PROFIL LEVEL KONTEKS PADA SOAL MODEL PISA
DOI:
https://doi.org/10.31100/histogram.v4i2.625Keywords:
context, camouflage, PISA like problemsAbstract
One of the obstacles in designing the PISA like problems is determining the right context in order to make the questions make sense for students to solve. Therefore, this study aims to determine the profile of the context level in the PISA like problems developed by novice researchers, students of the Mathematics Education Study Program in one of university in Palembang, South Sumatra, who conducted a final assignment research on the topic of developing the PISA like problems. The level of context in this study is defined as a matter of mathematical models that use situations that are either found in the real world that make sense in students' understanding. Context level is divided into three, namely camouflage context, contexts that need solutions, and contexts that require mathematical models. Document observation was carried out to collect the profile data about the PISA model through filling in the checklist sheet and quantitative descriptions. The document observed in this activity was 43 items of PISA like problems from the four research subjects involved. Based on the results, it can be concluded that the PISA like problems developed by research subjects are still dominated by questions with a camouflage context that is equal to 53.49%. As many as 41.86% of the questions designed were already accompanied by contexts that needed solutions. However, the number of contexts requiring mathematical models is only 4.65%.
References
De Lange, J. (1987). Mathematics, insight and meaning. University.
Dohn, N. B. (2007). Knowledge and skills for PISA—Assessing the assessment. Journal of Philosophy of Education, 4(1), 1–16.
Ekawati, R., Kohar, A. W., & Hartono, S. (2017). Experts’ notion and students’ responses on context-based mathematics problem. Journal of Engineering Science and Technology (JESTEC), Special Is(10), 53–64.
Johar, R. (2012). Domain soal PISA untuk literasi matematika. Jurnal Peluang, 1(1), 30–41.
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), 12–14.
Kusaeri, K., Sutini, S., Suparto, S., & Wardah, F. (2019). The validity and inter-rater reliability of project assessment in mathematics learning. Beta: Jurnal Tadris Matematika, 12(1), 1–13.
Landis, J. R., & Koch, G. G. (1977). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observers. Biometrics, 33(2), 363–374.
Maulana, M., Hardiani, D., & Irawati, R. (2017). Penerapan Pendekatan Kontekstual Berbasis Etnografi Majalaya Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Pada Materi Penjumlahan Dan Pengurangan Bilangan Bulat. Jurnal Pena Ilmiah, 2(1), 981–990.
Napitupulu, D. B. (2014). Studi Validitas Dan Realibilitas Faktor Sukses Implementasi E-government Berdasarkan Pendekatan Kappa. Jurnal Sistem Informasi, 10(2), 70–74.
Nuraini, R. (2014). Analisis pemahaman siswa SMP dalam menyelesaikan masalah aljabar pada PISA. Mathedunesa, 3(2), 158–164.
OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. OECD.
Salgado, F. (2016). Developing a Theoretical Framework for Classifying Levels of Context Use for Mathematical Problems. Mathematics Education Research Group of Australasia. Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia, 110–117.
Sawatzki, C. (2017). Lessons in financial literacy task design: Authentic, imaginable, useful. Mathematics Education Research Journal, 29(1), 25–43.
Sihite, S., & Surbakti, M. S. (2015). Kajian Pemilihan Moda Transportasi Antara Angkutan Kota Dengan Monorel Menggunakan Metode Stated Preference (Studi Kasus: Rencana Pembangunan Monorel Kota Medan). Proceedings of The 18th FSTPT International Symposium, 345–354.
Suryaningrum, T. D., & Muljanah, I. (2009). Prospek Pengembangan Usaha Pengolahan Pempek Palembang. Squalen Bulletin of Marine and Fisheries Postharvest and Biotechnology, 4(1), 31–40.
Tout, D., & Spithill, J. (2015). The challenges and complexities of writing items to test mathematical literacy. In Assessing Mathematical Literacy, Springer, Cham, 145–171.
Zulkardi, Z., & Kohar, A. W. (2018). Designing PISA-Like Mathematics Tasks In Indonesia: Experiences and Challenges. Journal of Physics: Conference Series, 947(1), 12–15.
Downloads
Additional Files
Published
Issue
Section
Citation Check
License
Please find the rights and licenses in Histogram: Jurnal Pendidikan Matematika. By submitting the article/manuscript, the author(s) accept this policy.
1. License
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International.
2. Author's Warranties
The author warrants that the article is original, written by a stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
Histogram: Jurnal Pendidikan Matematika's spirit is to disseminate articles published for free. Under the Creative Commons license, Histogram: Jurnal Pendidikan Matematika permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and Histogram: Jurnal Pendidikan Matematika when distributing works in the journal.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
- Copyright and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in one's future works, including lectures and books,
- The right to reproduce the article for one's purposes,
- The right to self-archive the article,
- The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (Histogram: Jurnal Pendidikan Matematika).
5. Co-Authorship
If other authors jointly prepared the article, any author submitting the manuscript warrants that all co-authors have authorized them to agree on this copyright and license notice (agreement) on their behalf and agree to inform their co-authors of the terms of this policy. Histogram: Jurnal Pendidikan Matematika will not be held liable for anything arising from the author(s) internal dispute. Histogram: Jurnal Pendidikan Matematika will only communicate with the corresponding author.
6. Royalties
This agreement entitles the author to no royalties or other fees. To such an extent that it is legally permissible, the author waives their right to collect royalties relative to the article regarding any use by Histogram: Jurnal Pendidikan Matematika.
7. Miscellaneous
Histogram: Jurnal Pendidikan Matematika will publish the article (or have it published) in the journal if the editorial process is completed. Histogram: Jurnal Pendidikan Matematika h editors may modify the article to a style of punctuation, spelling, capitalization, referencing, and usage that deems appropriate. The author acknowledges that the article may be published to be publicly accessible, and such access will be free of charge for the readers, as mentioned in point 3.
