Article Sidebar

Download
PDF
Statistic
Read Counter : 28 Download : 2

Main Article Content

Abstract

This study aims to produce valid and practical PISA-like mathematics tasks which potentially have an effect on students' problem-solving ability in the contexts of Lake Aur and pindang Musi Rawas dish. This study used the design research method consisting of preliminary and formative evaluation stages. In addition, the PISA-like mathematics tasks were also developed based on lesson study. The research subjects were ninth graders of SMPIT Annida Lubuklinggau. Data were collected using walkthrough, documentation, observation, and questionnaire techniques and analyzed qualitatively. This research produced a sharing task in the context of Lake Aur and a jumping task in the context of pindang Musi Rawas dish which were valid, practical, and potentially influential to students' mathematical ability in identifying and solving PISA-like mathematics tasks. The results show that the use of context and collaborative learning in solving PISA-like mathematics tasks made it easier for students to understand the questions and made the learning process more enjoyable. This was because the contexts of Lake Aur and pindang Musi Rawas dish were known and familiar to students in their daily lives and because the learning process involved students teaching each other.

Keywords

Design Research Lesson Study Musi Rawas Regency PISA-like Mathematics Task

Article Details

License

Copyright (c) 2023 Anna Fauziah, Viktor Pandra

Creative Commons License

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

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, Creative Commons Attribution-ShareAlike (CC BY-NC-SA).

How to Cite
Fauziah, A., & Pandra, V. (2024). Developing PISA-like Mathematics Tasks in Musi Rawas Regency Contexts using Lesson Study. Jurnal Pendidikan Matematika, 17(3), 279–296. Retrieved from https://jpm.ejournal.unsri.ac.id/index.php/jpm/article/view/149
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Aini, I. A, Zulkardi, & Putri, R. I. I., and Yaniawati, P. (2019). PISA-like mathematics problems using rice fields context in Karawang. IOP Conf. Series: Journal of Physics: Conf. Series, 1188(1), 012073. http://doi.org/10.1088/1742-6596/1188/1/012073.
  2. Anwar, B., Munzil, Hidayat, M. (2017). The effect of collaborative learning with the jumping task technique on critical thinking skills and learning outcomes [in Bahasa]. Jurnal Pembelajaran Sains, 1(2), 15-25. http://dx.doi.org/10.17977/um033v1i2p15-25.
  3. Asari, S. (2017). Sharing and jumping task in collaborative teaching learning process. Didaktika: Jurnal Pemikiran Pendidikan, 23(2), 184-188. https://doi.org/10/30587/didaktika.v23i2.28.
  4. Asari, S., Fauziyah, N., & Uchtiawati, S. (2018). Improving teacher pedagogic competence in remote areas through lesson study activity. International Journal of Education and Literacy Studies, 6(2), 53-62. http://doi.org/10.7575/aiac.ijels.v.6n.2p.53.
  5. Bakker, A. (2018). What is design research in education? In A. Bakker. Design Research in Education (pp. 3-22). London: Routledge. https://doi.org/10.4324/9780203701010.
  6. Charmila, N., Zulkardi, & Darmawijoyo. (2016). Development of PISA model mathematical problems using the Jambi context [in Bahasa]. Jurnal Penelitian dan Evaluasi Pendidikan, 20 (2), 198-207. https://doi.org/10.21831/pep.v20i2.7444.
  7. Dasaprawira, M. N., Zulkardi, & Susanti, E. (2019). Developing mathematics questions of PISA type using Bangka context. Journal on Mathematics Education, 10(2), 303-314. https://files.eric.ed.gov/fulltext/EJ1218133.pdf.
  8. Dasaprawira, M. N. (2021). Development of PISA type mathematical problems using the context of Banyumas and Cilacap tourism [in Bahasa]. PRISMA, 10(1), 88-96. https://doi.org/10.35194/jp.v10i1.1128.
  9. Elly, A. & Rosalina, E. (2019). PISA model mathematical problems using Lubuklinggau context [in Bahasa]. Jurnal Pendidikan Matematika Raflesia, 4(2), 67-75. https://doi.org/10.33369/jpmr.v4i2.9754.
  10. Fatimah, I., Hendayana., & Supriatna, A. (2018). Didactical design based on sharing and jumping tasks for senior high school chemistry learning. IOP Conf. Series: Journal of Physics: Conf. Series, 1013(1), 012094. https://doi.org/10.1088/1742-6596/1013/1/012094.
  11. Fauziah, A., Putri R. I. I., Zulkardi, & Somakim. (2017). Primary school student teachers’perception to Pendidikan Matematika Realistik Indonesia (PMRI) instruction. Journal of Physics: Conference Series, 943(1), 012044. https://doi.org/10.1088/1742-6596/943/1/012044.
  12. Fauziah, A., Putri, R. I. I., Zulkardi, & Somakim, (2020). Developing PMRI learning environment through lesson study for pre-service primary school teachers. Journal on Mathematics Education, 11(2), 193-208. https://doi.org/10.22342/jme.11.2.10914.193-208.
  13. Fauziah, A., Putri, R. I. I., & Zulkardi, Z. (2022a). Collaborative learning through lesson study in PMRI training for primary school pre-service teachers: the simulation of polygon matter. Infinity Journal, 11(1), 1-16. https://doi.org/10.22460/infinity.v11i1.p1-16.
  14. Fauziah, A., & Putri, R. I. I (2022b). PMRI learning design through lesson study on the material of determining the surface area of a beam [in Bahasa]. Jurnal Pendidikan Matematika: Judika Education, 5(2), 73-83. https://doi.org/https://doi.org/10.31539/judika.v5i2.4048.
  15. Guskeys, T. R. (2016). Gauge impact with 5 levels of data. JSD The Learning Forward Journal. 37(1), 32-37. https://www.sess.ie/sites/default/files/inline-files/SMEC_2016.pdf#page=10.
  16. Hobri, Ummah, I. K., Yuliati, N., & Dafik (2020). The effect of jumping task based on creative problem solving on students’ problem-solving ability. International Journal of Instruction, 13(1), 387-406. https://doi.org/10.29333/iji.2020.13126a.
  17. Laal, M., & Ghosdi, S. M. (2012). Benefits of collaborative learning. Procedia – Social and Behavioral Sciences, 31, 486-490. https://doi.org/10.1016/j.sbspro.2011.12.091.
  18. Lestari, N., & Putri, R. I. I. (2017). Using the Palembang’s local context in PISA-like mathematics problem for analyze mathematics literacy ability of students. Jurnal Pendidikan Matematika, 14(2), 169-182. https://doi.org/10.22342/jpm.14.2.6708.169-182.
  19. Mauli, M. F., Zulkardi., Putri, R. I. I. (2023). Development of PISA-type questions and activities in smartphone context. Jurnal Pendidikan Matematika, 17(1), 1-12. https://doi.org/10.22342/jpm.17.1.19386.1-20.
  20. MoEC. (2019, December 11). MoEC sets four principles of educational policy “Merdeka Belajar” [in Bahasa]. Retrieved from https://www.kemdikbud.go.id/main/blog/2019/12/mendikbudtetapkanempat-pokok-kebijakan-pendidikan-merdeka-belajar.
  21. MoEC. (2021). Minimum Competency Assessment as Part of the 2021 National Assessment [in Bahasa]. Jakarta: Pusmenjar Kemdikbud. https://ditsmp.kemdikbud.go.id/asesmen-kompetensiminimum-sebagai-bagian-dari-asesmen-nasional-2021/.
  22. Nusantara, D. S., Zulkardi, Putri, R. I. I. (2021). Designing PISA-like mathematics task using a Covid-19 context (PISAComat). Journal on Mathematics Education, 12(2), 349-364. https://doi.org/10.22342/jme.12.2.13181.349-364.
  23. OECD (2019a), PISA 2018 Assessment and Analytical Framework. Paris: OECD Publishing. https://dx.doi.org/10.1787/b25efab8-en.
  24. OECD. (2019b). PISA 2018 Result (Volume I). Paris: OECD Publishing. https://doi.org/10.1787/19963777.
  25. Putra, Y. Y., Zulkardi, & Hartono, Y. (2016). Development of PISA level 4, 5, 6 math model questions using the Lampung context [in Bahasa]. Kreano: Jurnal Matematika Kreatif - Inovatif, 7(1), 10-16. http://doi.org/10.15294/kreano.v7i1.4832.
  26. Putra, Y. Y., & Verdian, R. (2019). Development of PISA model mathematical questions in the context of bangka belitung's cual cloth [in Bahasa]. Journal Cendekia: Jurnal Pendidikan Matematika, 3(2), 333-340. https://doi.org/10.31004/cendekia.v3i2.114.
  27. Putri, R. I. I., & Zulkardi. (2019). Designing jumping task on percent using PMRI and collaborative learning, International Journal on Emerging Mathematics Education (IJEME), 3(1), 105-116. http://dx.doi.org/10.12928/ijeme.v3i1.12208.
  28. 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.
  29. Prastyo, H., & Salman, A. N. M. (2020). Development of PISA model mathematical problems Using the context of East kalimantan [in Bahasa]. Jurnal Padegogik, 3(1), 1-44. https://doi.org/10.35974/jpd.v3i1.2230.
  30. Sato, M. (2014). Dialogue and collaboration in middle school: A community learning practice [in Bahasa]. Jakarta: Pelita-JICA.
  31. Selan, M., Daniel, F., & Babys, U. (2020). Analysis of students' mathematical ability in solving Pisa-like tasks about change and relationship content [in Bahasa]. Aksioma: Jurnal Pendidikan dan Pendidikan Matematika, 11(2), 225-345. https://doi.org/10.26877/aks.v11i2.6256.
  32. Siswono, T.Y. E., Kohar, A.W, Kurniasari, I., Astuti, Y. P., (2016). An investigation of secondary teachers’ understanding and belief on mathematical problem solving. Journal of Physics: Conference Series, 693(1), 012015. https://doi:10.1088/1742-6596/693/1/012015.
  33. Stacey, K. (2011). The PISA view of mathematical literacy in Indonesia. Journal on Mathematics Education, 2(2), 95-126, 1-32. https://doi.org/10.22342/jme.2.2.746.95-126.
  34. Tessmer. (1993). Planning and conducting formative evaluations: Improving the quality of education and training. London: Kopan Page.
  35. Usnul, U., Johar, R., & Sofyan, H. (2019). Potential effect of PISA equivalent questions using the context of Aceh traditional house. Journal of Research and Advances in Mathematics, 4(2), 89 – 100. https://doi.org/10.23917/jramathedu.v4i2.8362.
  36. Warsah, I., Morganna, R., Uyun, M., Hamengkubuwono., & Afandi, M. (2021). The Impact of Collaborative Learning on Learners’ Critical Thinking Skills. International Journal of Instruction, 14(2), 443-460. https://doi.org/10.29333/iji.2021.14225a.
  37. Wijaya, A., van den Heuvel-Panhuizen, M., Doorman, M., Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students' errors. The Mathematics Enthusiast,11(3), 555 – 584. https://dspace.library.uu.nl/handle/1874/306080.
  38. Wijaya, A., Van den Heuvel-Panhuizen, M., Doorman, M. (2015). Opportunity to learn context-based tasks provided by mathematics textbooks. Educational Studies in Mathematics, 89, 41-65. https://doi.org/10.1007/s10649-015-9595-1.
  39. Widjaja, W. (2013). The used of contextual problem support mathematical learning. Journal on Mathematics Education, 4(2), 151 – 159. https://files.eric.ed.gov/fulltext/EJ1078956.pdf.
  40. Zulkardi, & Putri, R. I. I. (2006). Designing your own math contextual questions [in Bahasa]. Proceeding of KNM13. Semarang: Universitas Negeri Semarang. Retrived from http://eprints.unsri.ac.id/610/.
  41. Zulkardi, Z., & 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.

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.