School students can use a sequence of contextual tasks to learn mathematics. We can use Covid-19 as a phenomenon or context to exploit in learning mathematics. This article describes how students learn with mathematical problems that adapted PISA tasks and used the Covid-19 context. This study involved 29 secondary-level students, 15 years old, and each has different levels of mathematical skills. We use three phases of design research as the research method. Data were collected using observation, interviews, and documents. Then, they were analyzed descriptively. The result showed there were ten problems developed, and students were asked to work with those problems. We found that there are steps in how students understand and solve the problem. First, if students find a picture in the task, then they observe at the picture, read the question, and then start working to solve the problem. Second, if students find a table with less data, students refer to all data in solving the problem. Third if students find a table which has a lot of data, then some students calculate all of the data and other only compared among them. We’d like to encourage students to understand the problem before solving the problem. They do this by observing the pictures, comprehending the tables and also the questions.
Higher order thinking skills have become one of the main focuses in learning mathematics based on Indonesia curriculum currently. One of the teacher’s efforts to help students to develop higher order thinking skills is to provide questions like PISA questions. This is because PISA is a test of students’ abilities on an international scale, which also serves as a benchmark for the mathematical abilities of Indonesian students. This study is a descriptive type qualitative study. It purposed to describe students’ mathematical ability especially related to their higher order thinking skills in solving tasks like PISA tasks. Six secondary students consisting of 3 boys and 3 girls with different type of mathematical abilities were involved as research subject. Data were gathered through observation, interview, and documents such as students’ worksheets and they were analyzed qualitatively. The result showed that the most dominant skill appeared among analyzing, evaluating, and creating skills is analyzing skill. Although students sometimes made mistakes in determining final answers, they indicated trying to develop their skills by solving problem categorized as analyzing, evaluating or creating problem.
Students' mastery of geometry topics affects their ability to understand other mathematical topics. In addition, students are required to have higher-order thinking skills. Previous research shows that ICT media played an important role in improving students’ higher-order thinking skills. This study was carried out to produce a cuboid volume learning trajectory in ICT-assisted learning that can support students' higher-order thinking skills. This research employed validation design which consisted of three main stages, namely preliminary, experiment, and retrospective analysis. It was held during two main cycles. Sixty-four students of the eighth-grade in Palembang, Ogan Ilir, Manado, and West Papua were involved as research subjects. Data were collected through validation sheets, observations, interviews, and documents in the form of student worksheets. Then, the data were analyzed qualitatively and described narratively. The learning design developed was able to help students use higher-order thinking skills where students analyzed, evaluated, and used their creativity in answering the problems given. The results of this study can inform the policy making for teachers in designing mathematics learning and for lecturers to carry out mentoring for teachers in designing mathematics learning based on Realistic Mathematics Education (RME) and ICT media.
In guiding students to construct a mathematical concept themselves, learning process should be started by a context which is suit with the concept. In this research, we focused on structured arrangement which was believed to be able to support students ages 8-9 years old developing splitting strategy in doing multiplication. This study was a design research underlined by tenets of Realistic Mathematics Education (RME). The result show that giving structured objects, recognizing number relation in multiplication, and maintaining flexible calculation have important roles in supporting the development of mental calculation achieving splitting level.
This study aims to analyze or examine the mathematical thinking student type of reasoning in completing problem-solving question. The subjects in this study were 29 students from one of the schools in Palembang, totalling 29 students will be taken 6 students after the test. The instrument used in this study is a problem solving question totalling 2 items. In this research the mathematical thinking is more focused on the ability of reasoning which is divided into 3 types namely deductive and inductive. The results of the analysis of mathematical thinking type reasoning show that from question number 1 there are three different answers from 6 subjects, from the answers and results of their interviews can be concluded that in working on number one, 3 students use deductive reasoning, 2 students use inductive reasoning and 1 student is wrong in using formulas, and from question number 2 of the six students only three can meet the three indicators of inductive reasoning, most only arrive at the stage of expression of generality.
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