Designing Pisa-Like Mathematics Task Using a Covid-19 Context (Pisacomat)

Nusantara, Duano Sapta; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra

doi:10.22342/jme.12.2.13181.349-364

Cited by 45 publications

(32 citation statements)

References 18 publications

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“…After that, they used their arguments and reasoning skills (A1) to justify that the formula for the tambourine area in the problem was correct by comparing the results of calculating the area of the first tambourine using the formula for the circle area with the formula for the tambourine area in the problem. They could justify the formula because they could use mathematical logical relationships (Nusantara, Zulkardi, & Putri, 2021). Figure 7 illustrates that the student communicated (C1) his answer using his mathematization skills (M1), such as making assumptions that the number of guests was 40 people and the number of trays needed was ten people.…”

Section: Small Groupmentioning

confidence: 99%

“…The researchers were interested in developing PISA-like math tasks. Several studies have investigated the development of PISA-like math tasks using various contexts, such as Bangka (Dasaprawira, Zulkardi, & Susanti, 2019), Asian Games , sailing (Efriani, Putri, & Hapizah, 2019), Covid-19 (Nusantara, Zulkardi, & Putri, 2020a;Nusantara, Zulkardi, & Putri, 2021) and physical social distancing (Nusantara, Zulkardi, & Putri, 2020b). However, there has been no research developing PISA-like math tasks using Arabic contexts.…”

Section: Introductionmentioning

confidence: 99%

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Developing PISA-Like Math Tasks on Algebra Using Arabic Contexts

et al. 2021

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This development research aimed to develop valid and practical PISA-like math tasks on algebra using Arabic contexts that potentially affect mathematical literacy skills. This research was comprised of two stages, preliminary and formative evaluations. This research employed the lesson study learning community (LSLC) system in the development and implementation process and involved grade eight students aged 13-15 years old in Junior High School 19 Palembang. Data collection techniques were walkthrough, observations, and interviews, while the analysis techniques were tests. This research produced six units and nine items of PISA-like-math problems with the content characteristics using Algebra topic, Arabic personal and social contexts, levels 2, 3, 5 and 6 following the 2018 PISA framework, process competencies at mathematical literacy skills, standard language application, applicability for students, and interpret by students. To conclude, the developed PISA-like math tasks were valid, provided practicality, and potentially affected on mathematical literacy skills, and learning to confront Arabic culture in South Sumatera.

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Section: Small Groupmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing PISA-Like Math Tasks on Algebra Using Arabic Contexts

et al. 2021

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“…Situations like the number of deaths and incidents of spread are frequently reported in the media. This environment is ideal for learning mathematics (Nusantara et al, 2021). It's believed that through learning about the current COVID issue, students will be able to grasp conflict, what COVID-19 is, how it is disseminated, and how students can tell if it's fact or hoax.…”

Section: Introductionmentioning

confidence: 99%

Students’ mathematical reasoning ability in solving PISA-like mathematics problem COVID-19 context

Nurazizah

Zulkardi

2022

jel

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This study aims to use the Pendidikan Matematika Realistik Indonesia (PMRI) approach to measure the mathematical reasoning ability of grade VII students in answering PISA-like mathematics problems on number content in the context of COVID-19. This study employs descriptive research with 34 participants from a junior high school in Palembang, Indonesia. Tests, interviews, and observations were utilized to collect data. The method of analysis adopted is descriptive. Google Meet is used to facilitate learning. Learning the PMRI technique was accomplished in this study by assigning sharing and jumping tasks. That is, assignments for students to discuss with each other have different levels of difficulty, followed by two exam questions. In the context of COVID-19, the test questions are PISA-like maths problems. The results show that students’ average mathematical reasoning skill is 63,037, with mathematical manipulation a common indicator. Most students have exhibited indications for presenting conjectures. However, only a few students have put down indicators for drawing logical conclusions, so drawing logical conclusions is an indicator that students rarely see. Overall, grade VII students' mathematical reasoning skills in answering PISA-like mathematics questions on number material in the context of COVID-19 utilizing the PMRI approach is good since students are used to modeling contextual problems such that mathematical manipulation indicators occur.

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“…Thus, learning mathematics through mathematical modeling problems is very crucial to do to prevent a lack of interest/interest and enable students to face complex problems [13]. Other research, learning the effects of COVID-19 on PISAComat in the form of pictures allows most students with high reasoning to understand problems and find solutions by identifying relevant information and using the context of COVID-19 as a learning resource helps students integrate other topics with problem solving [14].…”

Section: Introductionmentioning

confidence: 99%

Designing Mathematical Modeling Tasks for Learning Mathematics

Riyanto¹

2022

Proceedings of the 2nd National Conference on Mathematics Education 2021 (NaCoME 2021)

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Planning and implementing a lesson is not an easy thing to do. Also, it is not an easy task to find good and relevant context for all mathematical concepts. The results of the International PIAAC and PISA studies show that people and students have low competence when solving problems with context. The formulation of problem of this study is how to design mathematical Modeling tasks for learning mathematics using water faucet damage contexts in vocational high school which is valid?. This research used development research methods developed by Akker, Gravemeijer, McKenney and Nieveen. This development research consists of 3 stages, namely analysis, design and evaluation. In the analysis step, student analysis, curriculum, mathematical modeling and real-world problems are conducted. The second step, design and product. The last step, the researcher used a formative evaluation design consisting of selfevaluation, one-to-one, expert review, small group, and field tests. After being collected, the data are analyzed using descriptive analysis method: (1) walk through, analysis based on expert comments in expert review to get mathematical modeling tasks for mathematical modeling learning which was valid; (2) Analyze the results of the review in one to one. Based on two expert validation, i.e. an expert in numeracy (education) and an expert in pure mathematics and applications and modeling. Mathematician commented that the problem of modeling was good and challenging but needed a little revision, such as Mathematician commented that there was water that did not enter the tub because it dripped on the ceramics. Expert of numeration commented that The problem is based on a very good idea, and I really like the way it is set up in an Indonesian bathroom, a nice cultural influence. Students' answers show they could not make assumptions but could make variables. Student comment that these modeling tasks are difficult but good or interesting. So, it was obtained mathematical modeling tasks using water faucet damage was valid for learning mathematics. Based on this research, it is recommended to use modeling tasks using water faucet damage in mathematics teaching and learning.

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Designing Pisa-Like Mathematics Task Using a Covid-19 Context (Pisacomat)

Cited by 45 publications

References 18 publications

Developing PISA-Like Math Tasks on Algebra Using Arabic Contexts

Developing PISA-Like Math Tasks on Algebra Using Arabic Contexts

Students’ mathematical reasoning ability in solving PISA-like mathematics problem COVID-19 context

Designing Mathematical Modeling Tasks for Learning Mathematics

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