What does this research mean for the field?

Class IV mathematics textbooks from Indonesia and Singapore possess an equal overall potential to develop students' mathematical literacy, despite minor variations in how material, sample questions, and practice questions are presented. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

This research aims to compare the contents of mathematics textbooks from Indonesia and Singapore to evaluate their impact on mathematical literacy.

May 30, 2026Open Access

Comparison of the Contents of Class IV Mathematics Textbooks in Indonesia and Singapore in Terms of Mathematical Literacy

Key Points

This research aims to compare the contents of mathematics textbooks from Indonesia and Singapore to evaluate their impact on mathematical literacy.
Literature study using textbooks from the Indonesian Ministry of Education and Culture and Marshall Cavendish.
Collection techniques included observation and documentation.
Analysis involved both quantitative and qualitative descriptive techniques.
The Indonesian textbook facilitated the development of mathematical literacy by 31%, while Marshall Cavendish by 26%.
Sample questions in the Indonesian textbook supported literacy development by 20%, compared to 26% in Marshall Cavendish.
Practice questions in the Indonesian textbook enhanced literacy by 21%, while Marshall Cavendish provided 20%.

Abstract

This research is a literature study research, the primary data source of this research is a mathematics textbook published by the Indonesian Ministry of Education and Culture and Marshall Cavendish, the collection techniques used are observation and documentation, the analysis in this study uses quantitative and qualitative descriptive techniques. The results showed that the presentation of material in the Indonesia Ministry of Education and Culture book facilitated the development of mathematical literacy by 31%, while the Marshall Cavendish book was 26%, in presenting the material for the Indonesia Ministry of Education and Culture book it was superior by a difference of 5%. The sample questions section of the Indonesia Ministry of Education and Culture book facilitates the development of mathematical literacy by 20%, while Marshall Cavendish book is 26%, in the example questions Marshall Cavendish book is superior by a difference of 6%. The practice questions section in the Indonesia Ministry of Education and Culture book facilitates the development of mathematical literacy by 21%, while the Marshall Cavendish book by 20%, in the practice questions the Indonesia Ministry of Education and Culture book is superior by a difference of 1%. These results indicate that the two books analyzed have the potential to develop students' mathematical literacy, with the same average percentage of 25%.

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