The development of Islamic-based PISA question models on the topics concerning quantity and its enhancement to improve student problem solving skills. (June 2020)

• Record Type: Journal Article
• Authors: Indahwati, T; Dafik, ; Irvan, M
• Is Part Of: Journal of physics. Volume 1563(2020)
• Publication Date: 2020-06
• Subjects: Physics -- Congresses; 530.5
• DOI: 10.1088/1742-6596/1563/1/012067
• Languages: English
• ISSNs: 1742-6588

Abstract

Abstract: Problem Solving skills are very important to facilitate students in understanding and solving mathematical problems and in everyday life. But what is often found is low student problem solving skills, and even Indonesian students' PISA math results are ranked low. This study aims to: (1) describe the process of developing Islamic-based PISA model questions on content quantity and enrichment to improve students' problem solving skills; (2) describe the results of the development of Islamic-based PISA model problems on topics concerning Quantity and enrichment in a valid and practical manner; and (3) reveal the improvement of students' problem solving skills after applying the Islamic-based PISA model questions on the content quantity and enrichment. The research subjects were students of class VIII-A MTs Plus Baitussalam Toyamas, Banyuwangi regency in the even semester of the 2018/2019 academic year. The research design used two stages, namely the preliminary stage and formative evaluation. The stages of formative evaluation include the stages of self evaluation, prototyping (expert review, one-to-one, and small groups), and field tests. The research instrument used was a validation sheet; Observation sheet and student response questionnaire, and student learning outcomes test. Data analysis techniques include data analysis process development questions, validity, reliability, and problem solving skills of students. The question development design consists of two stages, namely preliminary and formative evaluation. The formative evaluation stage includes self evaluation, prototyping (expert review, one-to-one, and small groups), and field tests. The results showed that the development of a prototype device produced 10 items of Islamic-based PISA mathematical problems that were valid and practical. The results of the prototype validation test have validity values above 0.361 and the results from the table show r-count> r-table so that the questions have high reliability, implying that they can be used to determine the level of problem solving skills of students. The average results of the problem solving skills in field test are 9 students (28.13%) very good category; there are 13 students (40.63%) in the good category; there are 7 students (21.88%) in the sufficient category; and there are 3 students (9.40%) included in the less category. Overall, the average problem solving skills of students reached 35.43% with a good category. An increase in students' problem solving skills after students have been trained to solve PISA model problems, so students are able to understand and solve material on quantity problems; they have applied the correct problem-solving strategy.