DEVELOPMENT OF PISA TYPES OF QUESTIONS AND ACTIVITIES CONTENT SHAPE AND SPACE CONTEXT PANDEMIC PERIOD

Risda Intan Sistyawati (1)
Zulkardi Zulkardi (2*)
Ratu Ilma Indra Putri (3)
Samsuriyadi Samsuriyadi (4)
Zahra Alwi (5)
Sisca Puspita Sepriliani (6)
Ayu Luviyanti Tanjung (7)
Riszky Pabela Pratiwi (8)
Shinta Aprilisa (9)
Duano Sapta Nusantara (10)
Meryansumayeka Meryansumayeka (11)
Jayanti Jayanti (12)


(1) Universitas Sriwijaya
(2) Universitas Sriwijaya
(3) Universitas Sriwijaya
(4) Universitas Sriwijaya
(5) Universitas Sriwijaya
(6) Universitas Sriwijaya
(7) Universitas Sriwijaya
(8) Universitas Sriwijaya
(9) Universitas Sriwijaya
(10) Universitas Sriwijaya
(11) Universitas Sriwijaya
(12) Universitas Sriwijaya
(*) Corresponding Author


Abstract


This research belongs to the type of development research, which consists of the main stages, including preliminary design and formative evaluation. This study aims to obtain valid and practical PISA-type development questions consisting of initial design, self-evaluation, expert review, one-to-one, and small group. The emergence of this research is due to the low mathematical literacy of students in Indonesia. This study took a particular research subject for grade IX junior high school students in Palembang City. From this study, the results obtained include the development of PISA-type questions and activities using the context of social distancing during the pandemic.

Keywords


COVID-19; Development; Literacy; PISA; Questions and Activities

Full Text:

PDF

References


Bakker, A., & Wagner, D. (2020). Pandemic: lessons for today and tomorrow? Educational Studies in Mathematics, 104(1), 1-4. https://doi.org/10.1007/s10649-020-09946-3

Edo, S. I., Tanghamap, K., & Tasik, W. F. (2015). Model pembelajaran penjumlahan dan pengurangan bilangan melalui pendekatan pmri konteks permainan karet gelang [The learning model for adding and subtracting numbers through the PMRI approach in the context of a rubber band game]. Jurnal Pendidikan Matematika, 9(2), 99-123.

Efriani, A., Putri, R. I. I., & Hapizah, H. (2019). Sailing context in PISA-like mathematics problems. Journal on Mathematics Education, 10(2), 265-276. https://doi.org/10.22342/jme.10.2.5245.265-276

Gravemeijer, K., Stephan, M., Julie, C., Lin, F.-L., & Ohtani, M. (2017). What mathematics education may prepare students for the society of the future? International Journal of Science and Mathematics Education, 15(1), 105-123. https://doi.org/10.1007/s10763-017-9814-6

Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffin, P. (2015). A framework for teachable collaborative problem solving skills. In P. Griffin & E. Care (Eds.), Assessment and teaching of 21st century skills: Methods and approach (pp. 37-56). Springer Netherlands. https://doi.org/10.1007/978-94-017-9395-7_2

Irfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). Challenges during the pandemic: Use of e-learning in mathematics learning in higher education. Infinity Journal, 9(2), 147-158. https://doi.org/10.22460/infinity.v9i2.p147-158

Jannah, R. D., Putri, R. I. I., & Zulkardi, Z. (2019). Soft tennis and volleyball contexts in Asian Games for PISA-like mathematics problems. Journal on Mathematics Education, 10(1), 157-170. https://doi.org/10.22342/jme.10.1.5248.157-170

Kohar, A. W., Wardani, A. K., & Fachrudin, A. D. (2019). Profiling context-based mathematics tasks developed by novice PISA-like task designers. Journal of Physics: Conference Series, 1200(1), 012014. https://doi.org/10.1088/1742-6596/1200/1/012014

Lin, S.-W., & Tai, W.-C. (2015). Latent class analysis of students' mathematics learning strategies and the relationship between learning strategy and mathematical literacy. Universal Journal of Educational Research, 3(6), 390-395. https://doi.org/10.13189/ujer.2015.030606

Magen-Nagar, N. (2016). The effects of learning strategies on mathematical literacy: A comparison between lower and higher achieving countries. International Journal of Research in Education and Science, 2(2), 306-321.

Meryansumayeka, M., Putri, R. I. I., Zulkardi, Z., & Hiltrimartin, C. (2020). Secondary students’ higher-order thinking skills in solving PISA-like mathematical tasks. Journal of Physics: Conference Series, 1480(1), 012034. https://doi.org/10.1088/1742-6596/1480/1/012034

Munayati, Z., Zulkardi, Z., & Santoso, B. (2015). Kajian soal buku teks matematika kelas X kurikulum 2013 menggunakan framework PISA [Study of class X mathematics textbooks in the 2013 curriculum using the PISA framework]. Jurnal Pendidikan Matematika, 9(2), 188-206.

Nieveen, N., & Folmer, E. (2013). Formative Evaluation in Educational Design Research. In T. Plomp & N. Nieveen (Eds.), Educational design research (pp. 152-169). Netherlands Institute for Curriculum Development (SLO).

Novita, R., Zulkardi, Z., & Hartono, Y. (2012). Exploring primary student's problem-solving ability by doing tasks like PISA's question. Indonesian Mathematical Society Journal on Mathematics Education, 3(2), 133-150. https://doi.org/10.22342/jme.3.2.571.133-150

Nusantara, D. S., & Putri, R. I. I. (2018). Slope of straight line in ladder: A learning trajectory. Journal of Physics: Conference Series, 1097(1), 012116. https://doi.org/10.1088/1742-6596/1097/1/012116

Pertiwi, C. M., Rohaeti, E. E., & Hidayat, W. (2021). The students' mathematical problem-solving abilities, self-regulated learning, and VBA Microsoft word in new normal: A development of teaching materials. Infinity Journal, 10(1), 17-30. https://doi.org/10.22460/infinity.v10i1.p17-30

Putri, R. I. I., & Zulkardi, Z. (2018). Higher-order thinking skill problem on data representation in primary school: A case study. Journal of Physics: Conference Series, 948(1), 012056. https://doi.org/10.1088/1742-6596/948/1/012056

Putri, R. I. I., & Zulkardi, Z. (2020). Designing PISA-like mathematics task using Asian Games context. Journal on Mathematics Education, 11(1), 135-144. https://doi.org/10.22342/jme.11.1.9786.135-144

Rawani, D., Putri, R. I. I., & Hapizah, H. (2019). PISA-like mathematics problems: Using taekwondo context of Asian Games. Journal on Mathematics Education, 10(2), 277-288. https://doi.org/10.22342/jme.10.2.5243.277-288

Schleicher, A. (2019). PISA 2018: Insights and interpretations. OECD Publishing.

Stacey, K. (2015). The international assessment of mathematical literacy: PISA 2012 framework and items. In S. J. Cho (Ed.), Selected Regular Lectures from the 12th International Congress on Mathematical Education (pp. 771-790). Springer International Publishing. https://doi.org/10.1007/978-3-319-17187-6_43

Stacey, K., & Turner, R. (2015). The evolution and key concepts of the PISA mathematics frameworks. In K. Stacey & R. Turner (Eds.), Assessing Mathematical Literacy: The PISA Experience (pp. 5-33). Springer International Publishing. https://doi.org/10.1007/978-3-319-10121-7_1

Tessmer, M. (1993). Planning and conducting formative evaluations. Routledge. https://doi.org/10.4324/9780203061978

Zulkardi, Z., Nusantara, D. S., & Putri, R. I. I. (2021). Designing PISA-like task on uncertainty and data using COVID-19 context. Journal of Physics: Conference Series, 1722(1), 012102. https://doi.org/10.1088/1742-6596/1722/1/012102




DOI: https://doi.org/10.22460/infinity.v12i1.p1-12

Article Metrics

Abstract view : 272 times
PDF - 148 times

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.