Open AccessStudents mathematical literacy abilities in solving PISA type math problem with LRT context
Author(s) -
Suci Hardianti,
Zulkardi Zulkardi
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1315/1/012016
Subject(s) - formative assessment , mathematics education , indonesian , context (archaeology) , literacy , field (mathematics) , test (biology) , mathematical problem , computer science , psychology , pedagogy , mathematics , linguistics , paleontology , philosophy , pure mathematics , biology
One of the issues in mathematics education was many math problems requiring reasoning skills were included in the National Examination. This was part of the attempts to gradually adjust Indonesian standards to international standards such as PISA. The purpose of this article was to assess the potential effects of PISA-type math problem on students’ math literacy abilities. The method used in this article was design research type development studies, which consist of 2 stages, preliminary and formative evaluation. The preliminary stage consists of analysis and design. In the formative assessment consists of self-evaluations, expert reviews, one-to-one, small groups, and field tests. The potential effect of the problem was indicated by the results in the field test stage. The mathematical literacy abilities that emerge were communication skills, mathematics, representation, reasoning, and arguments, choosing strategies in solving problems, and the ability to use language, symbolic, formal, and technical operations. Communication skills dominate over other mathematical literacy abilities.