Proposal of Paper, ICSEI 2014 Yogyakarta.
PISA 2012, CURRICULUM 2013, ICSEI 2014
Abstract
Curriculum 2013 that has been implemented since July 2013 in about 6000 selected
schools in Indonesia was developed based on the low score of students in PISA tests.
Results of PISA 2012 was released in the first week of December 2013. These two up-todate moments are going to be shared and discussed in ICSEI 2014. The main purpose of
this paper is going to present the results of the development PISA high-order thinking
items and the effects when those items are field tested in the junior secondary schools. In
order to do so, the development research and formative evaluation approach were used.
20 problems which have difficulties in the level 4,5, and 6 were developed and
formatively evaluated in a school in Palembang. Problems are designed based on the
new PISA framework and used local and national contexts. To conclude, PISA problems
that are developed in this research are good example and resources in determining the
competencies levels of students as well as and in improving the quality of learning
materials and learning process in the school classroom.
Keywords: PISA mathematics, curriculum 2013, development research, high-orderthinking PISA (Hot PISA)
PISA 2012, CURRICULUM 2013, ICSEI 2014
Objectives
Curriculum 2013 that has been implemented since July 2013 in about 6000
selected schools in Indonesia was developed based on the low score of
students in PISA tests. Results of PISA 2012 was released in the first week of
December 2013. These two up-to-date moments are going to be shared and
discussed in ICSEI 2014. The main purpose of this paper is going to present
the results of the development PISA high-order thinking items and the effects
when those items are field tested in the junior secondary schools.
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Perspective(s) or theoretical framework
This paper mainly uses the following two theories:
 PISA framework 2012, new framework of PISA. This new framework
is recently released by OECD (OECD, 2012). Some improvement and
changes are identified that make use of this framework is more
interesting. Besides, PISA 2012 is mainly focused on mathematics as
a major content of the test. The results will be released on the first
week of December 2013. Also PISA results for Indonesian students



before 2012 (Stacey, 2011 ; Kamaliyah et.al, 2013)
Curriculum 2013, is a new school curriculum that has been started in
the grade 1,4,7 and 10 in a bout 6000 thousands school all over
Indonesia. Some new documents about the ideal curriculum, the
learning materials and the training materials are available. These
documents are up-to-date and used in this research and available
online in the ministry website (www.kurikulum.kemdikbud.go.id)
Development research approach, an approach that guide the designer
to produce a product and the process of the formative evaluation the
product before used in the real setting or school (Akker et.al 2006;
Zulkardi & Ilma, 2006).
Realistic Mathematics Education (RME) or PMRI is instructional
theory that offers guidelines for instruction that aims at supporting
students in constructing, or reinventing mathematics in problemcentered interactive instruction. There is a intersection between
framework PISA and the characteristics of PMRI (Zulkardi, 2010).
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Methods, techniques or modes of inquiry
Development research approach is used. Three main steps are used:
preliminary study, design, and formative evaluation. Focus is to produce
products that valid, reliable and effective.
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Data sources or evidence
Data were collected during one-to-one and small grop evaluation, field test in
the school. Data collection method are observation, documentation (student’s
solution), field note, interview and video-recording. Part of these data will be
showed during presentation in the conference.
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Results and/or conclusions/points of view
Results show that the students are able to solve the PISA problem in the high
level of problems if we use local context. Also, research resulted in the picture of
the competencies level of students in solving PISA problems.
Educational importance of this study
The importance of this study is that problems items can be used as resources
for learning PISA mathematics for students either in Junior or Senior high
school. Furthermore, the more students know PISA problems the better score
of Indonesian students in PISA test.
Connection to the themes of the congress
This paper is strongly related to the subtheme 2 of ICSEI 2014 that is
exploring the relationship between standard based education and educational
change with topic assessment.
References
Akker, J.v.D, Grameijer, K., McKenney, S., Nieveen, N. (2006). Educational
Design Research. Oxon: Routledge,
OECD (2012). PISA 2012 Assessment and Analytical Framework: Mathematics,
reading, Science, Problem Solving and Financial Literacy. Available online at
the http://www.oecd-ilibrary.org/education/pisa-2012-assessment-and-analyticalframework_9789264190511-en DOI :10.1787/9789264190511-en
Kamaliyah, Zulkardi, & Darmawijoyo (2013). Developing the sixth level of
PISA-like mathematics probems for secondary school students. Indonesian
Mathematical Society Journal on Mathematics Education (IndoMS-JME), 4(1). 928.
Stacey, K. (2011) The PISA view of Mathematical Literacy in Indonesia. Journal
of Indonesian Mathematics Society- Journal on Mathematics Education
2(2), 95- 126. (http://jims-b.org)
Zulkardi, Z. & Ilma,R. (2006). Mendesain Sendiri Soal Kontekstual Matematika [
designing ourselves mathematics contextual problems]. Procceeding in the
13th National Conference of Mathematics. Semarang.
Zulkardi, Z. (2010). PISA, KTSP and UN. In: Proceeding of the Fifteenth
National Conference on Mathematics ( Prosiding KNM XV). IndoMS and
Mathematics Department UNIMA Manado, pp. 53-54. Avaliable online at the
http://eprints.unsri.ac.id/541/