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Developing the Sixth Level of PISA-Like Mathematics Problems for Secondary School Students Kamaliyah Kamaliyah; Zulkardi Zulkardi; Darmawijoyo Darmawijoyo
Journal on Mathematics Education Vol 4, No 1 (2013)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Indonesia's involvement in the Programme for International Student Assessment (PISA) is one attempt to see how far the development of educational programs in our country compared to other countries in the world. PISA results show that Indonesia is still at the lower level. This means that the ability of Indonesian students in solving problems that require the ability to review, giving reasons and communicating effectively, and solve and interpret problems in various situations is still lacking. This may be due to government policy in the presence of the National Examination (UN) in which the spread of the UN's questions are still at the lower levels of cognitive aspects that are not in line with government regulations on curriculum which suggests that the fulfillment of cognitive aspects as one of the important aspects of education. To that end, researcher conducted a study that aims to produce valid and practical the sixth level of PISA-like mathematics problems for middle school students. This study is the development research formative evaluation type. The research subjects are ninth grade students SMP Negeri 1 Palembang. Data collection techniques used are walkthrough, documentation, interviews, and tests. From the analysis it can be concluded that this research has resulted a product the sixth level of PISA-like mathematics problems. At the stage of expert review, an expert and two colleagues evaluated the problems from different aspects. Trying out at one-to-one and small group wasperformed on students with different mathematical abilities. Then at the field test stage, 26 students in one class answered the questions that were developed.

Developing a Model to Support Students in Solving Subtraction Nila Mareta Murdiyani; Zulkardi Zulkardi; Ratu Ilma Indra Putri; Frans van Galen; Dolly van Eerde
Journal on Mathematics Education Vol 4, No 1 (2013)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.4.1.567.95-112

Subtraction has two meanings and each meaning leads to the different strategies. The meaning of â€œtaking away somethingâ€ suggests a direct subtraction, while the meaning of â€œdetermining the difference between two numbersâ€ is more likely to be modeled as indirect addition. Many prior researches found that the second meaning and second strategy rarely appeared in the mathematical textbooks and teacher explanations, including in Indonesia. Therefore, this study was conducted to contribute to the development of a local instruction theory for subtraction by designing instructional activities that can facilitate first grade of primary school students to develop a model in solving two digit numbers subtraction. Consequently, design research was chosen as an appropriate approach for achieving the research aim and Realistic Mathematics Education (RME) was used as a guide to design the lesson. This study involved 6 students in the pilot experiment, 31 students in the teaching experiment, and a first grade teacher of SDN 179 Palembang. The result of this study shows that the beads string could bridge students from the contextual problems (taking ginger candies and making grains bracelets) to the use of the empty number line. It also shows that the empty number line could promote students to use different strategies (direct subtraction, indirect addition, and indirect subtraction) in solving subtraction problems. Based on these findings, it is recommended to apply RME in the teaching learning process to make it more meaningful for students.

DEVELOPING MATHEMATICS PROBLEMS BASED ON PISA LEVEL OF CHANGE AND RELATIONSHIPS CONTENT Shahibul Ahyan; Zulkardi Zulkardi; Darmawijoyo Darmawijoyo
Journal on Mathematics Education Vol 5, No 1 (2014)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.5.1.1448.47-56

This research aims to produce mathematics problems based on PISA level with valid andÂ practical content of change and relationships and has potential effect for Junior High SchoolÂ students. A development research method developed by Akker, Gravemeijer, McKenney andÂ Nieveen is used this research. This development research consists of three stages; analysis,Â design, and evaluation. In the first stage, the researcher analyzed students, algebra material inÂ school based curricula (KTSP) and mathematics problems of PISA 2003 of change andÂ relationships content. The second stage, the researcher designed 13 problems with content ofÂ change and relationships. The last, the researcher used formative evaluation design developedÂ by Tessmer which includes self evaluation, one-to-one, expert review, small group, and fieldÂ test. The data collect by walk through (step of expert review) to get valid problems in aspect ofÂ content, construct, and language; interview (steps of one-to-one, small group,and field test) toÂ know problems practicality; questionnaire (step of field test) to know problemsâ€™ potentialÂ effects. The result of this research indicated that 12 mathematical problems based on PISAÂ level of change and relationships content that developed have validity, practically, andÂ potential effects for Junior High School students.Keywords: Development Research, Mathematical Problems Based On PISA Level, ChangeÂ and Relationships.Â DOI: http://dx.doi.org/10.22342/jme.5.1.1448.47-56

Learning Multiplication Using Indonesian Traditional game in Third Grade Rully Charitas Indra Prahmana; Zulkardi Zulkardi; Yusuf Hartono
Journal on Mathematics Education Vol 3, No 2 (2012)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Several previous researches showed that students had difficulty in understanding the basic concept of multiplication. Students are more likely to be introduced by using formula without involving the concept itself. This underlies the researcher to design a learning trajectory of learning multiplication using Permainan Tradisional Tepuk Bergambar(PT2B) as a context based on the student experience. The purpose of this research is to look at the role of PT2B in helping students'understanding in learning multiplication, which evolved from the informal to formal level in third grade with Pendidikan MatematikaRealistik Indonesia (PMRI) approach. The method used is design research starting from preliminary design, teaching experiments, and retrospective analysis. This research describes how PT2B make a real contribution to the third-grade students of SDN 179 Palembang to understand the concept of multiplication. The results showed PT2Bcontext can stimulate students to understand their knowledge of the multiplication concept. The whole strategy and model that students discover, describe and discuss shows how the students' construction or contribution can use to help their initial understanding of that concept. The stages in the learning trajectory of student have an important role in understanding the concept of the operation number from informal to the formal level.

IMPROVING INTUITION SKILLS WITH REALISTIC MATHEMATICS EDUCATION Bonita Hirza; Yaya S. Kusumah; Darhim Darhim; Zulkardi Zulkardi
Journal on Mathematics Education Vol 5, No 1 (2014)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.5.1.1446.27-34

The intention of the present study was to see the improvement of studentsâ€™ intuitive skills. ThisÂ improvement was seen by comparing the Realistic Mathematics Education (RME)-basedÂ instruction with the conventional mathematics instruction. The subject of this study was 164Â fifth graders of elementary school in Palembang. The design of this study was a Pretest-PosttestÂ Control Group Experiment. Data was analyzed with the help of SPSS. The result of this studyÂ showed that there was different improvement of studentsâ€™ skills. The improvement was higherÂ in the class using the RME-based instruction that in conventional mathematics class.Keywords: Realistic Mathematics Education (RME), IntuitionÂ DOI: http://dx.doi.org/10.22342/jme.5.1.1446.27-34

SET A STRUCTURE OF OBJECTS WITH A HELP OF GROUPING TO TEN STRATEGY TO UNDERSTAND THE IDEA OF UNITIZING Saliza Safta Assiti; Zulkardi Zulkardi; Darmawijoyo Darmawijoyo
Journal on Mathematics Education Vol 4, No 2 (2013)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

The intention of the present study is to know how the pupils can learn to make a group of ten to understand the idea of unitizing. The pupils were given a contextual problem â€œCounting the Beads in order to promote their understanding about the idea of unitizing. The process of designing the problem was based on the 5 tenets of Indonesian Realistic Mathematics Education (IRME). The methods of this study was a design research. The researcher designed the Hypothetical Learning Trajectory (HLT) before conducting the lesson in the classroom. The result of this study showed that the pupils learned to make a group of any number then moved to make a group of twenty before using the group of ten as a strategy in finding the amount of the beads. The pupils set a structure of objects with a help of grouping to ten strategy to understand the idea of unitizing.

Constructing Geometric Properties of Rectangle, Square, and Triangle in the Third Grade of Indonesian Primary Schools Ilham Rizkianto; Zulkardi Zulkardi; Darmawijaya Darmawijaya
Journal on Mathematics Education Vol 4, No 2 (2013)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.4.2.414.160-171

Previous studies have provided that when learning shapes for the first time, young children tend to use the prototype as the reference point for comparisons, but often fail when doing so since they do not yet think about the defining attributes or the geometric properties of the shapes. Most of the time, elementary students learn geometric properties of shapes only as empty verbal statements to be memorized, without any chance to experience the contepts meaningfully. In the light of it, a sequence of instructional activities along with computer manipulative was designed to support Indonesian third graders in constructing geometric properties of square, rectangle, and triangle. The aim of the present study is to develop a loval instructional theory to support third graders in constructing geometric properties of rectangle, square, and triangle. Thirty seven students of one third grade classes in SD Pupuk Sriwijaya Palembang, along with their class teacher, were involved in the study. Our findings suggest that the combination of computer and non-computer activities suppots third graders in constructing geometric properties of square, rectangle, and triangle in that it provides opportunities to the students to experience and to develop the concepts meaningfully while using their real experiences as the bases to attain a higher geometric thinking level.Key concepts: Geometric properties, rectangle, square, triangle, design research, realistic mathematics educationÂ DOI: http://dx.doi.org/10.22342/jme.4.2.414.160-171

Exploring Primary Student's Problem-Solving Ability by Doing Tasks Like PISA's Question Rita Novita; Zulkardi Zulkardi; Yusuf Hartono
Journal on Mathematics Education Vol 3, No 2 (2012)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.3.2.571.133-150

Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education. The term problem solving refers to mathematics tasks that have the potential to provide intellectual challenges for enhancing students' mathematical understanding and development. In addition, the contextual problem that requires students to connect their mathematical knowledge in solving mathematical situational problem is believed to be an impact on the development students' problem-solving ability. The tasks that have been developed by PISA meet both of these criteria. As stated by the NCTM, that problem-solving skill and ability should be developed to students when they were in primary school (K5-8), therefore, it is important to do an effort to guide students in developing problem-solving ability from primary school such as accustom students to do some mathematical solving-problem tasks. Thus, in this research we tried to investigate how to develop mathematical problem-solving tasks like PISA's question that have potential effect toward students' mathematical problem-solving abilities?. We used a formative evaluation type of development research as an mean to achieve this research goal. This type of research is conducted in two steps, namely preliminary stage and formative evaluation stage covering self evaluation, prototyping (expert reviews, one-to-one, and small group), and field test. This research involve four primary schools in Palembang, there are SD Muhammadiyah 6 Palembang, MIN 1 & MIN 2 Palembang, and SDN 179 Palembang. The result of this research showed that the mathematical problem-solving tasks that have been developed have potential effect in exploring mathematical problem-solving ability of the primary school students. It is shown from their work in solving problem where all of the indicators of problem solving competency have emerged quite well category. In addition, based on interview result from some students, known that they like to do such tasks because can improve their reasoning, creativity and thinking ability.

DEVELOPING PISA-LIKE MATHEMATICS PROBLEMS ON UNCERTAINTY AND DATA USING ASIAN GAMES FOOTBALL CONTEXT Dedi Yansen; Ratu Ilma Indra Putri; Zulkardi Zulkardi; Siti Fatimah
Journal on Mathematics Education Vol 10, No 1 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

This study aims to generate the valid and practical PISA-like mathematics problems on uncertainty and data using the football game context of Asian Games. It also aims to see the potential effects of the problems towards the high school students’ mathematical ability. This study used a design research methodology with the type of development study which was divided into two stages, namely preliminary stage and formative evaluation stage. The preliminary stage covered the analysis of research subjects, curriculum analysis, PISA framework and creating a question instrument. The formative evaluation stage included the one to one consisting of three students together with expert review consisting of two validators, small group consisting of six students, and then the field test. This study produced valid and practical PISA-like mathematics problems on uncertainty and data content which have a potential effect on the senior high school students’ mathematical literacy ability. The validity was determined based on the expert review, while the practicality was determined based on one-to-one and small group assessment. The students' mathematical literacy abilities appeared during the research were communication, reasoning and argument, and devising strategies for problem-solving.

UNFINISHED STUDENT ANSWER IN PISA MATHEMATICS CONTEXTUAL PROBLEM Moch. Lutfianto; Zulkardi Zulkardi; Yusuf Hartono
Journal on Mathematics Education Vol 4, No 2 (2013)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Solving mathematics contextual problems is one way that can be used to enable students to have the skills needed to live in the 21st century. Completion contextual problem requires a series of steps in order to properly answer the questions that are asked. The purpose of this study was to determine the steps performed students in solving contextual mathematics problem. The results showed that 75% students can not solve contextual mathematics problems precisely (unfinished). Students stop and feel that it was completed when they are able to solve problems mathematically, but mathematical solution has not answered the requested context.

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