How Students Solves PISA Tasks: An Overview of Students’ Mathematical Literacy
DOI:
https://doi.org/10.12928/ijeme.v2i2.10713Keywords:
PISA, mathematical literacy, descriptive researchAbstract
This article aims to investigate how mathematics education students in Universitas Ahmad Dahlan solve PISA mathematics problems. This research used the descriptive method with the qualitative approach and supported with quantitative data. Research subjects were 20 new students of mathematics education at Universitas Ahmad Dahlan in the 2016/2017 academic year. We translated the 2012 PISA instrument and used it to collect data on students’ mathematical literacy skills and to identify their difficulties. All the data were analyzed based on PISA’s framework. The result shows that, in general, 65.7% of students were able to understand the problems and plan their strategies to solve them. Meanwhile, only 46.9% among them could answer correctly. In addition, only 36.8% of the students were able to understand the level 6 problems while only 23.7% among them answered correctly. The students performed well in the interpretation process towards the problems with individual and social contexts. However, they found difficulties in the formulation and employment process of the problems, especially in the work and scientific context.References
De Lange, J. (2006). Mathematical Literacy for Living from OECD-PISA Perspective. Tsukuba Journal of Educational Study in Mathematics, 25(1), 13-35.
Hendroanto, A. (2018a). Analisis Kesulitan Mahasiswa Baru Pendidikan Matematika dalam Mengerjakan Soal PISA. APOTEMA Jurnal Pendidikan Matematika, 4(1), 1-7.
Hendroanto, A. (2018b). Didactical Phenomenology untuk Mengembangkan Aktivitas Pembelajaran Geometri Bidang dengan Pendekatan Pendidikan Matematika Realistik. Prosiding Seminar Nasional Pendidikan Matematika Etnomatnesia. Yogyakarta: Universitas Sarjanawiyata Tamansiswa.
Hidayah, I. Dwijanto, & Istiandaru, A. (2018). Manipulatives and Question Series for Elementary School Mathematics Teaching on Solid Geometry. International Journal of Instruction, 11(3), 649-662.
Istiandaru, A., & Istihapsari, V. (2017). Persepsi Mahasiswa Calon Guru Matematika terhadap Penggunaan Alat Peraga Manipulatif. INSPIRAMATIKA, 3(2), 98-105.
Istiandaru, A., Istihapsari, V., Prahmana, R. C. I., Setyawan, F., & Hendroanto, A. (2017). Characteristics of Manipulative in Mathematics Laboratory. Journal of Physics: Conference Series, 943(1), 012023.
Kamaliyah, K., Zulkardi, Z., & Darmawijoyo, D. (2013). Developing the Sixth Level of PISA-like Mathematics Problems for Secondary School Students. Journal on Mathematics Education, 4(1), 9-28.
Kohar, A. W., Zulkardi, Z., & Darmawijoyo, D. (2014). Developing PISA-like Mathematics Tasks to Promote Students’ Mathematical Literacy. Proceeding 2nd SEA-DR. Palembang: Universitas Sriwijaya.
OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. Paris: OECD Publishing.
Pepin, B., Xu, B., Trouche, L., & Wang, C. (2017). Developing a Deeper Understanding of Mathematics Teaching Expertise: An Examination of Three Chinese Mathematics Teachers’ Resource Systems as Windows into Their Work and Expertise. Educational Studies in Mathematics, 94(3), 257-274.
Rusmining. (2017). Analysis of Mathematics Literacy of Students of Mathematics Education Department Viewed from Process Components. Unnes Journal of Mathematics Education, 6(3), 384-390.
Stacey, K. (2014). The PISA View of Mathematical Literacy in Indonesia. Journal on Mathematics Education, 2(2), 95-126.
Wijaya, A., van den Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2014). Difficulties in Solving Context-based PISA Mathematics Tasks: An Analysis of Students' Errors. The Mathematics Enthusiast, 11(3), 555-584.
Downloads
Published
How to Cite
Issue
Section
License
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read the International Journal on Emerging Mathematics Education (IJEME) Author Guidelines at http://journal.uad.ac.id/index.php/IJEME/about/submissions#authorGuidelines
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities, tacitly or explicitly, of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with the International Journal on Emerging Mathematics Education (IJEME) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
