DEVELOPING PISA-LIKE MATHEMATICS TASK WITH INDONESIA NATURAL AND CULTURAL HERITAGE AS CONTEXT TO ASSESS STUDENTS MATHEMATICAL LITERACY

The aim of this research is produce a set of PISA-like mathematics task with Indonesia natural and cultural heritage as context which are valid, practical, to assess students' mathematics literacy. This is design research using type of development research with formative evaluation. A total of...

Full description

Saved in:
Bibliographic Details
Published in:IndoMS-journal on mathematics education 2016-01, Vol.7 (1), p.1-8
Main Authors: Oktiningrum, Wuli, Zulkardi, Zulkardi, Hartono, Yusuf
Format: Article
Language:English
Subjects:
Achievement Tests
Cultural Context
Foreign Countries
Formative Evaluation
Grade 9
Indonesia
International Assessment
Mathematics Skills
Numeracy
Problem Based Learning
Problem Solving
Program for International Student Assessment
Reliability
Secondary School Students
Student Evaluation
Validity
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The aim of this research is produce a set of PISA-like mathematics task with Indonesia natural and cultural heritage as context which are valid, practical, to assess students' mathematics literacy. This is design research using type of development research with formative evaluation. A total of 20 students of SMP Negeri 1 Palembang. Beside, 10 experts were involved in this research to assess the feasibility of prototyping in terms of content, context and language. Walk through, documentation, questionnaire, test result, and interviews are way to collect the data. This research produced a PISA-like math task is as many 12 category of content, context, and process valid, practical and has potential effect. The validity came empirical evaluation of validation and reliability testing during small group. From the field test, we conclude that the tasks also potentially effect to the students' mathematical literacy in activating the indicators of each Fundamental Mathematical Capabilities.
ISSN:2087-8885
2407-0610
DOI:10.22342/jme.7.1.2812.1-8