Article Sidebar

Download
PDF
Statistic
Read Counter : 570 Download : 399

Downloads

Download data is not yet available.

Main Article Content

Abstract

The essential purpose of developing PISA-like questions is to train students' reasoning abilities so that students' ability to solve PISA-like questions increases. Therefore, this research aims to produce PISA-like math problems in the context of historical buildings in the Karawang Regency that are valid, practical, and potentially affect mathematics learning. The subjects of this study were junior high school students at SMPN 2 Karawang Barat. This research uses design research with development studies, consisting of preliminary and prototyping phases. The preliminary stage consists of two stages: needs analysis and design, while the prototyping stage consists of 5 phases: self-evaluation, expert review, one-to-one, small group, and field tests. The data collection techniques in this study were in the form of PISA-like math problems in the context of shape and space with the context of Historic Buildings in Karawang, observations, questionnaires, and interviews. All data obtained were analyzed descriptively. The results show that this study resulted in nine PISA-like math problems in the context of shape and space with the context of Historic Buildings in Karawang that are valid, practical, and potentially affect learning mathematics. The potential effect is related to students' interest in PISA-like questions and students' ability to understand and answer PISA-like questions. Finally, the results of this study have an impact on students who are getting trained in solving PISA-like math problems.

Keywords

Design Research Historical Buildings’ Context PISA-like Math Problems Space and Shape

Article Details

Creative Commons License

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

How to Cite
Aini, I. N., Zulkardi, Putri, R. I. I., & Yaniawati, P. . (2022). Developing PISA-like math problems in the content of space and shape through the context of historical buildings. Journal on Mathematics Education, 13(4), 723–738. https://doi.org/10.22342/jme.v13i4.pp723-738
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Aini, I. N., & Putri, R. I. I. (2018.). Designing PISA-like mathematics problems using the context of Karawang. Journal of Physics: Conference Series, 1088(1), 012117. https://doi.org/10.1088/1742-6596/1088/1/012117
  2. Aini, I. N., Putri, R. I. I., & Yaniawati, P. (2019). PISA-like mathematics problems using rice fields context in Karawang. Journal of Physics: Conference Series, 1188(1), 012073 https://doi.org/10.1088/1742-6596/1188/1/012073
  3. Akker, J. (1999). Principles and Methods of Development Research. In: van den Akker, J., Branch, R.M., Gustafson, K., Nieveen, N., Plomp, T. (eds) Design Approaches and Tools in Education and Training. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4255-7_1
  4. Alfian, M., Dwijanto, D., & Sunarmi, S. (2017). Effectiveness of probing-prompting learning models with scaffolding strategy to mathematic creative thinking ability and enthusiasm. Unnes Journal of Mathematics Education, 6(2), 249-257. https://doi.org/10.15294/ujme.v6i2.17172
  5. Arifin, S., Putri, R. I. I., Hartono, Y., & Susanti, E. (2017). Developing Ill-defined problem-solving for the context of “South Sumatera”. Journal of Physics: Conference Series, 943(1), 012038. https://doi.org/10.1088/1742-6596/943/1/012038
  6. Bakker, A. (2018). What is design research in education?. In Design research in education (pp. 3-22). Routledge.
  7. Beatty, A., Berkhout, E., Bima, L., Pradhan, M., & Suryadarma, D. (2021). Schooling progress, learning reversal: Indonesia’s learning profiles between 2000 and 2014. International Journal of Educational Development, 85, 102436. https://doi.org/10.1016/j.ijedudev.2021.102436
  8. Csapó, B. (2022). Social determinants of mathematics and science achievement in historical context. Current Opinion in Behavioral Sciences, 46, 101182. https://doi.org/10.1016/j.cobeha.2022.101182
  9. Meryansumayeka, Putri, R. I. I., Zulkardi, & 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
  10. Meryansumayeka, Zulkardi, Putri, R. I. I., & Hiltrimartin, C. (2022). Designing geometrical learning activities assisted with ICT media for supporting students’ higher order thinking skills. Journal on Mathematics Education, 13(1), 135-148. https://doi.org/10.22342/jme.v13i1.pp135-148
  11. Mutia, M., Effendi, K. N. S., & Sutirna. (2021). PISA-LIKE: Uncertainty and data content in Statistics subject with futsal context. Journal of Physics: Conference Series, 1778(1), 012028. https://doi.org/10.1088/1742-6596/1778/1/012028
  12. Nurazizah, I., & Zulkardi. (2022). Students’ mathematical reasoning ability in solving PISA-like mathematics problem COVID-19 context. Jurnal Elemen, 8(1), 250-262. https:/doi.org/10.29408/jel.v8i1.4599
  13. Nusantara, D. S., & Putri, R. I. I. (2021). Designing PISA-like mathematics task using a COVID-19 context (PISAComat). Journal on Mathematics Education, 12(2), 349-364. http://doi.org/10.22342/jme.12.2.13181.349-364
  14. OECD. (2014). PISA 2012 Results: What Students Know and Can Do (Volume I, Revised edition, February 2014): Student Performance in Mathematics, Reading, and Science. Paris: OECD Publishing. https://doi.org/10.1787/9789264208780-en
  15. OECD. (2016). PISA 2015 Result (Volume I): Excellence and Equity in Education. Paris: OECD Publishing. https://doi.org/10.1787/9789264266490-en
  16. OECD. (2018). PISA 2018 Assessment and Analytical Framework. Paris: OECDiLibrary. https://doi.org/10.1787/b25efab8-en
  17. OECD. (2019). Indonesia – Country Note – PISA 2018 results. Retrieved from https://www.oecd.org/pisa/publications/PISA2018_CN_IDN.pdf
  18. Oktiningrum, W., Zulkardi, & Hartono, Y. (2016). Developing PISA-like mathematics task with Indonesia natural and cultural heritage as context to assess students mathematical literacy. Journal on Mathematics Education, 7(1), 1-8. DOI: http://dx.doi.org/10.22342/jme.7.1.2812.1-8
  19. Pulkkinen, J., & Rautopuro, J. (2022). The correspondence between PISA performance and school achievement in Finland. International Journal of Educational Research, 114, 102000. https://doi.org/10.1016/j.ijer.2022.102000
  20. Putri, R. I. I., & Zulkardi. (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
  21. Rawani, D., Putri, R. I. I., & Hapizah. (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
  22. Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing. In Instructional-design theories and models: A new paradigm of instructional theory (pp. 5-29). Routledge. https://www.researchgate.net/profile/Charles-Reigeluth/publication/292733090_What_is_Instructional_Design_Theory_and_How_Is_it_Changing_93/links/00b495318c0cd8aa42000000/What-is-Instructional-Design-Theory-and-How-Is-it-Changing-93.pdf
  23. Rieu, A., Leuders, T., & Loibl, K. (2022). Teachers’ diagnostic judgments on tasks as information processing–The role of pedagogical content knowledge for task diagnosis. Teaching and Teacher Education, 111, 103621. https://doi.org/10.1016/j.tate.2021.103621
  24. Stacey, K. (2011). The PISA view of mathematical literacy in Indonesia. Journal on Mathematics Education, 2(2), 95-126. http://dx.doi.org/10.22342/jme.2.2.746.95-126.
  25. Tessmer, M. (1993). Planning and conducting formative evaluations. Routledge. https://doi.org/10.4324/9780203061978
  26. The Ministry of Education and Culture. (2014). Mathematics for Junior High School. Jakarta: Kementerian Pendidikan dan Kebudayaan.
  27. Zulkardi & Kohar, A. W. (2018). Designing PISA-like mathematics tasks in Indonesia: Experiences and challenges. Journal of Physics: Conference Series, 947(1), 012015. https://doi.org/10.1088/1742-6596/947/1/012015
  28. Zulkardi & Putri, R. I. I. (2019). New school mathematics curricula, PISA and PMRI in Indonesia. In School Mathematics Curricula (pp. 39-49). Springer, Singapore. https://doi.org/10.1007/978-981-13-6312-2_3
  29. Zulkardi, Meryansumayeka, Putri, R. I. I., Alwi, Z., Nusantara, D. S., Ambarita, S. M., Maharani, Y., & Puspitasari, L. (2020). How students work with PISA-like mathematical tasks using COVID-19 context. Journal on Mathematics Education, 11(3), 405-416. https://doi.org/10.22342/jme.11.3.12915.405-416
  30. Zulkardi. (2002). Developing a learning environment on realistic mathematics education for Indonesian student teacher. Doctoral Dissertation. Enschede: University of Twente.

Most read articles by the same author(s)

1 2 > >>