PISA Problems Research Articles

Students' Proportional Reasoning in Solving PISA Problems on Quantity Content: An Analysis from the Perspective of Mathematical Self-Efficacy

One of the abilities that students need to develop is proportional thinking. Mathematical problems and real-world situations involving the connection between numbers and comparisons need students to use their reasoning skills to reach conclusions. The purpose of this study is to characterize, in terms of self-efficacy, students' proportional reasoning skills when addressing quantity content PISA questions. The self-efficacy questionnaire, PISA questions on quantitative content, interview instructions, and documentation are among the instruments used in this descriptive qualitative study. The study's findings demonstrate that students with low self-efficacy struggle to meet proportional reasoning requirements, contemplate difficulties, and give up quickly out of fear of failing, Pupils rely on guesswork to solve issues instead than attempting to come up with novel solutions. Students with moderate self-efficacy can identify proportional quantities in problems and understand them, but they are not yet able to convert quantities into other forms. They can also use the appropriate strategy but are still hesitant and make mistakes when calculating. Students with moderate self-efficacy are eager to work on problems, but they give up easily when faced with challenging ones. However, despite their continued self-doubt, students continue to look for answers. Despite their restricted talents, students who possess strong self-efficacy are able to meet proportional reasoning markers. Students who have high self efficacy tend to have motivation, high enthusiasm and have confidence in their abilities, students will try to find new ideas to solve problems.

Mathematical Literacy Analysis of Class XI Students of the PISA Model in View of Adversity Quotient (AQ)

This study aims to describe the mathematical literacy of grade XI students of SMA Negeri 2 Karanganyar in solving the PISA problem model in terms of the Adversity Quotient. For some students, mathematical concepts can be difficult to grasp, causing frustration and disinterest with the subject. For others, external factors such as lack of resources, inadequate teaching methods, and inadequate support can contribute to poor math performance. This research is included in qualitative research. The data used were obtained from test results and interviews. The subjects of the study were carried out by grade XI students of SMA Negeri 2 Karanganyar. Data analysis procedures in this study are data collection, power reduction, data presentation, and conclusion pulling. Checking the validity of power in this study using triangulation techniques/methods. The results showed that (1) Students with climber type AQ were able to explain answers fluently and clearly, able to mention after facts, solve problems with simple strategies in solving problems. (2) Students with campers-type AQ are capable and some are unable to explain answers fluently and clearly, solving problems with simple strategies in solving problems. The types "climber" and "camper" are often used to describe patterns of behavior that can be observed in the context of AQ, there may not be a "quitter" type listed because the main focus of AQ is on the positive and adaptive aspects of facing challenges and difficulties.

Student’s Error in Solving Change and Relationship-PISA Problem and Its Scaffolding

Change and relationship problem is considered one of the most challenging PISA problems for students. This qualitative research aims to describe students' error in solving Change and Relationship-PISA problems in terms of self efficacy and the possible scaffolding. The subjects of this study were three students who had low, medium, and high self efficacy. The instrument used was a task-based interview in the form of Change and Relationship-PISA problems. The data were analyzed according to Newman’s Error Analysis and Scaffolding by Anghileri. The results of this study show that students with low self-efficacy experienced error in transformation, proccess skills, and encoding. Students with medium self-efficacy experienced error in proccess skills and encoding. Students with high self-efficacy only met error in encoding. To overcome these error, students with low self-efficacy are given scaffolding in the form of reviewing, explaining, and restructuring. While students with medium and high self-efficacy are given scaffolding in the form of reviewing and restructuring only. Errors made by students in the problem solving process vary for each level of self efficacy, so that the way to overcome with scaffolding also needs to be adjusted.

Critical Thinking of Students with High and Low Mathematics Efficacy PISA Problem: A Case of Algebraic Task

This study aims to describe students' critical thinking on PISA problems on algebra content in terms of high and low mathematics efficacy. This descriptive qualitative research involves two junior high school students with high and low mathematics efficacy in one of the junior high schools in Jombang Regency. Data collection techniques were carried out by administering a mathematics efficacy questionnaire, Algebraic Content PISA Problems (ACPP), and interview guidelines. Data analysis was based on indicators of critical thinking ability (interpretation, analysis, evaluation, inference, explanation, and self-regulation). From the results of data analysis, critical thinking in the interpretation aspect shows that only students with high mathematics efficacy can write what is known and asked. Likewise, in the analysis aspect, it shows that only students with high mathematics efficacy can create a mathematical model of the given problem. In the evaluation aspect, students with high and low mathematical efficacy can write complete problem-solving. Likewise, in the inference aspect, students with high and low mathematics efficacy were able to draw conclusions logically. Likewise, in the explanation aspect, students with high and low mathematical efficacy can write down the final results and provide reasons for the conclusions drawn. Meanwhile, in the aspect of self-regulation, students with high and low mathematics efficacy have conducted a review. Therefore, understanding students' critical thinking is very important for students and teachers to improve students' ability to solve PISA problems.

Mathematics PISA Problems Using Local Context for Elementary School Students

Referring to the results of an international survey, one of which is PISA, the achievements of Indonesian students are still below the global average score. The main problem that is the causative factor is that students need to be used to solving similar problems. The issues used in PISA questions are familiar to only some students in Indonesia. This study aimed to develop PISA model mathematical problems with valid and reliable local contexts and potential impacts. The type of research conducted is development research using the ADDIE model with the stages of analysis, design, development, and evaluation. The test subjects were fifth-grade elementary school students in Bengkulu and South Sumatra provinces. The research instruments were product development validity sheets, legibility sheets, and student response questionnaires. Data analysis consisted of validity analysis using the Aiken Index and reliability with Cronbach Alpha. The study results show that PISA model mathematical questions with the regional context meet the validity, reliability, and potential impact criteria. The results of the implementation test showed that 11 students (27.50%) were in the low category, 32 students (55.00%), and 7 students (17.50%) were in the high category.

Students' Computational Thinking Process in Solving PISA Problems of Change and Relationship Content Reviewed from Students’ Self Efficacy

Students' Computational Thinking Process in Solving PISA Problems of Change and Relationship Content Reviewed from Students’ Self Efficacy

Islamic Tourism in Indonesia Context in PISA-Like Mathematics Problem

The aim of research was to producing PISA-like mathematics problem in using Islamic tourism context in Indonesia that are accordance with the PISA problem framework, had attractiveness, and had potential-effect to mathematics literacy skill on junior high school students. The subject of the research were 21 students of ninth grade A class at MTs Muhammadiyah 1 Palembang. The research method used was development research which is divided into two major stages, namely the preparation stage and the prototyping stage with Tessmer’s formative evaluation flow. The techniques of collecting data were used open questionnaire, interview, and test. The technique of analysis data was used descriptive qualitative. The final results of the study are 7 PISA-like mathematics problem in using Indonesia’s Islamic tourism context at the junior high school level that were valid based on the validator's assessment at the expert review stage. The questions had an attractiveness based on the results at the one-to-one and small group stages because it is known that students are challenged to solve problems correctly and can stimulate students thinking to use their mathematical abilities in any problems. The results of student answers at the field test stage show the potential effect that the questions developed lead to the involvement of various basic abilities and mathematical literacy in the problem solving process.Keywords: Development Research, PISA-Like Mathematics Problems, Islamic Tourism in Indonesia

STUDENTS’ MATHEMATICAL REPRESENTATION ABILITY IN SOLVING PISA PROBLEM

This study aims at describing students’ mathematical representation ability in solving PISA problem. Qualitative research was used in this study. Participants of the research were 28 students of IX A at junior high school 01 North Bengkulu. Data collected through representation ability skill test, questionnaire and interview. Data analysis revealed that students were able to solve PISA problems but still face some difficulties in presenting mathematical representations related to the solutions of PISA problem. Many students are able to solve the PISA questions having been given with the correct calculations and reasonable logic. Unfortunately, they have a low verbal representation ability. It is showed when students face difficulty writing down what is on their minds precisely. Furthermore, very few students solve the problem using symbol representation. In addition, very few students are able to present visual representations correctly. Most of the graphs made by students are still imprecise or totally incorrect.

Students' Mathematical Literacy in Solving PISA Problems Observed by Learning Styles

Mathematical literacy helps an individual recognize the role or use of mathematics in everyday life. One of the factors supporting mathematical literacy is the learning style of the student. This study aimed to describe the mathematical literacy of students in the context of SMP Negeri 1 Palopo based on their answers to PISA test questions by observing their learning styles. The subjects in this study were three eighth graders each representing visual, auditory, and kinesthetic learning styles. The data instruments used were a learning style questionnaire, a mathematical literacy test based on the 2012 PISA test draft, and an interview guide. The results of the learning style questionnaire were analyzed by referring to the indicators of the three learning styles under study, while the results of the PISA test were analyzed by referring to the indicators for each PISA level. The results of this study indicated that the visual student and the auditory student had mathematical literacy at level 3 as shown by their ability to connect and reflect things involved in interpretation and basic reasoning, while the kinesthetic student had mathematical literacy at level 4 as shown by their ability to build and communicate explanations and argumentation based on interpretations, arguments, and actions. Based on the research results, it is suggested that students be accustomed to working on PISA-like problems to improve their mathematical literacy.

Islamic Context on PISA-Like Mathematics Problem in Junior High School

This research was motivated by the low achievement of Indonesian students in the assessment of PISA problems and the Islamic context that is familiar to students. The purpose of this research was to produce valid and practical PISA-like mathematics problems using Islamic context in junior high school and to find out the potential effect of the problem on mathematical literacy ability. The subjects of this study were students of the Ninth grade in one of Junior High School, in South Sumatera, Indonesia. Furthermore, the methodology used was design research with the type of development study. The validity was obtained based on the assessment of the validator (expert) regarding the content, construct, and language used and student work in the one-to-one phase. Meanwhile, the practicality can be seen from the work of students in the small group phase where students can understand the meaning or language of the questions. Furthermore, the potential effect can be seen from the strategy of students in working on the questions during the field test. In this case, the potential effects that arise were mathematical communication ability, mathematical representation ability, and ability of devising strategies for solving problems, as well as mathematization ability.

Mathematical Literacy of Junior High School Students in Solving Problems PISA in Minang Context

Often the use of repeated questions and answers is given by the teacher so that they cannot analyze students' mathematical literacy abilities. There needs to be a solution to the PISA problem so that student competencies can be seen clearly. The teacher should analyze this so that it does not happen continuously so that a way can be found to overcome it. The purpose of this study was to determine the mathematical literacy of junior high school students when working on PISA questions in the Minang context. This type of research is descriptive qualitative research. The results of the PISA test and interviews became the data in this study. To find out more detailed data, the authors took the research subjects based on the results of the PISA test later and categorized the subjects into the highest, medium and lowest. In this study, researchers used indicators of mathematical literacy level according to PISA. The results of this study indicate that in formulating the situation mathematically is 75%, reasoning 33.05% and solving problems 14.44%. That is, on average, students are only able to answer problems only up to level 2 PISA, that the ability to formulate situations mathematically.

PEMECAHAN MASALAH MATEMATIS SISWA DALAM MENYELESAIKAN SOAL PISA KONTEN SPACE AND SHAPE DITINJAU DARI GENDER

There are many studies that examine students' abilities, but there are still few that examine students' ability to solve PISA problems with konten space and shape. This research uses Polya indicators, namely understanding problems, planning for problem solving, implementation of planning, and re-checking. Describing students' ability to solve problems with PISA questions reviewed from gender differences is the goal of this study. The method used is qualitative with a data triangulation technique that takes data by the test method and interviews involving 6 subjects consisting of 3 male subjects and 3 female subjects. The result of this study is that female students are superior to male students in problem-solving ability. Lack of scrupulousness makes male students in problem-solving ability under female students. Mistakes in male students that often occur are at the stage of carrying out problem-solving planning and re-checking the results of the answers obtained, while female students only occur during the re-checking process.

Analysis of Mathematical Literacy in Solving PISA Problems based on Students' mathematical Ability

The purpose of this study was to analyze mathematical literacy skills in solving PISA problems in terms of students' abilities. This research is a qualitative research. The research subjects included 3 grade VIII students of SMP Negeri 5 Kendari. Determination of subjects based on the results of the initial test, then grouped and assigned one subject each from the high, medium and low ability groups. Data collection techniques used include initial tests, mathematical literacy tests and interviews. Data analysis includes data reduction, data presentation and conclusion drawing. The results showed that the mathematical literacy skills of high-ability subjects and moderate-ability subjects were able to write down all facts and formulate problems with appropriate verbal descriptions, use appropriate strategies at the completion stage and carry out certain rules or formula calculations and write and verbally describe an illustration. through the relationships of the facts that exist to draw a conclusion correctly. While the subject of low ability, unable to write down the facts completely and not correctly formulating the problem, unable to choose the right strategy to solve problems and carry out calculations both in writing and verbally, and unable to make conclusions.

Can Video Gameplay Improve Undergraduates' Problem-Solving Skills?

In this study, the authors investigated if two distinct types of video gameplay improved undergraduates' problem-solving skills. Two groups of student participants were recruited to play either a roleplaying video game (World of Warcraft; experimental group) or a brain-training video game (CogniFit; control group). Participants were measured on their problem-solving skills before and after 20 hours of video gameplay. Two measures were used to assess problem-solving skills for this study, the Tower of Hanoi and The PISA Problem Solving Test. The Tower of Hanoi measured the rule application component of problem-solving skills and the PISA Problem Solving test measured transfer of problem-solving skills from video gameplay to novel scenarios on the test. No significant differences were found between the two groups on either problem-solving measure. Implications for future studies on game- based learning are discussed.

Latent program modeling: Inferring latent problem-solving strategies from a PISA problem- solving task

Latent program modeling: Inferring latent problem-solving strategies from a PISA problem- solving task

ANALYSIS OF ERROR IN SOLVING PROBLEMS PISA CONTENT CHANGE AND RELATIONSHIP ON STUDENTS OF CLASS VIII MTs DARUL IMAN PALU USING NOLTING THEORY

This qualitative research describes the types of errors made by class VIII students of MTs Darul Iman Palu in solving PISA problems with Change and Relationship content using the Nolting theory. Data were collected by test and interview methods. The research subjects consisted of two students, each having high and medium abilities. The results showed that (1) the types of errors made by high-ability students in solving PISA questions of Change and Relationship content based on Nolting's theory were misread-direction errors (errors in reading instructions). (2) The types of errors made by moderately capable students in solving PISA questions of Change and Relationship content based on Nolting's theory are misread-direction errors (errors in reading instructions) and concept errors (concept errors).

The Mathematical Literacy Ability of Level 3 Students in Solving PISA-liked Problems at Mathematics-Class Program of MAN 1 Jember

This study aims to describe students’ mathematical literacy ability of grade 10 in solving PISA-liked Problems. The students' abilities were seen from 7 mathematical literacy competencies in the solving PISA problems. The research subjects were 3 students of grade 10 of the EKA Mathematic Program, Class A, in MAN 1 Jember at level 3. The method in collecting data was tests, interviews, and documentation. The data analysis used Miles and Huberman data analysis which consists of data collection, data condensation, data display and conclusion. The data is validated using subject triangulation. The results of this study indicated that students at level 3 show good criteria in the communication aspect; mathematization; representation; reasoning and argument; and they were able to choose strategies in solving PISA-liked problems. There are some skills that did not use in solving mathematical literacy, in this case, which is using correct symbols and mathematical tools. Even though level 3 students failed in this skills and failed in use a correct unit, mentally, they success to find the correct solution. Students with mathematical literacy skills at level 3 were categorized as intermediate students who can solve moderate and low level of problems; however, they still had difficulties in solving very high-level problems.Keywords: mathematical literacy, problem solving, PISA-liked problems

Students’ Mathematical Literacy in Solving PISA Problem Using Indonesian Cultural Context

This study aims to examine students’ mathematical literacy in solving PISA problems using the Indonesian cultural context. This is a descriptive study with a qualitative approach. As the subject of this study are three 9th grade students with high, average, and low mathematical abilities. In collecting the data, the researchers used three instruments, namely, mathematical ability test, mathematical literacy test, and interview guidelines. The results reveal that student with high mathematical ability meets all indicators in the process of formulating, employing, and interpreting. Otherwise, students with average or low mathematical abilities only meet some indicators in the process of mathematical literacy. Therefore, it is suggested for the teacher to provide practice especially for students having average or low mathematical abilities with literacy problems using contexts that exist in students’ life, such as the Indonesian cultural context

High Visual-Spatial Intelligence Students’ Creativity in Solving PISA Problems

Creativity is very necessary for learning mathematics, especially when solving geometry problems. This research aims to describe 4th year mathematics education students’ creativity in solving geometry problems. Creativity in this research is focused on fluency, flexibility, and originality of student anwer when solving geometry problems. This research is an explorative descriptive research through a qualitative approach. The participants were 7 fourth year mathematics education students of state University in Mataram, who have a high level of visual-spatial intelligence. The data was collected by written test and interview. The test consisted of two open-ended geometry problems about transforming 3-dimensional images into 2-dimensional images and making 2-dimensional images with a predetermined circumference. The problems are modification of the 2006 PISA test. The result showed that subjects with high visual-spatial intelligence levels met all indicators of creativity. In solving problems that meet the aspects of fluency, flexibility and originality, they combine mental rotation and mental visualization abilities and include using their visual experience by modifying the information obtained and the initial problem solving ideas obtained. This also enables them to produce original problem solutions. The results of this research can be used as an illustration and a guideline to assess students’ creativity with high visual-spatial intelligence level.

High level of visual-spatial intelligence’s students in solving PISA geometry problems

Spatial reasoning and representation are two things that are often used in our daily life, especially in the field of mathematics and geometry. Therefore, this study aims to identify and describe the relationship between representation and spatial reasoning used by students who have high level of visual-spatial intelligence in solving PISA problems. This study is an explorative descriptive study through a qualitative approach. The subjects of this study were 2 third grade junior high school students with high level of visual-spatial intelligence. Data were collected by visual-spatial intelligence tests, mathematical problems related to PISA problems in the form of 3-dimensional dan 2-dimensional geometry problems with two open-ended problems and interviews. The results showed that: (1) there is a relationship between representation and spatial reasoning, (2) students combine their representations and spatial reasoning in giving and proving their answers. The results also showed that students applied their spatial reasoning in the form of spatial visualization and mental rotation. While the most dominant representations used by students are visual representation (76.25%) and symbolic representation (20%).