realistic in order students can apply mathematics in everyday life. The fact is that currently based on the results of PISA in Indonesia, describing the condition of the ability to understand mathematical concepts is still low, so it must be supported in the use of textbooks based on realistic mathematics. This study purpose to determine the suitability of the concept and learning with the characteristics of the realistic mathematical approach, that is (PMRI) the use of context, the use of models, student construction, interactivity, and the relevance of student books for third grade elementary school teachers even revision 2018 only in mathematics. Book analysis is based on the importance of realistic-based learning approach, books as learning guides for teachers and students, and the alignment of previous research. The method of research is a qualitative descriptive study using percentages, to describe the suitability of the material in a student’s book and the steps of learning in a teacher’s book the that are adjusted based on the characteristics of PMRI. In addition, research describe the proportion of conformity between teacher books and student books as a percentage. The books analyzed were student books and teacher books themes 5, 6, 7, and 8. The analysis was carried out using a check-list table instrument that had been processed by researchers. From the results of the analysis, it was concluded that the teacher’s book and the student’s book in each theme were in conformity with the five characteristics of PMRI, the proportion of the average percentage of conformity of the student’s book 45,8% and the teacher’s book 43,7% both were in the category of “enough”, that is, this student book ant the teacher’s book still need to be developed