Indefinite integrals are a fundamental concept in calculus. This qualitative study aims to describe the content of school mathematics textbooks on indefinite integrals. The analysis used the concept of praxeology, which includes theory, technology, and techniques, based on the Reference Epistemological Model. The primary instrument in this research was the researcher, who used data from school mathematics textbooks, including two electronic textbooks used in Indonesia, one textbook from Singapore, and one from the Cambridge curriculum. The study results included a Reference Epistemological Model for indefinite integrals, used to compare textbook content and praxeological components. Praxeological analysis shows that the theoretical and technological components of Indonesian school mathematics textbooks are more complex than those from Singapore and the Cambridge curriculum. These differences are attributed to variations in the mathematics curricula of the three regions. Therefore, the Reference Epistemological Model can guide the development of instructional materials on indefinite integrals, taking into account the complexity differences among the textbooks.

Materi integral adalah salah satu konsep fundamental dalam kalkulus. Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk mendeskripsikan muatan pada buku teks matematika sekolah pada materi integral tak tentu. Analisis menggunakan konsep prakseologi yang meliputi teori, teknologi, dan teknik berdasarkan Referensi Model Epistemologi. Instrumen utama dalam penelitian ini adalah peneliti sendiri dengan menggunakan sumber data berupa buku teks matematika sekolah yaitu dua buku sekolah elektronik yang digunakan di Indonesia, satu buku teks matematika yang digunakan di Singapura, dan satu buku teks kurikulum Cambridge. Hasil penelitian berupa Referensi Model Epistemologi pada materi integral tak tentu yang digunakan untuk perbandingan buku dan organisasi prakseologi. Analisis prakseologi menunjukkan bahwa komponen teori, teknologi, dan teknik pada buku teks matematika sekolah dari Indonesia lebih kompleks dibandingkan dengan buku dari Singapura dan kurikulum Cambridge. Adanya perbedaan tersebut didasarkan pada muatan kurikulum yang berbeda diantara ketiganya. Dengan demikian, Referensi Model Epistemologi yang dihasilkan dapat dijadikan salah satu acuan dalam mengembangkan pembelajaran pada materi integral tak tentu, termasuk perbedaan kompleksitas antar kedua buku dapat menjadi referensi untuk digunakan sebagai sumber pembelajaran.

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