Abstract
This study aimed to create mathematical problems of uncertainty and data contents in PISA using aquatic context that were valid, practical and had the potential effect. This study was design research of development study. The subjects in this study were 10th-grade students of Indo Global Mandiri senior high school in Palembang consisting of 20 students. Data were gathered through interviews, observation, and tests. The results of data analysis showed that there were eight valid and practical items of PISA type of uncertainty and data contents. The contents obtained using bicycles and aquatic contexts in Asian Games. The 11 out of 20 students showed reasoning skills and reasonable arguments, and 9 out of 20 students showed reasoning skills and discussions but incomplete. It was because they were not used to solving PISA type problems in learning.
Highlights
Abstrak Tujuan dari penelitian ini adalah menghasilkan soal matematika tipe PISA dengan konteks cabang olahraga akuatik yang valid, praktis, serta memiliki efek potensial
It showed that Indonesian students' mathematical literacy was still very low in resolving problems of PISA type
The problems should be the basis for the development of the 2013 curriculum, adjusting the learning in Indonesia with the questions tested on PISA so that the problems used must be adapted to the characteristics of PISA (Kemendikbud, 2014)
Summary
Abstrak Tujuan dari penelitian ini adalah menghasilkan soal matematika tipe PISA dengan konteks cabang olahraga akuatik yang valid, praktis, serta memiliki efek potensial. It happens because students have not been accustomed to solving problems with the characteristics of a real context, and only work on the issues that the teacher exemplifies without knowing the benefits in daily life (Muttaqin, et al 2017; Saleh, et al 2018; Cukurova, et al 2018; Nasution, et al 2018) It is in line with the results of PISA for uncertainty and data content where in 2003 PISA results, Indonesia was ranked 38 out of 40 countries with a score of 385 (OECD, 2004). Non-routine issues with PISA characteristics are required to familiarize students with the necessary procedures to solve the PISA problems
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