Profiling context-based mathematics tasks developed by novice PISA-like task designers

Kohar, Ahmad Wachidul; Wardani, Ambarsari Kusuma; Fachrudin, Achmad Dhany

doi:10.1088/1742-6596/1200/1/012014

Cited by 12 publications

(17 citation statements)

References 13 publications

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“…To suggest, since the MPSKT of primary teachers are relatively worse than that of secondary teachers, we stress the importance of encouraging primary teachers to get involved in some professional learning focusing on improving problem-solving knowledge (content and pedagogical). The professional learning could give some problem-solving experiences such as understanding the nature of problem and posing a worthwhile problem (Leavy & Hourigan, 2019), posing context-based problem (Ekawati et al, 2017;Kohar et al, 2019, Siswono et al, 2018b, or posing problem-solving task to bring such task into a teaching practice (Siswono et al, 2018b).…”

Section: Resultsmentioning

confidence: 99%

Examining Teacher Mathematics-related Beliefs and Problem-solving Knowledge for Teaching: Evidence from Indonesian Primary and Secondary Teachers

Siswono

Kohar

Hartono

et al. 2019

iejee

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This paper reports a two-year research project studying Indonesian primary and secondary teachers' mathematics-related beliefs (MrB) and mathematical problem-solving knowledge for teaching (MPSKT). In the first year, a quantitative study involving 80 primary teachers, 70 lower secondary school, and 55 upper secondary schools from four districts in East Java province, Indonesia was carried out to examine whether there is a difference between the MrB and the MPSKT among them. In the second year, a multiple case study involving ten primary teachers and 13 lower secondary teachers was conducted to understand their MrB and MPSKT through some particular issues related to three domains of MrB: nature of mathematics, mathematics teaching, mathematics learning. Results indicate that there is no significant difference of MrB between primary and secondary teachers, while there is a significant difference between the MPSKT of primary teachers and secondary teacher. Findings also suggest that inconsistencies not only occur between the three domains of MrB but also occurs between particular issues discussed within one domain. Also, this study highlights that teacher beliefs about nature of mathematics were mainly influenced by teachers' experience when learning mathematics during their schooling experience while teacher beliefs about teaching and learning were mainly influenced by the demand of current reform of mathematics curriculum.

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Section: Resultsmentioning

confidence: 99%

Examining Teacher Mathematics-related Beliefs and Problem-solving Knowledge for Teaching: Evidence from Indonesian Primary and Secondary Teachers

Siswono

Kohar

Hartono

et al. 2019

iejee

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“…When mathematical content focuses on the situations closed to students, their mathematical thinking emerges naturally. In line with Kohar et al (2019) and Zulkardi et al (2020), the use of context directs students to think mathematically because their potentials for the mathematical thinking process occur from the given situation. Furthermore, using context will provoke students to be involved in collaborative learning, and thus, the learning is meaningful .…”

Section: Question 21mentioning

confidence: 99%

“…This process emerges because students with good reasoning skills can integrate the stage of understanding, formulating, and solving problems correctly (Kohar et al, 2019;Rawani et al, 2019).…”

Section: Question 21mentioning

confidence: 99%

“…Utilizing context in a mathematical problem can attract and stimulate students to initiate learning (Van Galen & Van Eerde, 2018;Nusantara & Putri, 2018;Zulkardi & Putri, 2019). Context is a phenomenon or situation in real life where mathematics problems are embedded and lead students to think mathematically (Kohar, Wardani, & Fachrudin, 2019;Zulkardi et al, 2020). An example of an ongoing prevalent situation impacting all aspects of global life and students' academic activities is the COVID-19 pandemic (Bakker & Wagner, 2020).…”

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

2021

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New changes to the school curriculum by enacting a minimum competency assessment (MCA) with PISA criteria in 2021 have led to confusion over the form of MCA questions among teachers and students due to limited learning resources at schools. This study aimed to produce valid and practical PISA COVID-19 mathematics tasks (PISAComat) potentially affecting mathematics literacy. This study involved 27 secondary-level students aged 15 years old with different levels of mathematics skills. Design research in the form of development studies was chosen as the core framework of this research assisted with the online learning platform. Data were analyzed descriptively through observations, tests, interviews, and document reviews. A set of PISAComat on quantity and change & relationship at the level of reasoning was gained after a formative evaluation. The formative process was conducted through zoom meetings and intensive communication at WhatsApp Group (WAG) to produce valid and practical PISAComat. After being tested in the classroom, the resulting PISAComat had been potentially effective in promoting students' mathematics literacy and life skills during the COVID-19 pandemic.

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“…Histogram: Jurnal Pendidikan Matematika, 4 (2), 2020 -338 Ambarsari Kusuma Wardani matematika. Sejalan dengan hal ini, (Kohar et al, 2019;OECD, 2013) menyatakan bahwa mendesain konteks yang otentik merupakan ciri khas dari soal PISA, namun hal itu juga lah yang merupakan kesulitan utama bagi sebagian besar pendesain soal model PISA Gambar 5 adalah salah satu contoh soal dari subjek RL dengan level konteks membutuhkan model matematika. Soal disajikan dengan baik, hal ini terlihat dari pemilihan konteks dengan tema yang dekat dengan keseharian siswa.…”

Section: Gambar 5 Soal Subjek Sa Dengan Konteks Membutuhkan Model Matematikaunclassified

Konteks Pada Soal Model Pisa: Kamuflase Kah?

Wardani

2021

Histogram: j. pendidik. math.

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One of the obstacles in designing the PISA like problems is determining the right context in order to make the questions make sense for students to solve. Therefore, this study aims to determine the profile of the context level in the PISA like problems developed by novice researchers, students of the Mathematics Education Study Program in one of university in Palembang, South Sumatra, who conducted a final assignment research on the topic of developing the PISA like problems. The level of context in this study is defined as a matter of mathematical models that use situations that are either found in the real world that make sense in students' understanding. Context level is divided into three, namely camouflage context, contexts that need solutions, and contexts that require mathematical models. Document observation was carried out to collect the profile data about the PISA model through filling in the checklist sheet and quantitative descriptions. The document observed in this activity was 43 items of PISA like problems from the four research subjects involved. Based on the results, it can be concluded that the PISA like problems developed by research subjects are still dominated by questions with a camouflage context that is equal to 53.49%. As many as 41.86% of the questions designed were already accompanied by contexts that needed solutions. However, the number of contexts requiring mathematical models is only 4.65%.

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Profiling context-based mathematics tasks developed by novice PISA-like task designers

Cited by 12 publications

References 13 publications

Examining Teacher Mathematics-related Beliefs and Problem-solving Knowledge for Teaching: Evidence from Indonesian Primary and Secondary Teachers

Examining Teacher Mathematics-related Beliefs and Problem-solving Knowledge for Teaching: Evidence from Indonesian Primary and Secondary Teachers

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

Konteks Pada Soal Model Pisa: Kamuflase Kah?

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