|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| This study aims to analyze the need for developing PISA type problems in change and relationship content designed to assess mathematical representation abilities. This research is a type of development research by adapting the Tessmer development model. This research was conducted in two stages, namely the preliminary stage, namely preparation and design, then the formative evaluation phase which included self evaluation, prototyping, small group, and field tests. This research is limited to the prototyping stage. The subjects of this study were SMK Diponegoro Depok students, Indonesia. The instrument of data collection consists of observation guidelines, interview guidelines, documentation sheets, and questionnaires. Data was analyzed by qualitative and quantitative techniques. The results showed that the design of the PISA type that had been developed was declared valid, so that it could be expanded at the stage of developing small groups and field tests. Thus, the design of the PISA type on change and relationship content can be used by students, both with low, medium, and high abilities according to the needs of students in the era of globalization |
| References |
Ahyan, S., Zulkardi, Z., & Darmawijoyo, D. (2014). Developing Mathematics Problems Based on PISA Level of Change and Relationships Content. Journal on Mathematics Education, 5(1), 47-56. Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and instruction, 16(3), 183-198. Asmara, A. (2014). Mathematical Representation Ability And Self Confidence Students Through Realistic Mathematics Approach. Proceeding in International Seminar on Innovation in Mathematics and Mathematics Education 1st ISIM-MED 2014 “Innovation and Technology for Mathematics and Mathematics Education” Department of Mathematics Education,Yogyakarta State University Yogyakarta. Bruner, J. S. (1966). Toward a theory of instruction (Vol. 59). Harvard University Press. Cai, J., & Lester Jr, F. K. (2005). Solution representations and pedagogical representations in Chinese and US classrooms. The Journal of Mathematical Behavior, 24(3-4), 221-237. Chen, M. J., Lee, C. Y., & Hsu, W. C. (2015). Influence of mathematical representation and mathematics selfefficacy on the learning effectiveness of fifth graders in pattern reasoning. International Journal of Learning, Teaching and Educational Research, 13(1), 1-16. Hwang, W. Y., Chen, N. S., Dung, J. J., & Yang, Y. L. (2007). Multiple representation skills and creativity effects on mathematical problem solving using a multimedia whiteboard system. Journal of Educational Technology & Society, 10(2), 191-212. Julie, H., Sanjaya, F., & Anggoro, A. Y. (2017, September). The student’s ability in mathematical literacy for the quantity, and the change and relationship problems on the PISA adaptation test. In Journal of Physics: Conference Series (Vol. 890, No. 1, p. 012089). IOP Publishing. Lewis, A. B., & Mayer, R. E. (1987). Student’s miscomprehension of relational statements in arithmetic word problems. Journal of Educational psychology, 79(4), 363. Mevarech, Z. R., & Fan, L. (2018). Cognition, Metacognition, and Mathematics Literacy. In Cognition, Metacognition, and Culture in STEM Education (pp. 261-278). Cham, Switzerland: Springer. National Council of Teacher of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM. Nizar, H., Putri, R.I.I., & Zulkardi, Z. (2018). Development of PISA-Like Mathematics Problems with Football and Table Tennis Contexts in The 2018 Asian Games. Journal on Mathematics Education, 9(2). Noto, M. S., Hartono, W., & Sundawan, D. (2016). Analysis of students mathematical representation and connection on analytical geometry subject. Infinity Journal, 5(2), 99-108. OECD. (2010). PISA 2012 Mathematics Framework. Paris: OECD Publishing. OECD.(2017). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving, revised edition, PISA. Paris: OECD Publishing. Ojose, B. (2011). Mathematics literacy: Are we able to put the mathematics we learn into everyday use. Journal of Mathematics Education, 4(1), 89-100. Oktiningrum, W., Zulkardi, Z., & Hartono, Y. (2016). Developing PISA-like Mathematics Task with Indonesia Natural and Cultural Heritage as Context to Assess Students Mathematical Literacy. Journal on Mathematics Education, 7(1), 1-8. Pape, S.J., & Tchoshanov, M.A. (2001). The role of representation (s) in developing mathematical understanding. Theory into practice, 40(2), 118-127. Rahmawati, D., Hidayanto, E., & Anwar, R.B. (2017). Process of Mathematical Representation Translation from Verbal into Graphic. International Electronic Journal of Mathematics Education, 12(3), 367-381. Solso, R. L. (1991). Cognitive psychology. Allyn & Bacon. Stacey, K. (2011). The PISA view of mathematical literacy in Indonesia. Journal on Mathematics Education, 2(2), 95-126. Van den Akker, J. (1999). Principles and methods of development research. In Design approaches and tools in education and training (pp. 1-14). Springer Netherlands. Wijaya, A. (2015). Context-based mathematics tasks in Indonesia: Toward better practice and achievement. Utrecht University. Yanti, Y.R., Amin, S.M., & Sulaiman, R. (2018). Representation of Students in Solving Simultaneous Linear Equation Problems Based on Multiple Intelligence. In Journal of Physics: Conference Series (Vol. 947,No. 1, p. 012038). IOP Publishing. Yerushalmy, M. (1997). Designing representations: Reasoning about functions of two variables. Journal for Research in Mathematics Education, 28(4), 431-466.
|
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |