DEVELOPING PISA-like MATHEMATICS TASKS FOR INVESTIGATING INDONESIAN STUDENTS’ PROFILE OF MATHEMATICAL LITERACY
Ahmad Wachidul Kohar, Zulkardi
The results of the latest PISA survey in 2012 put Indonesian students ranked 64 of the 65 countries with the level of attainment remains low as in previous PISA surveys. Recognizing this fact, Indonesia through the moment of new curriculum implementation began using the results of the PISA survey as one of the basic learning curriculum improvement. As a contribution to this moment, the need to develop PISA learning resource like PISA-like tasks is important to be done. Therefore, this study aims to (1) produce a set of PISA-like mathematics tasks which are valid, practical, and has the potential effect; and (2) describes the students’ mathematical literacy profiles in solving tasks developed from this study.
In developing the tasks, we used the preliminary stages, and prototyping using formative evaluations. A total of 67 Senior high school students in Palembang who are maximum age 16 years 2 months, and 12 experts were involved in the prototyping phase. The experts were 2 experts from Mathematics Expert Group of PISA (Prof. Kaye Stacey and Dr. Ross Turner), 8 PMRI lecturers (PMRI=Indonesian Version of Realistic Mathematics Education), 1 mathematics teacher, and 1 Indonesian PISA researcher. The experts reviewed the tasks in terms of content, constructs and language Data collection techniques used are walkthrough, documentation, questionnaire, test results, and interviews. This study produced a set of PISA-like math tasks as many as 9 items in the category of content, context, and process which are both valid and practical. Validity came from the experts who reviewed the tasks based on framework PISA 2012, while practicality was obtained from revised test evaluation of both steps one- to-one and small group. Analysis on students’ profile of mathematical literacy revealed that mathematical literacy process: ‘formulate’, i.e. process of identifying opportunities to use mathematics and then provide mathematical structure to the problem presented in some contextualised form, constituted the most frequently observed errors in students’ works.
This study suggests: 1) teachers and other practitioners can use the developed tasks in evaluating students’ learning or as inspiration to design PISA problem-based learning; 2) teachers and further researchers can use the profile of students’ mathematical literacy explained in this study as a reference in designing mathematical literacy based learning as well as a diagnostic tool in evaluating students’ learning outcomes.
Note:This report can be seen more detail here. This paper is contained in Proceeding of 7th ICMI-East Asia Regional Conference on Mathematics Education (EARCOME 7), 11-15 May 2015, Cebu City, Philippines.
All papers presented in EARCOME 7 can also be downloaded through this link
Posted on August 23, 2015, in Articles, pisa, Research in Mathematics Education and tagged Ahmad Wachidul Kohar, assessment mathematics, mathematical literacy. Bookmark the permalink. Leave a comment.