Mathematics literacy skills in pre-service teachers: What could they do?
DOI:
https://doi.org/10.12928/bamme.v1i1.3830Keywords:
mathematics literacy, PISA, pre-service teacherAbstract
Mathematics literacy is individual capacity to formulate, to employ, and to interpret mathematics in various contexts. Indonesian students aged 15 are required to perform these three skills and these abilities reflect the success of the curriculum. The results, however, are never considered satisfying since, many argue, the students are not accustomed to deal with the mathematics literacy problems. Teacher is then the one who takes the responsibility to make the students familiar with the literacy problems. This research aims to look closer at the mathematics literacy skills possessed by pre-service teachers. It is a qualitative research which involved 128 undergraduate student teachers as the subjects. A custom mathematics literacy test was developed with various contexts to measure the student teachers’ literacy skills according to the PISA framework. The results suggest that they performed well in the level 1 to 3 problems, but not in the level 4 to 6. Many errors made by the student teachers in the stage of formulating, employing, or interpreting. Finally, teachers need to be accustomed to this skill before they are ready enough to teach their students.References
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Styawati, R. D., & Nursyahida, F. (2017). Profil Kemampuan Literasi Matematika Siswa Berkemampuan Matematis Rendah Dalam Menyelesaikan Soal Berbentuk PISA. AKSIOMA: Jurnal Matematika dan Pendidikan Matematika, 8(2), 33-42.
Zulkardi, Z., & Santoso, B. (2015). Kajian Soal Buku Teks Matematika Kelas X Kurikulum 2013 Menggunakan Framework PISA. Jurnal Pendidikan Matematika, 9(2), 188-206.
Argina, A. W., Mitra, D., Ijabah, N., & Setiawan, R. (2017). Indonesian PISA result: What factors and what should be fixed? Proceedings Education and Language International Conference (Vol. 1, No. 1). Semarang: Unissula.
Avvisati, F., Echazarra, A., Givord, P., & Schwabe, M. (2019). Results from PISA 2018: Country note Indonesia. Retrieved from: https://www.oecd.org/pisa/publications/PISA2018_CN_IDN.pdf.
Hartini, T., Misri, M. A., & Nursuprianah, I. (2018). Pemetaan HOTS Siswa Berdasarkan Standar PISA DAN TIMSS untuk Meningkatkan Mutu Pendidikan. Eduma: Mathematics Education Learning and Teaching, 7(1), 83-92.
Hendroanto, A., Istiandaru, A., Syakrina, N., Setyawan, F., Prahmana, R. C. I., & Hidayat, A. S. E. (2018). How Students Solves PISA Tasks: An Overview of Students’ Mathematical Literacy. International Journal on Emerging Mathematics Education, 2(2), 129-138.
Ismail, M. I. (2010). Kinerja dan kompetensi guru dalam pembelajaran. Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 13(1), 44-63.
Istiandaru, A. (2014). PBL Pendekatan Realistik Saintifik dan Asesmen PISA untuk Meningkatkan Kemampuan Literasi Matematika. Unnes Journal of Mathematics Education Research, 3(2).
MOEC. (2016). Standar Kompetensi Lulusan Pendidikan Dasar dan Menengah. Jakarta: Ministry of Education and Culture.
NCES. (2018). Programme of International Students Assessment. Washington DC: National Center for Education Statistics. Retrieved from: https://nces.ed.gov/surveys/pisa/.
OECD. (2010). PISA 2012 Mathematics Framework. Paris: OECD Publications. Retrieved from: http://www.oecd.org/dataoecd/8/38/46961598.pdf.
Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing.
Styawati, R. D., & Nursyahida, F. (2017). Profil Kemampuan Literasi Matematika Siswa Berkemampuan Matematis Rendah Dalam Menyelesaikan Soal Berbentuk PISA. AKSIOMA: Jurnal Matematika dan Pendidikan Matematika, 8(2), 33-42.
Zulkardi, Z., & Santoso, B. (2015). Kajian Soal Buku Teks Matematika Kelas X Kurikulum 2013 Menggunakan Framework PISA. Jurnal Pendidikan Matematika, 9(2), 188-206.
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2021-03-24
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