scholarly journals MENYAMBUT PISA 2018: PENGEMBANGAN LITERASI MATEMATIKA UNTUK MENDUKUNG KECAKAPAN ABAD 21

2018 ◽  
Vol 1 (1) ◽  
pp. 31-38
Author(s):  
Enika Wulandari ◽  
Raekha Azka
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Economic Cooperation ◽  
International Student Assessment

Era global menuntut kecakapan tertentu dari sumber daya manusia. Salah satu kecakapan yang diperlukan di era global adalah literasi matematika. Literasi matematika merujuk pada kemampuan individu untuk memformulasikan, menggunakan, dan menginterpretasikan matematika dalam berbagai konteks. Penilaian literasi matematika siswa usia 15 tahun secara inernasional diukur melalui PISA (Programme for International Student Assessment) yang diselenggarakan oleh OESD (Organization for Economic Cooperation and Development). Indonesia menunjukkan kecenderungan peningkatan literasi matematis mulai tahun 2015. Hal ini ditunjukkan dari rata � rata skor literasi matematika yang meningkat dari 375 pada tahun 2012 menjadi 386 pada tahun 2015. Indonesia perlu mempertahankan kecenderungan tersebut pada penilaian PISA tahun 2018. Penelitian ini bertujuan untuk mendeskripsikan karakteristik PISA 2018, faktor � faktor yang mempengaruhi literasi maematika dan pengembangan literasi matematika sebagai kecakapan abad 21. Penelitian ini menggunakan pendekatan kajian teori dengan menelaah dan menganalisis referensi serta hasil penelitian yang relevan. Hasil kajian dapat ditindaklanjuti dengan penelitian selanjutnya untuk mengembangkan literasi matematika siswa.

scholarly journals Estonia: A Positive PISA Experience

2020 ◽  
pp. 101-120
Author(s):  
Gunda Tire
Keyword(s):  
Education System ◽  
International Student ◽  
Student Assessment ◽  
Oecd Countries ◽  
Economic Cooperation ◽  
Historical Background ◽  
High Performing ◽  
International Student Assessment ◽  
League Tables ◽  
The World

AbstractAccording to Programme for International Student Assessment (PISA) run by Organization of Economic Cooperation and Development (OECD), Estonian education system stands out as a high performing system where students from different socio-economic backgrounds achieve high results. In PISA 2018 Estonian students ranked first in reading and science and third in mathematics among the OECD countries. What has Estonia done to be at the top of the PISA league tables? There are many aspects that have contributed to the success of Estonian education. The following chapter will look at the historical background, describe the factors, policies and conditions that have contributed to the current educational landscape that has attracted considerable attention from all over the world.

scholarly journals Literasi Matematika dalam Menyambut PISA 2021 Berdasarkan Kecakapan Abad 21

2020 ◽  
Vol 6 (1) ◽  
pp. 57
Author(s):  
Habibi Habibi ◽  
Suparman Suparman
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Economic Cooperation ◽  
International Student Assessment

<p>Salah satu kecakapan yang diperlukan di era global adalah literasi matematika. Literasi matematika merujuk pada kemampuan individu untuk memformulasikan, menggunakan, dan menginterpretasikan matematika dalam berbagai konteks dengan penguasaan teknologi informasi. Penilaian literasi matematika siswa usia 15 tahun secara internasional diukur melalui PISA (<em>Programme for International Student Assessment</em>)<em> </em>yang diselenggarakan oleh OECD (<em>Organization for Economic Cooperation and Development</em>). Dalam menyambut PISA 2021 mengasah kemampuan bernalar siswa dapat dilakukan dengan pembiasaan menemukan solusi dari soal-soal   tes yang mengukur kemampuan berpikir tingkat tinggi.</p>

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.

Effects of Different Types of Educational Tracking on Achievement and Achievement Variance

2013 ◽  
Vol 9 ◽  
Author(s):  
Erika Anne Leicht
Keyword(s):  
International Student ◽  
Educational Opportunity ◽  
Educational Achievement ◽  
Student Assessment ◽  
Minor Role ◽  
Highly Educated ◽  
International Student Assessment ◽  
Educational Backgrounds ◽  
Different Types ◽  
Educational Tracking

Despite their stated intention of providing equal educational opportunity for all, many democratic countries separate their students into different classes or even different schools based on their demonstrated academic ability and likely future career. This practice is often referred to as “tracking or “ability grouping.” This study aims to determine whether different types of educational tracking have different effects on students’ academic achievement. Specifically, this study investigates whether disparities in educational achievement between students of highly educated versus minimally educated parents are greater in countries that practice more explicit and complete forms of tracking. It also explores tracking’s effects on average achievement and overall achievement variance. Analysis of data from the 2009 Programme for International Student Assessment (PISA) indicates that tracking generally does increase score disparities between children from different educational backgrounds. Tracking is also associated with higher overall variance of scores. At the same time, tracking may have a slight positive effect on average achievement. However, results are not consistent across all countries, and patterns are different in different subject areas and for different types of tracking. The results of this study neither condemn nor extol tracking. Rather, they indicate that tracking plays a relatively minor role in determining the quality and equity of an education system.

Integration of Self-diagnosis in Pascal Law Learning Using STEM Approach

2020 ◽  
Vol 12 (2) ◽  
pp. 104
Author(s):  
Siti Hannah Padliyyah
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Active Role ◽  
Stem Learning ◽  
International Student Assessment ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Post Test ◽  
11Th Grade

Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.

Integrasi Kaidah Fiqih dalam Pembelajaran Ekologi

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
International Student ◽  
Student Assessment ◽  
International Student Assessment ◽  
Assessment Program ◽  
Science Motivation

Tujuan esai ini ialah untuk mengembangkan rancangan pembelajaran ekologi dengan mengintegrasikan kaidah fiqih sebagai upaya untuk meningkatkan motivasi belajar dan melatih literasi saintifik siswa. Diperoleh hasil bahwa kaidah fiqih dapat diintegrasikan ke dalam pembelajaran ekologi. Dalam integrasi tersebut, kaidah fiqih yang dipilih ialah kaidah keempat dari lima kaidah utama yaitu, “menghilangkan bahaya” (Arab: الضَّرَرُ يُزَالُ). Sementara konsep ekologi yang diambil berupa faktor penunjang kehidupan di bumi, ekosistem, dan perubahan lingkungan. Literasi saintifik dapat diukur menggunakan indikator kompetensi literasi saintifik dari kerangka kerja PISA (Programme for International Student Assessment; Program Penilaian Pelajar Internasional). Untuk motivasi belajar bisa diukur berdasarkan science motivation questionnaire (SMQ) yang terdiri dari 30 buah pertanyaan yang dinilai menggunakan Skala Likert tipe 5 skala.

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