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This research aims to analyze the comparison of textbooks in presenting mathematical objects and problem solving on matrix topics. The object of this research consists of three books, namely mathematics textbooks used in the previous curriculum, mathematics textbooks used in the current curriculum, and mathematics textbooks from abroad. This type of research is descriptive research with a qualitative approach. The data collection method uses content analysis. Content analysis is carried out objectively and systematically to describe the content communicatively. The results of the analysis show that the presentation of facts in the three books is correct in the use of symbols, notation and mathematical terms, but in the previous curriculum books there are still several parts that are incorrect in the use of mathematical symbols and notation. When presenting the concept, the three books are correct in interpreting the concept and providing examples that are in accordance with the concept, however the previous curriculum book does not provide the conditions and universe of discussion on a definition at all, while the other two books contain only a few definitions. Then, when presenting principles, of the three books, only the foreign book connects two or more concepts or facts with concepts, while the other two books do not at all. Then when presenting operations, the three books were correct in the calculation process, however in the previous curriculum book there were several parts where the workflow did not match the information provided, while the other two books were all in accordance. Furthermore, regarding the presentation of problem solving, it is only found in the current curriculum book, while the other two books do not exist at all.
Wijaya et al. (Fri,) studied this question.