Cognitive level of word problems in high school mathematics textbooks class X

Abstract

This study aims to describe the cognitive level of word problems in mathematics textbooks for class X based on the revised Bloom's Taxonomy. This type of research is descriptive qualitative. The object of research is the whole word problems in the mathematics textbook for senior high school class X Curriculum 2013 in the 4th edition of the 2017 revised edition. The data were collected by the documentation method with the instrument in the form of a checklist used in the process of classifying the cognitive level of word problems based on the revised Bloom's Taxonomy. Question indicators based on the cognitive level of the revised Bloom's Taxonomy were validated by an expert and their reliability was estimated using inter-rater reliability. The reliability coefficient obtained on the knowledge dimension is 0.73 and the cognitive process dimension is 0.71. The results showed that the cognitive level of mathematics word problems in high school mathematics textbooks includes 11 variations of questions from 24 variations of questions according to the cognitive level of the revised Bloom's Taxonomy of the 33 word problems with 57 questions, the dominant cognitive level is analyzing procedural knowledge (45.61%), followed by applying procedural knowledge (19.30%), understanding conceptual knowledge (10.53%), analyzing conceptual knowledge (7.02%), understanding factual knowledge (3.51%), remembering conceptual knowledge (3.51%), evaluating metacognitive knowledge (3.51%), analyzing factual knowledge (1.75%), analyzing conceptual knowledge (1.75%), understanding procedural knowledge (1.75%) and creating procedural knowledge (1.75%).