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Abstract
STEM is an approach that combines four scientific disciplines namely, Science, Technology, Engineering and Mathematics which collaborate in helping students to collect, analyze and solve problems be able to understand the relationship between a problem and other problems in one learning process. This study aims to analyze the Mathematics textbooks of fifth grade Elementary School Students in terms of the Elements of Science, Technology, Engineering and Mathematics. This research is a descriptive qualitative research. The subject of this study was Mathematics textbook fifth grade 2013 curriculum. The results showed that in each material at KD 3.5 and 3.6 in terms of the STEM approach were (1) for elements of science (Science) emergence the indicator of 50% in KD 3.5 is 15. while in KD 3.6 there is no occurrence. (2) for Technology elements, the occurrence of 75% indicator in KD 3.5 is 31. Meanwhile, in KD 3.6, the occurrence of 50% indicator in KD 3.5 is 6. (3) for Engineering elements, the occurrence of indicator is 80% in KD 3.5 79. Meanwhile, in KD 3.6 the occurrence of 80% indicator in KD 3.6 was 34. (4) for Mathematics elements, the occurrence of 100% indicator in KD 3.5 was 183. Meanwhile in KD 3.6 the occurrence of 100% indicator in KD 3.6 was 28.
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Copyright (c) 2023 Dalifa, Neza Agusdianita, Ike Kurniawati

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References
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- Karso, dkk., (2011), Pendidikan Matematika 1. Universitas Terbuka
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- Permendikbud Nomor 37 Tahun 2018 Tentang Perubahan Atas Peraturan Menteri Pendidikan Dan Kebudayaan Nomor 24 Tahun 2016 Tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran pada Kurikulum 2013 pada Pendidikan Dasar dan Pendidikan Menengah
- Prastowo, A. (2016). Panduan kreatif bahan ajar inovatif. DIVA press.
- Sa’adah & Umiyatus, S., (2018). Analisis kesesuaian antara buku teks siswa tematik terpadu kelas v sd/mi tema sehat itu penting terbitan kementrian pendidikan dan kebudayaan dengan kurikulum 2013 (studi di SDN Cipocok Jaya 1 Kota Serang) [Undergraduate thesis, Universtas Islam Negeri Sultan Maulana Hasanuddin. https://repository.uinbanten.ac.id/1701/
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- Wardhani, dkk., (2011), Instrumen penilaian hasil belajar Matematika SMP:Belajar dari PISA dan TIMSS, Kementerian Pendidikan Nasional.
- Wijaya, A., (2012), Pendidikan Matematika Realistik Suatu Alternatif Pendekatan Pembelajaran Matematika. Graha Ilmu.
- Winarni, E.W., (2018), Penelitian kuantitatif kualitatif. Bumi Aksara
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References
Agusdianita N., & Asmahasanah, S. (2020). Penyusunan perangkat model quantum teaching dalam pembelajaran Matematika menggunakan RME untuk meningkatkan prestasi belajar, kreativitas, dan karakter siswa SD. Attadib Journal Of Elementary Education, 4(1), 84-90. https://doi.org/10.32507/attadib.v4i1.633
Agusdianita, N., Karjiyati, V., & Kustianti, S., K. (2021). Pelatihan penerapan model realistic mathematics education berbasis etnomatematika Tabut terhadap kemampuan literasi matematika siswa kelas IV SDN 67 Kota Bengkulu. Martabe Jurnal Pengabdian Pada Masyarakat. 4(1), 63-72. http://dx.doi.org/10.31604/jpm.v4i1.63-72
Agusdianita, N., Karjiyati, V., & Sufiyandi. (2020). The use of ethnomathematics learning devices based on realistic mathematics education models on mathematics literacy mastery [Conference session]. The International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). https://doi.org/10.2991/assehr.k.210227.054
Agusdianita, N., Widada, W., Afriani, N., H., Herawati, H., Herawaty, D., & Nugroh, K., U., Z. (2021). The exploration of the elementary geometry concepts based on Tabot culture in Bengkulu. Journal of Physics: Conference Series. 1731 (2021) 012054. 1-10. https://doi.org/10.1088/1742-6596/1731/1/012054
Abidin, dkk., (2018), Pembelajaran literasi: strategi meningkatkan kemampuan literasi matematika, sains, membaca, dan menulis. Bumi Aksara.
Arsanti, M. (2018). Pengembangan bahan ajar mata kuliah penulisan kreatif bermuatan nilai-nilai pendidikan karakter religius bagi mahasiswa prodi PBSI, FKIP, UNISSULA. Journal Kredo, 1(2), 71-90
Fernandes, M. (2018), Enhancement results learning troubleshooting using realistic mathematics education approach in elementary school. International Journal of Education Dynamics, 1(1), 83-90. https://doi.org/10.24036/ijeds.v1i1.18
Hendriana & Soemarmo (2014), Hard skill dan soft skills matematik siswa. Rafika Aditama.
Karso, dkk., (2011), Pendidikan Matematika 1. Universitas Terbuka
Kurniawati, I., Raharjo, T. J., & Khumaedi, K. (2021). Mathematical problem solving ability on problem based learning assisted by geogebra in primary school. Educational Management Journal, 10(1), 110–118.
Permendikbud Nomor 37 Tahun 2018 Tentang Perubahan Atas Peraturan Menteri Pendidikan Dan Kebudayaan Nomor 24 Tahun 2016 Tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran pada Kurikulum 2013 pada Pendidikan Dasar dan Pendidikan Menengah
Prastowo, A. (2016). Panduan kreatif bahan ajar inovatif. DIVA press.
Sa’adah & Umiyatus, S., (2018). Analisis kesesuaian antara buku teks siswa tematik terpadu kelas v sd/mi tema sehat itu penting terbitan kementrian pendidikan dan kebudayaan dengan kurikulum 2013 (studi di SDN Cipocok Jaya 1 Kota Serang) [Undergraduate thesis, Universtas Islam Negeri Sultan Maulana Hasanuddin. https://repository.uinbanten.ac.id/1701/
Susanah (2018). Strategi Pembelajaran Matematika (modul 7). Universitas Terbuka.
Wardhani, dkk., (2011), Instrumen penilaian hasil belajar Matematika SMP:Belajar dari PISA dan TIMSS, Kementerian Pendidikan Nasional.
Wijaya, A., (2012), Pendidikan Matematika Realistik Suatu Alternatif Pendekatan Pembelajaran Matematika. Graha Ilmu.
Winarni, E.W., (2018), Penelitian kuantitatif kualitatif. Bumi Aksara
Yuliati, Y. (2017). Literasi sains dalam pembelajaran IPA. Jurnal Cakrawala Pendas, 3(2).