Comparison of Indonesian and Japanese Textbooks on Integer Concepts: A Praxeological Analysis

Abstract

Mathematics textbooks played a crucial role in shaping students' understanding and mastery of mathematical concepts. As essential resources in formal education, they fostered critical thinking, problem-solving, and analytical skills. However, textbook quality and design varied significantly, affecting their effectiveness in supporting meaningful learning. This study examined how mathematics textbooks from different educational systems addressed the teaching of integers, focusing on Indonesia’s Kurikulum Merdeka and Japan’s Gakko Tosho textbooks. Using qualitative methods and hermeneutic phenomenological approaches, the analysis evaluated how these textbooks presented integer concepts to align with students' needs and contexts. The findings revealed significant differences in contextual alignment, task design, and concept integration. Kurikulum Merdeka textbooks emphasized procedural skills and provided theoretical support but lacked contextual relevance and coherence. In contrast, Gakko Tosho textbooks adopted a systematic, exploratory approach with integrated real-world tasks, enhancing conceptual understanding. This study contributed to mathematics education by highlighting the strengths and weaknesses of these didactic approaches. The findings served as a foundation for improving mathematics textbook design in Indonesia and globally, promoting a balance between procedural skills and conceptual understanding.