PISA Questions Research Articles

LITERASI MATEMATIKA SISWA DALAM MENYELESAIKAN SOAL PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)

contenxts. This study aims to describe the mathematical literacy of class X high school students in solving PISA questions. Date collection wa carried out using tests and interviews. 2 questions level 4dan level 6 are given to students. Date analysis is based on PISA mathematical process indicators namely formulating, applying, and interpreting. The results showed that: in the process of formulating, students mentioned important information in the problem, how to slove it and what concepts would be used, as well as what was know and asked in the problem. In the process of applying students to design and implement strategies according to the information they have made, draw the required objects according to the questions given. In the process of interpreting, students explain the reasons why the conclusions they get are in accordance with the context of the problem given.

Student’s mathematics literacy skills in solving of PISA type problems financial context

From outstanding issues, about UN questions in Indonesia adopted from the standard PISA/TIMSS. Skills in PISA questions can be used as a reference to knowing students’ mathematics literacy skills. The challenge as a researcher now is to present questions that can be used for students practicing questions similar to PISA questions. The purpose of this article is to know students’ mathematical literacy skills in solving PISA type math problems that researchers have developed. The research method in this article is a design research type of development study which consists of two stages, namely preliminary and formative evaluation. The preliminary stage consists of analysis and design. And the formative evaluation stage consists of self-evaluation, expert reviews, one-to-one, small groups, and field test. Students’ mathematical literacy skills can be seen from the results of the field test. The mathematical literacy skills seen is communication skill, mathematizing skill, representation, reasoning and arguments skill, and skill to use mathematical tools.

Potential Effect of PISA Equivalent Questions Using the Context of Aceh Traditional Houses

The achievement of Indonesian students in PISA remains unsatisfactory, as evidenced by their scores that are below the baseline level set in PISA. One of the contributing factors is that Indonesian students are less trained in solving problems with characteristics such as in PISA items. Therefore, it is necessary to familiarize Indonesian students with PISA equivalent problems, but the availability of these questions is still limited, especially concerning reasoning ability. In addition, the use of context is also crucial, especially the local contexts, which can help students understand mathematical phenomena from the perspective of their life experiences. The purpose of this study was to develop the questions of PISA equivalent mathematical reasoning ability using the context of Aceh traditional houses. This research used formative evaluation type development research from Tessmer. The results of this study were 12 mathematical questions equivalent to PISA using the context of Aceh traditional house. The potential effect of the questions developed was analyzed based on the student's responses to the questionnaire, including two aspects: 1) students are interested and seriously working on the questions and 2) the students are interested in using the equivalent PISA questions in the future.

The Profile of Junior High School Students about PISA Problem Solving Based on Personality Type

One of the goals of learning mathematics is students can solve the problems. PISA problems can be used to bring up the problem solving activities. Keirsey's personality type is chosen because it offers possibility on differences in each personality type. It is based on the characteristics in taking and processing information, making decisions, and patterning the implementation of their tasks. The aim of this research is describing the profile of junior high school students about PISA problem solving based on personality type. This research is a qualitative descriptive research using test and interview methods. The subjects consist of four students, which are guardian, artisan, rational, and idealist. The results showed that on the understanding the problem stage, all students read the questions and were capable in identifying the information in the question. Then represented what is known and unknown. At the devising a plan stage, the four subjects were able to link the information that was known with prior knowledge to make a plan. At the carrying out the plan stage, the four subjects used the appropriate knowledge to implement the settlement plan that has been made. At the looking back stage, all the students examine their solutions.Keywords: problem solving, PISA questions, personality type

The Analysis of Students Problem Solving Ability By Using PISA Questions Based Islamic Through Enrichment Activities

This study aims to improve the ability of students' problem solving using Islamic-based PISA model questions through enrichment activities. The research subjects consisted of 5 fast group students who were given enrichment activities. The instrument was designed based on PISA questions with Islamic-based content quantity. Analysis of the improvement of students' problem solving abilities based on problem solving indicators compiled on each instrument problem based on Polya's problem solving steps namely Understanding the problem (M1), Arranging the plan (M2), Implementing the plan (M3), and Looking back (M4) . Based on the scores generated in field trials 1 (before enrichment) and field trials 2 (after enrichment) the scores of each indicator of problem solving have increased. Improvement occurs differently for each subject of research. The increase in scores indicates that there is an increase in the problem solving skills of each research subject. In general, in the field test stage 1, the subject did the problem solving stages of the M2 stage (preparing plans) and M3 (implementing plans) completion. The subject did not make the process of understanding the problem and did not look back. After the enrichment process was carried out on the five research subjects, the five subjects performed 4 stages complete poblem solving with different scores. Keywords: Problem Solving, Problem Pisa Based on Islam, Enrichment

DEVELOPMENT of MATHEMATICAL QUESTIONS in the PISA MODEL on UNCERTAINTY and DATA CONTENT to MEASURE the MATHEMATICAL REASONING ABILITY of MIDDLE SCHOOL STUDENTS

This study aims to produce a Mathematical Problem based on the PISA Model in measuring the level of mathematical reasoning ability in valid and practical SMP 1 students and looking at the mathematical reasoning abilities of students in solving the mathematical problems of the PISA model on uncertainty and data content. This research is a development research with ADDIE development model. This model consists of five stages of development, namely Analysis, Design, Development, Implementation and Evaluation. Products developed in this study are in the form of PISA questions on statistical material and opportunities. From the results of the research carried out by the researcher obtained: (1) the validity of a question indicates that the question depends on the feasibility category such as the developed question obtaining good results in the feasibility component of language by obtaining a mean score of 3.16, on the material feasibility get a good category with an average score of 3.22, then in the construct feasibility category get a very good predicate with a mean score of 3.85. So that the average score obtained by the three experts is 3.35 and is categorized very well. (2) the quality of the question is viewed from various aspects such as practicality which are classified as "Good" with an average score of 3.43 then after that can be determined through the response results assessed by students regarding mathematical problems based on PISA models for uncertainty and data content so that they can measure students' mathematical reasoning abilities. For mathematical reasoning abilities in students using mathematical questions based on the PISA model get an average score of 2.19 categorized quite well.

LAPISAN PEMAHAMAN KONSEP MATEMATIKA DALAM SOAL PISA PADA SISWA SMA KELAS X

This is a description qualitative research to describe the mathematic conceptual understanding layer in solving PISA questions for students in Grade X Senior High School. The research subjects are three students of Grade X MIPA 7 Negeri 1 State Senior High School Salatiga year of study 2018/ 2019, as the purposive sampling. Test and interview are used as the research data collection metodhs. The research results are for question number 1, Subject 1 reaches the level of formalising, Subject 2 reaches the level of investisingand Subject 3 reaches the level of observing. For question number , Subject 1 reaches the level image having, Subject 2 and 3 reaches the level of structuring. Next to question number 3, Subject 1 reaches the level of observing, Subject 2 reaches the level of investising and Subject 3 reaches the level of formalising.

Student’s mathematical literacy ability on PISA’s space and shape task

The aim of this research is to describe the mathematical literacy ability of students based on space and shape problems PISA. This research is a qualitative descriptive research. Its subjects are three students of the 8th grade. MTs Muallimaat Muhammadiyah Yogyakarta consists of 36 students. The test technique is the only data collection instrument used by the researcher in this research. A mathematical literacy test consisting of 4 PISA questions is used there are 2 question space and shape problems and 2 question change and relationship. The research results presented in this paper are the results of the test for space and shape problems with 2 questions in level 3. For the first space and shape problem, there are 25% students who are able to answer questions and get good scores. Meanwhile, 78% of the students are able to answer questions and get scores in the second space and shape problem.

The Analysis on Critical Thinking Ability in Solving PISA Question, and Its Scaffolding

The Analysis on Critical Thinking Ability in Solving PISA Question, and Its Scaffolding

Dialogical PISA: correct answers are all alike, every incorrect answer is incorrect in its own way

Why do students give incorrect answers in PISA? What are the reasons for giving incorrect answers? Do all incorrect answers reflect only the lack of competence or might even a competent child make a mistake? The aim of this article is to contribute to a better understanding of these issues. In the current investigation, we selected six students who responded incorrectly to one PISA question in mathematics or science when they solved it individually. Then, we analyzed their understanding of the PISA task and their reasoning about it through a dialogical problem solving in triads to identify why they made an incorrect answer. Moreover, we tried to determine how the shared peer interaction might change the understanding and reasoning of the child and enable her/him to solve the task. The results of this study illustrate the differences between incorrect answers reflecting lack of competence and those incorrect answers, which appear for some other reasons. Based on the dialogical problem solving approach, we analyzed these two types of incorrect answers and the reasoning trajectories behind them.

Pisa Question and Reasoning Skill

The objective of the study is to determine the level of the reasoning skills of the secondary school students. This research has been conducted during the academic year of 2015-2016 with the participation of 51 students in total, from a province in the Black Sea region of Turkey by using random sampling method. Case study method has been used in this study, since it explains an existing situation. In this study, content analysis from the qualitative research methods was carried out. In order to ensure the validity of the scope, agreement percentage formula was used and expert opinions were sought.The problem named Holiday from the Chapter 1 of the normal units in Problem Solving Questions from PISA (Program for International Student Assessments) [35] are used as the data collection tool for the study. The problem named Holiday consists of two questions. Applied problems were evaluated according to the mathematical reasoning stages of TIMSS (2003). The findings suggest that the students use proportional reasoning while solving the problems and use the geometric shapes to facilitate the solution of the problem. When they come across problems related to each other, it is observed that they create connections between the problems based on the results of the previous problem. In conclusion, the students perform crosscheck to ensure that their solutions to the problems are accurate.

USING TASK LIKE PISA’S PROBLEM TO SUPPORT STUDENT’S CREATIVITY IN MATHEMATICS

Creativity is one of keys to success in the evolving global economy and also be a fundamental skill that is absolutely necessary in the 21st century. Also In mathematics, creativity or thinking creatively is important to be developed because creativity is an integral part of mathematics. However, limiting the use of creativity in the classroom reduces mathematics to a set of skills to master and rules to memorize. Doing so causes many children's natural curiosity and enthusiasm for mathematics to disappear as they get older, creating a tremendous problem for mathematics educators who are trying to instil these very qualities. In order to investigate the increase in awareness of elementary school students' creativity in solving mathematics' problems by using task like PISA's Question, a qualitative research emphasizing on holistic description was conducted. We used a formative evaluation type of development research as a mean to develop mathematical tasks like PISA's question that have potential effect to support students' creativity in mathematics. Ten elementary school students of grade 6 in Palembang were involved in this research. They judged the task given for them is very challenging and provokes their curiosity. The result showed that task like PISA's question can encourage students to more creatively in mathematics. Key Words: PISA, Problem Solving, Creativity in Mathematics

The Relationship between Secondary School Students’ Arithmetic Performance and their Mathematical Literacy

The purpose of the present study was to explore the relationship between seventh grade secondary students’ arithmetic performance and their mathematical literacy. The study group was comprised of 297 students, selected via random sampling from among seventh grade students enrolled in Zübeyde Hanım Secondary School in Serdivan, Sakarya during the 2012-2013 and 2013-2014 academic years. The relationship survey, a quantitative research model, was employed in the study. The data collection instruments utilized in the study were the Arithmetic Tempo Test (Tempo Test Rekenen, TTR; De Vos, 1992), which was used to test students’ arithmetic performance, and sample 7th grade PISA questions published by the Ministry of National Education (MoNE), used to measure mathematical literacy. The statistical analyses yielded a moderate level of relationship between mathematical literacy and arithmetic performance levels.

Exploring Primary Student’s Problem-Solving Ability by Doing Tasks Like PISA's Question

Exploring Primary Student’s Problem-Solving Ability by Doing Tasks Like PISA's Question

Exploring Primary Student’s Problem-Solving Ability by Doing Tasks Like PISA's Question

Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education. The term “problem solving” refers to mathematics tasks that have the potential to provide intellectual challenges for enhancing students’ mathematical understanding and development. In addition, the contextual problem that requires students to connect their mathematical knowledge in solving mathematical situational problem is believed to be an impact on the development students’ problem-solving ability. The tasks that have been developed by PISA meet both of these criteria. As stated by the NCTM, that problem-solving skill and ability should be developed to students when they were in primary school (K5-8), therefore, it is important to do an effort to guide students in developing problem-solving ability from primary school such as accustom students to do some mathematical solving-problem tasks. Thus, in this research we tried to investigate how to develop mathematical problem-solving tasks like PISA’s question that have potential effect toward students’ mathematical problem-solving abilities?. We used a formative evaluation type of development research as an mean to achieve this research goal. This type of research is conducted in two steps, namely preliminary stage and formative evaluation stage covering self evaluation, prototyping (expert reviews, one-to-one, and small group), and field test. This research involve four primary schools in Palembang, there are SD Muhammadiyah 6 Palembang, MIN 1 & MIN 2 Palembang, and SDN 179 Palembang. The result of this research showed that the mathematical problem-solving tasks that have been developed have potential effect in exploring mathematical problem-solving ability of the primary school students. It is shown from their work in solving problem where all of the indicators of problem solving competency have emerged quite well category. In addition, based on interview result from some students, known that they like to do such tasks because can improve their reasoning, creativity and thinking ability. Keywords : development research, task of PISA, mathematical problem-solving task, problem solving competency.  DOI : http://dx.doi.org/10.22342/jme.3.2.571.133-150

Comparison of Attitudes Toward Science Between Japanese Students of Grade 9 and 10 by Using the PISA Questions

Comparison of Attitudes Toward Science Between Japanese Students of Grade 9 and 10 by Using the PISA Questions

Student ability in identifying reasons for different points of view: A learning activity conducted with a group of Japanese High School Students

Problem solving as a skill is emphasized within the revised Japanese Course of Study for schools. This experimental study, conducted among Japanese high school students, evaluates an effort to develop student ability to identify reasons for different points of view, not just personally favored views. First, the ability of all students was tested using a reading literacy question from the 2000 PISA test, which measures the reading skills of evaluation and reflection. The experimental group then participated in a developmental learning activity. After the activity, all students were retested using the same PISA question. Nothing conclusive was found regarding the general effectiveness of the lesson activity, but two insights were gained. It was found that student self-awareness of the importance of the learning task and interactive learning are important to consider.