Investigating Secondary School Students’ Difficulties in Modeling Problems PISA-Model Level 5 And 6

Edo, Sri Imelda; Ilma, Ratu; Hartono, Yusuf

doi:10.22342/jme.4.1.561.41-58

Cited by 42 publications

(38 citation statements)

References 4 publications

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“…This is suit with research result that mathematical literacy is a person's ability to formulate, solve, and interpret problems based on the existing context [8]. The results of this research are in line with the results obtained from the research which states that Indonesian students are only able to answer questions PISA level 1, 2, 3, and only some students can solve level 4 [9].…”

Section: Discussionsupporting

confidence: 88%

The Analysis of Studentsr Mathematical Literacy Based on Mathematical Ability

Nurutami¹,

Riyadi²,

Subanti³

2018

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018)

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One of the 21st century skills is the mathematical literacy ability. The aim of this research was to describe the mathematical literacy ability student based on mathematical ability. This was qualitative descriptive research. The subjects of this research were three 8th grade students an Islamic secondary school at Yogyakarta. The data collection was by test and interview methods. The research instruments was mathematical literacy test used 4 PISA questions and semi-structured interview guidelines. To determine students' mathematical literacy based on students mathematical ability, first step is grouping the students mathematical ability. There are 3 type of mathematical ability, high, average, and low mathematical ability. One subject from every group were chosen namely S1 (students with high mathematical ability), S2 (students with average mathematical ability), and S3 (students with low mathematical ability). Mathematical literacy test and interview were given and analyzed. The analysis result showed that students with high mathematical ability can reach level 2 and level 4 mathematical literacy PISA, students with average mathematical ability can reach level 2 Mathematical Literacy PISA, and students with low mathematical ability can't reach mathematical literacy level 2, 3 or level 4 PISA.

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Section: Discussionsupporting

confidence: 88%

The Analysis of Studentsr Mathematical Literacy Based on Mathematical Ability

Nurutami¹,

Riyadi²,

Subanti³

2018

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018)

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“…According to Edo (Edo, 2013) students experience difficulties in the process of formulating problems in everyday life into mathematical models. This was found in S.S which did not write down what was known on the question and what was asked.…”

Section: Student's Mathematical Literacy Process Selected As Subjectmentioning

confidence: 99%

Analysis of Mathematical Literacy Processes in High School Students

Hayati

Kamid

2019

Int.J.Trends.Math.Edu.Research

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The results of the Programme for International Students Assessment (PISA) survey published by the Organization for Economic Cooperation and Development (OECD) show that Indonesia is still a country with low mathematical literacy skills. The ability of mathematical literacy is closely related to interpreting contextual problems into mathematical language. In modern times like today, what is needed is not only mathematics as arithmetic, but also mathematical literacy is needed related to mathematical reasoning and problem solving. The government has included contextual aspects of the curriculum applied in schools. However, in reality many schools still do not have contextual abilities that are in line with the still low literacy abilities of students in Indonesia. The purpose of this study is to describe the mathematical literacy process in senior high schools which in this study were students with majoring in science and students with majoring in social studies. This type of research is descriptive qualitative research. The research subjects were grade X students majoring in science and majoring in social studies. The instruments used in this study were the authors themselves, math literacy questions sheets, and interview guidelines. The results showed that the mathematics literacy process of high school students obtained was both students with majoring in Natural Sciences and students with majoring in Social Sciences are 1) The social science students have been able to reasoning and planning to solve the problem well, even though there still mistakes. The natural science students well in calculation and use formula. However, the natural science students are unable not to argue mathematically and express opinions. 2) the social science students are not good at reasoning and planning to solve the problem, however well in express what students thought verbally. For diagrams translate and solve to math language, the students from social science still difficult. Use of formula in natural science students still not right.

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“…IV. DISCUSSION Generally, students found difficulties to; (1) formulate mathematical situations and identify mathematical structures (including order, relationships, and patterns) in the problem, (2) evaluate and provide arguments against mathematical solutions in the context of real-world problems [10]. Questions such as PISA questions could encourage the development of student's creativity [11], therefore learning resources in the 2013 Curriculum especially SD textbooks needed to be modified and refined by integrating advanced problem solving questions according to the dimensions of PISA mathematical literacy.…”

Section: Resultsmentioning

confidence: 99%

Investigating The Mathematical Literacy of Primary School Students in Curriculum 2013

Diputra¹,

Diputra²,

Suarjana³

et al. 2019

Proceedings of the 5th International Conference on Education and Technology (ICET 2019)

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This research was based on the results of the PISA (Program for International Student Assessment) publication which showed the mathematics literacy of Indonesian students was still below the average set by PISA. The curriculum 2013 was implemented to follow up on the PISA report which based on identification results found that many competencies in PISA were not adopted in the previous Indonesian Curriculum. Theoretically, learning in Curriculum 2013 should accommodate the contents of mathematical literacy according to the PISA standard. At present, as the implementation of the 2013 Curriculum as a whole in Indonesia, it was necessary to study the effectiveness of the Curriculum 2013 on the development of students' mathematical literacy. Specifically, this study aims to examine the mathematics literacy of elementary school students in curriculum 2013 for thematic learning. The subjects in this study were fifth grade elementary school students in Cluster IX of Buleleng Sub district. Mathematical literacy data were collected using the PISA standardized literacy math test specifically for elementary school students. The results of the study showed that elementary school students were only able to answer level one questions where the concept and how to solve it were clearly visible. The results of the investigation showed that in learning, students were not trained enough to work on problem solving questions and still emphasize on routine and procedural questions.

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Investigating Secondary School Students’ Difficulties in Modeling Problems PISA-Model Level 5 And 6

Cited by 42 publications

References 4 publications

The Analysis of Studentsr Mathematical Literacy Based on Mathematical Ability

The Analysis of Studentsr Mathematical Literacy Based on Mathematical Ability

Analysis of Mathematical Literacy Processes in High School Students

Investigating The Mathematical Literacy of Primary School Students in Curriculum 2013

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