pisa (programme for international student assesment) dan klm (kontes literasi matematika)
TRANSCRIPT
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PISA 19-11-2011
Kontes Literasi Matematika
MedanPalembangJakartaJogyakartaSurabayaBanjarmasinMakassar
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Apa & Mengapa PISA Matematika?
• PISA: Programme for International Student Assessment
• Yang dinilai siswa SMP usia 15 tahun berasal dari 65 negara Industri dan berkembang termasuk Indonesia
• Indikator Kualitas Pendidikan bagi Pemerintah negara peserta
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Level 1 Below Level 1 Level 2 Level 3 Level 4 Level 5 Level 6%
Percentage of students at each proficiency level on the mathematics scale PISA 2006
.Countries are ranked in descending order of percentage of 15-year-olds at Levels 2, 3, 4, 5 and 6
.Source: OECD PISA database 2006, Table 6.2a
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Country Mean
Percentiles
5th 10th 25th 75th 90th 95th
Indonesia 371 260 284 324 416 462 493
OECD average 496 343 376 433 560 613 643
Australia 514 357 392 451 580 634 665
Finland 541 399 431 487 599 644 669
Hong Kong-China 555 390 428 492 622 673 703
Japan 529 370 407 468 595 648 677
Thailand 419 295 321 365 469 522 554
Table Student performance for PISA 2009 mathematics, showing percentile scores [From OECD 2010a, Vol. I, Table I.3.3]
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350
360
370
380
390
400
410
2000 2003 2006 2009
Mea
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Indonesia: Mean PISA scores for 2000 - 2009 for mathematics, science and reading
Mathematics Science Reading
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Country Percentage of students reaching the top two levels
Science Literacy
Mathematics Literacy
Reading Literacy
Indonesia 0 0.1 0.02
OECD average 8.5 12.7 7.6
Australia 14.5 16.4 12.8
Finland 18.7 21.7 14.5
Hong Kong-China
16.2 30.7 12.4
Japan 16.9 20.1 13.4
Thailand 0.6 1.3 0.3
Table 2PISA 2009: Percentage of students reaching the top two levels (Levels 5 and 6) in PISA 2009 [From OECD 2010a, Vol. I, Tables I.2.1, I.3.1, I.3.4]
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Country Percentage of students below Level 2
Science literacy Mathematics literacy
Reading literacy
Indonesia 65.6 76.7 53.4
OECD average 18.0 22.0 18.8
Australia 12.6 15.9 14.2
Finland 6.0 7.8 8.1
Hong Kong-China
6.6 8.8 8.3
Japan 10.7 12.5 13.6
Thailand 42.8 52.5 42.9
Table 3Percentage of students below Level 2 in PISA 2009 [From OECD 2010a, Vol. I, Tables I.2.1, I.3.1, I.3.4]
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Perkembangan PISA
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Apa & Mengapa PISA Matematika?
• Apakah siswa disiapkan dengan baik untuk menghadapi masa depan?
• Apakah siswa mampu menganalisa, berargumentasi dan komunikasi secara efektif?
• Apakah siswa mempunyai kapasitas untuk belajar terus selama hidupnya?
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2012
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Matematika Literacy
• kemampuan individu mengenali masalah2 dalam masyarakat global yang dapat diselesaikan secara matematis, merepresentasikan dan menyelesaikannya
• “Mathematical literacy” is an individual’s ability to identify and understand the role of mathematics plays in the world (i.e. nature, society, and culture), to make well-founded judgments and to use and engage with mathematics in ways that meet the need of that individual’s live as a constructive, concerned, and reflective citizen.
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THE COMPONENTS OF PISA MATHEMATICS
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PISA Content 4 overarching ideas
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Tiga levels of competencies
Level 1. Reproduction2. Connections3. Mathematization
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Mathematics Literacy competencies
1. Mathematical thinking and reasoning2. Mathematics argumentation3. Modeling4. Problem posing and solving5. Representation6. Symbol and formalism7. Communication8. Aids and tools
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Bentuk Test PISA
1. Multiple Choice2. Short Answer3. Extended Response4. Multiple Short Answer5. Complex Multiple Choice
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Apa yang dapat dipelajari?
• Banyak soal PISA dengan level kesulitan sedang dan tinggi, tetapi Siswa cenderung belajar soal pada level rendah
• Soal PISA menggunakan konteks sedangkan soal yang sering dilatih oleh siswa jarang menggunakan konteks
• Siswa terbiasa ujian hanya dengan multiple choice jarang latihan dengan soal ekstended repsonse atau short answer
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Strategy Sukses PISA(Stacey, 2006)
• Japan (PISA and TIMSS) lesson study• Finland teacher quality• Singapore (PISA/TIMSS) structuring school
and curriculum • Hongkong combination of strong procedural
work and the Confucian heritage• Netherlands RME textbooks
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KTSP & PISA
• Content (SD-SMP): Bilangan<-> quantity , Aljabar <->Change & Relationship,
Geometry <->Shape and Space, Statistika <-> uncertainty
• Context/situation: “Setiap pembelajaran hendaknya dimulai dengan
masalah situasi/konteks …. (KTSP, 2006) • Competence clusters: dominan level reproduksi
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KTSP & PISA
• Competence clusters: dominan level reproduksi, kurang pada level connection dan mathematization
1. Mathematical thinking and reasoning2. Mathematics argumentation3. Modeling4. Problem posing and solving5. Representation6. Symbol and formalism7. Communication8. Aids and tools
• Kurang fokus pada level 1,2,3,dan 7
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UN & PISA
UN: melihat kembali pada kompentensi apa yang diharapkan telah mereka pelajari
atau
PISA: melihat kemampuan menggunakan pengetahuan dan aktivitas yang mereka dapat
kerjakan menggunakan kompetensi yang mereka telah pelajari
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Ujian Nasional (UN)
• Adanya kritikan terhadap UN bahwa konten UN kurang mengikuti trend negara maju yang fokus pada kompetensi mathematics literacy
• Soal UN hanya fokus pada kesulitan level rendah (reproduction) kurang mencerminkan kompetensi yang dituntut KTSP yang menekankan pemecahan masalah (problem solving)
• Soal UN kurang bervariasi dan kurang menggunakan konteks
• Bentuk pilihan ganda memudahkan kecurangan
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Penutup Dalam meningkatkan kompetensi siswa Indonesia dalam PISA • Perlu dikembangkan soal-soal UN yang diadaptasi dari soal-
soal PISA sehingga siswa terbiasa • Menyesuaikan konten dan konteks dalam KTSP menggunakan
framework yang dipakai pada PISA• Memperbaiki sistem evaluasi seperti bentuk dan materi soal
yang dilatihkan perlu dibuat bervariasi dan tingkat kesulitan soal perlu dibuat dari mudah ke sulit.
• Tingkatkan kualitas guru matematika melalui program pengembangan profesi secara berkesinambungan
• Peran ahli matematika/ pendidikan matematika diperlukan untuk meningkatkan kualitas kurikulum, material, pembelajaran dan asesmen di sekolah
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Referensi
OECD, 2004. First results from PISA 2003
OECD, 2007. PISA 2006: Sciences competences for tommorow’s wolrd
OECD, 2009. PISA framework
Depdiknas.2009. Analysis of the Determinants of Learning Outcomes Using Data from the Programme for International Student Assessment (PISA). (Internal report, tidak dipublikasikan)Stacey, 2006. Mathematical and Scientific Literacy around the world.
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TERIMA KASIH
E-mail : [email protected] : www.p4mri.net; Office : www.unsri.ac.idMobile phone: +62-8127106777
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Program Prioritas Pendidikan
1. Penyempurnaan Kurikulum dan metode pembelajaran
2. Pemberdayaan budaya dan karakter bangsa
3. Pembelajaran kreativitas dan inovasi