Development of PISA-like Activities using the Inquiry-based Learning Model and the Context of Religious Holidays during the Pandemic

Sisca Puspita Sepriliani, Zulkardi Zulkardi, Somakim Somakim

Abstract


This research aims to develop a PISA-type content quantity that uses the context of religious holidays during the pandemic that is valid, practical, and potentially affects mathematical literacy skills. This research uses development research with two stages: preliminary and formative evaluation. This research also uses Inquiry-Based Learning (IBL) model in the learning process. This study involved eighth-grade students aged 13-15 years of various abilities. Data collection and analysis techniques were documentation, walkthroughs, observation, interviews, and tests. The research was carried out offline and online (Zoom and WhatsApp Group (WAG)). In this study, sharing activities were produced as well as a PISA-type jumping task with content quantity characteristics in the context of religious holiday during the pandemic by the PISA 2022 framework where what needs to be considered are mathematical literacy skills and use of language that is by language standards that can be applied and well interpreted by the students. Based on the students' answers, it can be seen that the questions and activities are included in the practical category because they can be solved well by students. From the results, it can be concluded that the developed PISA-like numeracy and activity has a potential effect on mathematical literacy skills and life in the context of religious days during the pandemic. In addition, IBL model can improve students' communication skills in solving PISA-type math problems and activities.


Keywords


Development Research; Mathematics Problems; Inquiry Based Learning (IBL); Context of Religious Day in the Pandemic

Full Text:

PDF

References


Afriyanti, I., Wardono, W., & Kartono, K. (2018). Development of mathematical literacy refers to pisa through technology-based 21st century learning [In Bahasa]. In PRISMA, Prosiding Seminar Nasional Matematika, 608–617. https://demo.dspacedirect.org/bitstream/handle/10673/1982/artikel pengembangan literasi matematika.pdf

Artigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM, 45(6), 797–810. https://doi.org/10.1007/s11858-013-0506-6

Bakker, A. (2018). Design research in education: A practical guide for early career researchers. London: Routledge.

Bayram, Z., Oskay, Ö. Ö., Erdem, E., Özgür, S. D., & ?en, ?. (2013). Effect of Inquiry based Learning Method on Students’ Motivation. Procedia - Social and Behavioral Sciences, 106, 988–996. https://doi.org/10.1016/j.sbspro.2013.12.112

Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22, 194–214. https://doi.org/10.1016/j.edurev.2017.09.002

Hawa, A. M. (2014). Analysis of students’ ability to solve math problems of PISA type [in Bahasa]. Seminar Nasional Evaluasi Pendidikan II Tahun 2014, 890–900. https://conf.unnes.ac.id/index.php/snep/II/paper/viewFile/269/163

Jannah, R. D., Putri, R. I. I., & Zulkardi, Z. (2019). Soft tennis and volleyball contexts in asian games for PISA-like mathematics problems. Journal on Mathematics Education, 10(1), 157–170. https://doi.org/10.22342/jme.10.1.5248.157-170

Kemenkes. (2020). Guidelines for preparedness for novel coronavirus infection (2019-nCov) [In Bahasa]. Jakarta: Directorate of Disease Prevention and Control.

Maaß, K., & Doorman, M. (2013). A model for a widespread implementation of inquiry-based learning. ZDM, 45(6), 887–899. https://doi.org/10.1007/s11858-013-0505-7

Marshall, J. C., Smart, J. B., & Alston, D. M. (2017). Inquiry-based instruction: a possible solution to improving student learning of both science concepts and scientific practices. International Journal of Science and Mathematics Education, 15(5), 777–796. https://doi.org/10.1007/s10763-016-9718-x

Murtiyasa, B. (2015). The challenges of learning mathematics in the global era [in Bahasa]. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika UMS, 28–47. https://publikasiilmiah.ums.ac.id/bitstream/handle/11617/6005/28_47%20PROF%20BUDI%20M.pdf

Nieveen, N., & Folmer, E. (2013). Formative evalution in educational design research. Design Research, 153, 152–169. https://www.ida.liu.se/~961G29/matr/didaktik/edr.pdf#page=154

Noviana, K. Y., & Murtiyasa, B. (2020). PISA oriented mathematical literacy ability content quantity in middle school students [in Bahasa]. JNPM (Jurnal Nasional Pendidikan Matematika), 4(2), 195–211. http://jurnal.ugj.ac.id/index.php/JNPM/article/view/2830/2096

Nusantara, D. S., Zulkardi, Z., & Putri, R. I. I. (2020). Designing PISA-like mathematics problem relating change and relationship using physical distancing context. Journal of Physics: Conference Series, 1663(1), 012004. https://doi.org/10.1088/1742-6596/1663/1/012004

Nusantara, D. S., Zulkardi, & Putri, R. I. I. (2021a). Designing PISA-like mathematics problem using a COVID-19 transmission map context. 020005. https://doi.org/10.1063/5.0071596

Nusantara, D. S., Zulkardi, Z., & Putri, R. I. I. (2021b). Designing PISA-like mathematics task using a covid-19 context (Pisacomat). Journal on Mathematics Education, 12(2), 349–364. https://doi.org/10.22342/jme.12.2.13181.349-364

OECD. (2016). PISA 2015: PISA results in focus. Paris : OECD Publishing. https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf

OECD. (2018). PISA 2021 Mathematics Framework (draft). https://pisa2021-maths.oecd.org/files/PISA 2021 Mathematics Framework Draft.pdf

OECD. (2019). PISA, 2018: Insights and interpretations. Paris : OECD Publishing. https://www.oecd.org/pisa/PISA 2018 Insights and Interpretations FINAL PDF.pdf

Putri, R. I. I., & Zulkardi, Z. (2018). Higher-order thinking skill problem on data representation in primary school: A case study. Journal of Physics: Conference Series, 948, 012056. https://doi.org/10.1088/1742-6596/948/1/012056

Putri, R. I. I., & Zulkardi, Z. (2020). Designing PISA-like mathematics task using asian games context. Journal on Mathematics Education, 11(1), 135–144. https://doi.org/10.22342/jme.11.1.9786.135-144

Sanjaya, W. (2006). Learning in the Implementation of Competency-based Curriculum [in Bahasa]. Jakarta: Kencana.

Silviani, T. R., Jailani, J., Lusyana, E., & Rukmana, A. (2017). Efforts to increase interest in learning mathematics using inquiry based learning setting group investigation [in Bahasa]. Kreano, Jurnal Matematika Kreatif-Inovatif, 8(2), 150–161. https://doi.org/10.15294/kreano.v8i2.8404

Widianti, W., & Hidayati, N. (2021). Analysis of middle school students’ mathematical literacy ability on triangle and quadrilateral material [In Bahasa]. JPMI (Jurnal Pembelajaran Matematika Inovatif), 4(1), 27–38. https://www.journal.ikipsiliwangi.ac.id/index.php/jpmi/article/view/6369/2123

Zulkardi. (2002). Developing a Learning Environment on Realistic Mathematics Education For Indonesian Student Teachers. Enschede: Universiteit Twente.

Zulkardi, Z., & Kohar, A. W. (2018). Designing PISA-like mathematics tasks in Indonesia: Experiences and Challenges. Journal of Physics: Conference Series, 947, 012015. https://doi.org/10.1088/1742-6596/947/1/012015

Zulkardi, Z., Meryansumayeka, M., Putri, R. I. I., Alwi, Z., Nusantara, D. S., Ambarita, S. M., Maharani, Y., & Puspitasari, L. (2020). How students work with PISA-like mathematical tasks using COVID-19 context. Journal on Mathematics Education, 11(3), 405–416. https://doi.org/10.22342/jme.11.3.12915.405-416




DOI: https://doi.org/10.22342/jpm.17.1.17765.37-54


Jurnal Pendidikan Matematika
Department of Master Program on Mathematics Education
Faculty of Teacher Training and Education
Sriwijaya University, Palembang, Indonesia
Kampus FKIP Bukit Besar
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139 Indonesia
email: jpm@unsri.ac.id

p-ISSN: 1978-0044; e-ISSN: 2549-1040

Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

View JPM Stats  


Indexed in: