Developing Mathematics Problems Based on PISA Level of Change and Relationships Content

Autor/inn/en	Ahyan, Shahibul; Zulkardi; Darmawijoyo
Titel	Developing Mathematics Problems Based on PISA Level of Change and Relationships Content
Quelle	In: Indonesian Mathematical Society Journal on Mathematics Education, 5 (2014) 1, S.47-56 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-8885
Schlagwörter	Foreign Countries; Junior High School Students; Secondary School Mathematics; Mathematics Skills; Problem Solving; Mathematics Achievement; Achievement Tests; Research Methodology; Knowledge Level; Algebra; Formative Evaluation; Self Evaluation (Individuals); Expertise; Field Tests; Data Collection; Interviews; Questionnaires; Validity; Mathematics Tests; Scores; Mathematical Applications; Indonesia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Mathmatics sikills; Mathematical ability; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Research method; Forschungsmethode; Wissensbasis; Expert appraisal; Praxisübung; Data capture; Datensammlung; Interviewing; Interviewtechnik; Fragebogen; Gültigkeit; Angewandte Mathematik; Innermathematische Anwendung; Indonesien
Abstract	This research aims to produce mathematics problems based on PISA level with valid and practical content of change and relationships and has potential effect for Junior High School students. A development research method developed by Akker, Gravemeijer, McKenney and Nieveen is used this research. This development research consists of three stages; analysis, design, and evaluation. In the first stage, the researcher analyzed students, algebra material in school-based curricula (KTSP) and mathematics problems of PISA 2003 of change and relationships content. The second stage, the researcher designed 13 problems with content of change and relationships. The last, the researcher used formative evaluation design developed by Tessmer which includes self evaluation, one-to-one, expert review, small group, and field test. The data collect by walk through (step of expert review) to get valid problems in aspect of content, construct, and language; interview (steps of one-to-one, small group, and field test) to know problems practicality; questionnaire (step of field test) to know problems' potential effects. The result of this research indicated that 12 mathematical problems based on PISA level of change and relationships content that developed have validity, practically, and potential effects for Junior High School students. (As Provided).
Anmerkungen	Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://www.jims-b.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01