How Students Work With Pisa-Like Mathematical Tasks Using Covid-19 Context

Zulkardi, Zulkardi; Meryansumayeka, Meryansumayeka; Putri, Ratu Ilma Indra; Alwi, Zahra; Nusantara, Duano Sapta; Ambarita, Sahala Martua; Maharani, Yulianita; Puspitasari, Linda

doi:10.22342/jme.11.3.12915.405-416

Cited by 35 publications

(34 citation statements)

References 17 publications

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“…The lack of open, non-digital communication between students, for the exchange of ideas, opinions, homework, among others, generates a desire for communication. Faced with this situation, as Liu et al [32], Aning and Baharum [33], Zulkardi et al [34] early strategies are necessary for the prevention and treatment of the psychological effects that a pandemic such as COVID-19 can create. These results lead to the conclusion that, in the process of mathematical anxiety, the alternative explanation for these statistical behaviours is because the descriptors are related to each other in a limited way.…”

Section: Discussionmentioning

confidence: 99%

Anxiety as a prevailing factor of performance of university mathematics students during the COVID-19 pandemic

Velazco¹,

Martínez

Carmona

et al. 2021

Obraz. nauka

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Introduction. Anxiety is characterised by feelings of tension, apprehension or fear. It arises from concern about student performance at university, with an emphasis on exact science subjects. It is not only students, who suffer from mathematical anxiety. However, anxiety is a predominant factor in student performance at all levels.The aim of the research was to describe the levels of anxiety also known as distress manifested by university mathematics students studying at the Universidad Nacional de Chimborazo (UNACH) during the 2020-1 academic semester.Methodology and research methods. The current study was carried out applying the quantitative paradigm. It is of a descriptive exploratory design. The total sample consisted of 120 students, who are preparing at their university level, and, who are studying the subject of mathematics at different levels and careers at UNACH. The selection of the sample was of an intentional non-probabilistic type and having as inclusion criteria not having been diagnosed with an anxiety disorder. As a measurement instrument, the Short Inventory of Anxiety Situations and Responses-ISRA-B was applied. ISRA-B was sent to students by email to facilitate data collection.Results. The results were analysed by means of the two-factor ANOVA calculation (mathematics and understanding). The results showed that there are statistically significant differences in the understanding of the contents presented by the teachers in a virtual way. During the COVID-19 pandemic the levels of mathematical anxiety increased. Teaching mathematics at university in online format requires the assessment of digital connection and time limited submission of assignments. These factors limit understanding and generate mathematical anxiety. Scientific novelty. In face-to-face education, mathematical anxiety is common. But because of the pandemic, mathematics education has had to migrate to the virtual environment. The present research reflects the impact of anxiety not only on mathematics education and academic performance but also on the emotions of students. The data collection instruments ISRA-B-C, ISRA-B-F and ISRA-B-M are innovative and adaptable to all levels of education.Practical significance. The importance of mathematics and the overestimation of its difficulties cause great concern for the learning of this subject in studies at a higher university level. The current studies of virtual mathematical anxiety are important because they allow the detection and analysis of possible educational failures in online learning. The failures of online education have a direct impact not only on performance and learning, but on an emotional state of students.

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Section: Discussionmentioning

confidence: 99%

Anxiety as a prevailing factor of performance of university mathematics students during the COVID-19 pandemic

Velazco¹,

Martínez

Carmona

et al. 2021

Obraz. nauka

View full text Add to dashboard Cite

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“…When mathematical content focuses on the situations closed to students, their mathematical thinking emerges naturally. In line with Kohar et al (2019) and Zulkardi et al (2020), the use of context directs students to think mathematically because their potentials for the mathematical thinking process occur from the given situation. Furthermore, using context will provoke students to be involved in collaborative learning, and thus, the learning is meaningful .…”

Section: Question 21mentioning

confidence: 99%

“…Utilizing context in a mathematical problem can attract and stimulate students to initiate learning (Van Galen & Van Eerde, 2018;Nusantara & Putri, 2018;Zulkardi & Putri, 2019). Context is a phenomenon or situation in real life where mathematics problems are embedded and lead students to think mathematically (Kohar, Wardani, & Fachrudin, 2019;Zulkardi et al, 2020). An example of an ongoing prevalent situation impacting all aspects of global life and students' academic activities is the COVID-19 pandemic (Bakker & Wagner, 2020).…”

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confidence: 99%

“…Many studies on PISA items continuously developed, used multiple contexts such as Asian Games 2018 , the COVID-19 context, i.e. focused on students' working process (Zulkardi et al, 2020), reasoning and argumentation processes (Nusantara, Zulkardi, & Putri, 2020a), mathematization process (Nusantara, Zulkardi, & Putri, 2020b). Other studies focused on difficulty levels (Ahyan, Zulkardi, & Darmawijoyo, 2014;Meryansumayeka, Zulkardi, Putri, & Hiltrimartin, 2020).…”

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confidence: 99%

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Designing Pisa-Like Mathematics Task Using a Covid-19 Context (Pisacomat)

2021

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New changes to the school curriculum by enacting a minimum competency assessment (MCA) with PISA criteria in 2021 have led to confusion over the form of MCA questions among teachers and students due to limited learning resources at schools. This study aimed to produce valid and practical PISA COVID-19 mathematics tasks (PISAComat) potentially affecting mathematics literacy. This study involved 27 secondary-level students aged 15 years old with different levels of mathematics skills. Design research in the form of development studies was chosen as the core framework of this research assisted with the online learning platform. Data were analyzed descriptively through observations, tests, interviews, and document reviews. A set of PISAComat on quantity and change & relationship at the level of reasoning was gained after a formative evaluation. The formative process was conducted through zoom meetings and intensive communication at WhatsApp Group (WAG) to produce valid and practical PISAComat. After being tested in the classroom, the resulting PISAComat had been potentially effective in promoting students' mathematics literacy and life skills during the COVID-19 pandemic.

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“…The use of the context that is trending, in this case, the context of covid-19, namely the plan of the isolation room for covid-19 patients, from the results of the student interviews it was said that besides attracting students' attention because they were often discussed, it is also new information that students get after working on questions, information obtained from students where 3 out of 4 students just know the shape of the isolation room in the hospital, while one student already knows because the student has been isolated in the hospital. This research is also relevant to (Zulkardi et al, 2020) which used Covid-19 as context.…”

Section: Disscusionmentioning

confidence: 99%

Students' Numeracy Skills Relating to Algebra Topic Using COVID-19 Context

Sari

Zulkardi

Darmawijoyo

2021

JTAM

Self Cite

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The Minimum Competency Assessment (MCA) is a basic competency assessment that will be carried out by the ministry of education and culture in Indonesia in 2021, one of the assessments is numeracy. Algebraic material is one of the important materials for students to learn related to everyday problems. The use of context is important in learning algebra. In this regard, the discussion which is now a topic of discussion for all groups not only from Indonesia but the world, namely Covid-19, can be an interesting context to raise. This study, describes the numeracy skills of students in working on algebraic questions, research subjects are students with heterogeneous abilities (medium, high, low) using a descriptive qualitative approach, with collection techniques in the form of tests, and interviews. The research subjects were grade VII students. Wherefrom the research, it was found that there were still unfulfilled numerical indicators, namely indicators of interpreting it to conclude. While indicators that often appear are using numbers and mathematical symbols in solving problems in life.

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How Students Work With Pisa-Like Mathematical Tasks Using Covid-19 Context

Cited by 35 publications

References 17 publications

Anxiety as a prevailing factor of performance of university mathematics students during the COVID-19 pandemic

Anxiety as a prevailing factor of performance of university mathematics students during the COVID-19 pandemic

Designing Pisa-Like Mathematics Task Using a Covid-19 Context (Pisacomat)

Students' Numeracy Skills Relating to Algebra Topic Using COVID-19 Context

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