Secondary students’ higher-order thinking skills in solving PISA- like mathematical tasks

Abstract

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.

The Eighth Graders' Higher Order Thinking Skills in Solving Numeracy Problems-Based Minimum Competency Assessment

“…Analytical and evaluation skills are higher-order thinking skills (Krathwohl & Anderson, 2010). The low level of high-order thinking skills of students in solving AKM questions is in line with the results of the PISA of Indonesian students, which show that Indonesian students are still weak in analyzing skills, evaluating skills, and creating skills (OECD, 2019;Stacey et al, 2015) and in line with research on high-order thinking skills of junior high school students who are still low (Kurniati et al, 2016;Meryansumayeka et al, 2021;Meryansumayeka et al, 2020,). However, teachers can help students develop their math skills through math tasks that stimulate students to think (van Galen & van Eerde, 2018;Watson & Ohtani, 2015).…”

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

“…There are a lot of studies related to the development of PISA-like mathematical problems (Zulkardi & Kohar, 2018). Several studies have used the development of these questions to describe students' problemsolving abilities (Novita, Zulkardi, & Hartono, 2012), mathematical literacy (Oktiningrum, Zulkardi, & Hartono, 2016), creativity (Novita & Putra, 2016), and higher order thinking skills (Meryansumayeka, Zulkardi, Putri, & Hiltrimartin, 2020). Some have developed questions using local context (Kamaliyah, Zulkardi, & Darmawijoyo, 2013;Charmila, Zulkardi, & Darmawijoyo, 2016;Jannah & Putri, 2019).…”

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

“…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). Meanwhile, some previous studies explored potential effects on students' mathematical literacy, such as reasoning and argumentation (Rawani, Putri, & Hapizah, 2019), representation (Efriani, Putri, & Hapizah, 2019), and communication (Nizar, Putri, & Zulkardi, 2018).…”