scholarly journals Students’ Quantitative Literacy in Solving PISA Problem Based on Gender Differences

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (2) ◽  
pp. 438-449
Author(s):  
Lestariningsih Lestariningsih ◽  
◽  
Nita Safitri Maulidah ◽  
Moch. Lutfianto ◽  
◽  
...  
Keyword(s):  
Gender Differences ◽  
International Student ◽  
Female Student ◽  
Student Assessment ◽  
Male Student ◽  
Quantitative Literacy ◽  
Research Subjects ◽  
International Student Assessment ◽  
Descriptive Research ◽  
Tenth Grade

Quantitative literacy is an important skill needed by individuals in solving problems with quantitative situations in daily life. Thus, this paper aimed to identify quantitative literacy in solving the PISA problem based on gender differences. This study used descriptive research with a qualitative approach. Research subjects in this study were two tenth-grade students in middle school. They were one male student and one female student who have the similar mathematical ability. Data were collected by giving the Program for International Student Assessment (PISA) problem, especially mathematical literacy, and using the interview method. The research results showed that the quantitative literacy of male student in solving PISA problems is by using fewless symbols to represent time and incomplete algorithms and procedures. In comparison, the quantitative literacy of female student in solving PISA problems is by using a more detailed description, more mathematical operations, and solving the problem according to algorithms and procedures. Furthermore, both students have quantitative literacy aspects, including interpretation, calculation, representation, assumption, analysis, and communication skills. Therefore, the quantitative literacy ability of students can be used as a reference for teachers to determine the modeling activities conducted by students in solving the PISA problem.

scholarly journals MATHEMATICAL LITERACY ABILITY OF CAMPER TYPE STUDENTS BASED ON GENDER DIFFERENCES

MaPan ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 281-299
Author(s):  
Ma'rup Ma'rup ◽  
◽  
Andi Husniati ◽  
Muhammad Rizal Usman ◽  
Kristiawati Kristiawati
Keyword(s):  
Gender Differences ◽  
International Student ◽  
Student Assessment ◽  
Male Student ◽  
Female Students ◽  
Mathematical Literacy ◽  
International Student Assessment ◽  
Response Profile ◽  
The Subject ◽  
Literacy Ability

This study illustrated the mathematical literacy ability of camper type students based on gender differences. The subject of this study were class X MIA students of SMAN 2 Takalar. This study is a descriptive study with a qualitative approach design. The data processed is Adversity Quotient data and students’ mathematical literacy abilities data. Adversity Response Profile (ARP) questionnaire was used to find out students with camper type. The test used to see the mathematical literacy ability of male and female students with camper type is PISA (Programme for International Student Assessment) question consists of three questions. Interviews were conducted to further explore students' mathematical literacy ability. Based on the data analysis, it was found that the mathematical literacy ability of the camper type female student was higher than the camper type male student.

Metacognition Explains the Gender Differences in Digital Reading Performance: A Multilevel Mediation Analysis

2021 ◽  
Vol 1 (1) ◽  
pp. 50-54
Author(s):  
Hangyan Yu
Keyword(s):  
Gender Differences ◽  
Mediation Analysis ◽  
International Student ◽  
Student Assessment ◽  
Underlying Mechanism ◽  
Reading Performance ◽  
Digital Reading ◽  
Multilevel Mediation ◽  
International Student Assessment ◽  
Data Source

Gender differences in reading have become a heated topic, and a reoccurring pattern of results is that girls outperform boys significantly. As digital reading prevails, the discrepancies in digital reading between girls and boys are also prominent. For the purpose of exploring the reason why boys lag behind in terms of digital reading performance and therefore unveil the underlying mechanism in improving students' digital reading literacy, this study used multilevel mediation analysis to investigate whether students' metacognition, i.e., metacognition of understanding, remembering, summarizing and assessing credibility, explain the gender differences in digital reading performance. This study adopted Programme for International Student Assessment (PISA), launched by Organization for Economic Co-operation and Development (OECD) as the data source. Results of 12,058 samples from 361 schools in China showed that their better achievement in metacognition significantly mediated girls' excelling performance in digital reading. Pedagogical implementations focusing on metacognition were given to render help for both genders in digital reading performance.

scholarly journals PENERAPAN MODEL THINK TALK WRITE UNTUK MENINGKATKAN KETERAMPILAN SISWA DALAM MENULIS KARANGAN DESKRIPSI DI SEKOLAH DASAR

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Panji Maulana ◽  
MT Hartono Ikhsan
Keyword(s):  
Student Learning ◽  
International Student ◽  
Student Assessment ◽  
Writing Skills ◽  
Fourth Grade ◽  
Learning Activities ◽  
Learning Models ◽  
Research Subjects ◽  
International Student Assessment ◽  
Fourth Grade Students

The results of the Program for International Student Assessment (PISA) study stated that literacy culture (the ability to read and write) the Indonesian people in 2012 was the second worst of 65 countries studied in the world. The problem in this study is the low learning activities and writing skills of fourth grade students of Cimanggung Elementary School, Cimanggung District, Sumedang Regency. This study aims to determine the increase in student learning activities, teacher teaching activities, and essay writing skills of grade IV students using Think Talk Write models. The instruments used in this study are observation sheets of student learning activities, observation sheets of teacher activities, and tests. The purpose of this study is to improve the ability to write essays and student learning activities, describe the steps and process / implementation of writing essay learning by applying TTW learning models (Think Talk Write), and describe whether there is an increase in the ability to write essays by applying TTW learning models (Think Talk Write) on fourth grade students of SDN Cimanggung, Cimanggung District, Sumedang Regency. The research method used is Classroom Action Research with a research design used referring to a model developed by Kemmis and Taggart, namely a spiral model that starts with: 1) planning; 2) acting / acting; 3) observation (observing); and 4) reflecting. The research subjects were 30 grade IV students of SDN Cimanggung, consisting of 15 women and 15 men. This research was conducted for 2 cycles.

scholarly journals PROFILE OF SECONDARY SCHOOL STUDENTS WITH HIGH MATHEMATICS ABILITY IN SOLVING SHAPE AND SPACE PROBLEM

2015 ◽  
Vol 6 (1) ◽  
pp. 20-30 ◽  
Author(s):  
Mulia Putra ◽  
Rita Novita
Keyword(s):  
Secondary School ◽  
International Student ◽  
Secondary School Students ◽  
Student Assessment ◽  
School Students ◽  
Space Problem ◽  
International Student Assessment ◽  
Descriptive Research ◽  
Mathematics Ability ◽  
Class Viii

This study aimed to describe the profile of secondary school students with high mathematics ability in solving shape and space problem in PISA (Program for International Student Assessment). It is a descriptive research with a qualitative approach, in which the subjects in this study were students of class VIII SMP N 1 Banda Aceh. The results show that in solving the problem PISA on  shape and space, high mathematics ability students were able to identify the problem by making the information known from PISA issues related to the shape and space content.Keyword: Profile, Problem Solving, Task of PISA DOI: dx.doi.org/10.22342/jme.61.20

scholarly journals Enhancing Understanding and Recall of Quantitative Information about Medical Risks: A Cross-Cultural Comparison between Germany and Spain

2011 ◽  
Vol 14 (1) ◽  
pp. 218-226 ◽  
Author(s):  
Rocio Garcia-Retamero ◽  
Mirta Galesic ◽  
Gerd Gigerenzer
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Quantitative Information ◽  
Human Mind ◽  
Risk Information ◽  
Cross Cultural ◽  
Quantitative Literacy ◽  
Visual Aids ◽  
International Student Assessment ◽  
Medical Risks

In two experiments, we analyzed cross-cultural differences in understanding and recalling information about medical risks in two countries—Germany and Spain—whose students differ substantially in their quantitative literacy according to the 2003 Programme for International Student Assessment (PISA; OECD, 2003, 2010). We further investigated whether risk understanding can be enhanced by using visual aids (Experiment 1), and whether different ways of describing risks affect recall (Experiment 2). Results showed that Spanish students are more vulnerable to misunderstanding and forgetting the risk information than their German counterparts. Spanish students, however, benefit more than German students from representing the risk information using ecologically rational formats—which exploit the way information is represented in the human mind. We concluded that our results can have important implications for clinical practice.

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

Are There Test Administrator Effects in Large-Scale Educational Assessments?

Methodology ◽  
2007 ◽  
Vol 3 (4) ◽  
pp. 149-159 ◽  
Author(s):  
Oliver Lüdtke ◽  
Alexander Robitzsch ◽  
Ulrich Trautwein ◽  
Frauke Kreuter ◽  
Jan Marten Ihme
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Student Groups ◽  
Mathematics Scores ◽  
International Student Assessment ◽  
Sample Attrition ◽  
Educational Assessments ◽  
Test Administrator ◽  
Practical Implications

Abstract. In large-scale educational assessments such as the Third International Mathematics and Sciences Study (TIMSS) or the Program for International Student Assessment (PISA), sizeable numbers of test administrators (TAs) are needed to conduct the assessment sessions in the participating schools. TA training sessions are run and administration manuals are compiled with the aim of ensuring standardized, comparable, assessment situations in all student groups. To date, however, there has been no empirical investigation of the effectiveness of these standardizing efforts. In the present article, we probe for systematic TA effects on mathematics achievement and sample attrition in a student achievement study. Multilevel analyses for cross-classified data using Markov Chain Monte Carlo (MCMC) procedures were performed to separate the variance that can be attributed to differences between schools from the variance associated with TAs. After controlling for school effects, only a very small, nonsignificant proportion of the variance in mathematics scores and response behavior was attributable to the TAs (< 1%). We discuss practical implications of these findings for the deployment of TAs in educational assessments.

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