Abstract
This research aims to produce PISA-like problems that are valid, practical, and effective for assessing students' mathematical communication and problem solving abilities. This research type is formative evaluation development by Tessmer, including expert review, one-to-one, small group, and field test. The subject of this research is 60 students of Year 9 at SMP Negeri 19 Percontohan Banda Aceh, Indonesia. The results of this study yielded 15 PISA-like problems that are 1) valid because experts state that the set of questions developed is based on a strong theoretical basis, almost all problems have valid criteria, and the set of problems has high reliability; 2) practical because teachers agree that the problems can assess students' mathematical communication and problem solving abilities; 3) effective because mathematical communication and problem solving abilities of students meet PISA levels and students give positive responses to PISA-like problems. The implication of this research is that mathematics teachers can use this problem to familiarize students in answering PISA-like problems, primarily to assess mathematical communication and problem solving abilities.
Highlights
Mathematical communication and problem solving abilities are two of the five mathematical competency standards that are the goals of mathematics learning according to the National Council of Teachers of Mathematics (NCTM, 2000)
A set of PISA-like problems meets valid criteria if it meets the indicators modified from Nieveen (1999), namely at least three out of five experts state that the set of questions developed is based on a strong theoretical basis
The PISA-like problems developed can help teachers to find out things that have not been understood by students
Summary
Mathematical communication and problem solving abilities are two of the five mathematical competency standards that are the goals of mathematics learning according to the National Council of Teachers of Mathematics (NCTM, 2000). Mathematical communication is the ability to write, read, listen, interpret, and evaluate ideas, symbols, terms, and mathematical information (Baroody, 1993) and use mathematical language to express mathematical ideas and arguments accurately, concisely, and logically (Kaur & Toh, 2012). Problem solving is a competency in applying concepts and skills in understanding, choosing solving strategies, solving problems (Zakaria, 2007), and solving non-routine mathematics problems (NCTM, 2000). According to De Lange (2006), abilities that will improve mathematical literacy skills include, among others, mathematical communication ability that expresses ideas in mathematical components in various ways. Mathematical communication is needed both orally and in writing. Problem solving ability are needed to solve various kinds of mathematical problems in different ways
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