PISA-Like Questions on News Items: A Novel Approach to Reading Literacy
Abstract
Due to PISA inconsistencies and three years of learning loss, Indonesia's new curriculum paradigm focuses on core skills, particularly reading literacy. In 2021, the minimum competency assessment (MCA) took the place of the national assessment, and since then it has had teachers and students worried about academic success. This research aims to develop valid, practical, and effective PISA-like reading questions to prepare students for the MCA. The development study was used as a grand framework of design research, consisting of a preliminary evaluation stage and a formative evaluation stage. This research involved 45 15-year-old middle school students of varied reading literacy levels. The analysis in this research was conducted qualitatively based on data from interviews, document reviews, observations, and tests to see how students worked on PISA-like reading literacy questions. This research produced valid and practical PISA-like reading literacy questions according to the PISA 2022 framework. In terms of content, the PISA-like reading literacy questions focus on topics of news items. In terms of context, students explore new situations, especially in relation to health. Student competences are measured at the application and reasoning levels. This study suggests that PISA-like reading literacy questions can be a source of inspiration for teachers in designing questions, and they can be used to improve students' literacy skills.
Downloads
References
Allen, D. E., Donham, R. S., & Bernhardt, S. A. (2011). Problem‐based learning. New directions for teaching and learning, 2011(128), 21-29.
Alfin, J. (2019). Pengembangan materi sejarah kebudayaan islam sebagai bahan ajar literasi membaca di Madrasah Ibtidaiyah. Journal of Islamic Education Studies, 7(1), 71—88. https://doi.org/10.15642/jpai.2019.7.1.71-88
Ali, A., Gul, N., & Sabih-Ul-Hassan, S. (2022). An investigation into the reading comprehension problems faced by the Pakistani students at university level. Journal of Literature and Linguistics, 5(1), 134-148.
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3). https://doi.org/10.1177/2158244020938702
Alwi, Z., Zukardi, Putri, R. I. I., Syamsuryadi., & Nisphi, M. L. (2022). Pentingnya LKPD berbasis framework PISA 2022 untuk menguatkan kompetensi litrasi membaca siswa SMP. In Nugraha, N. B. S., Fridayantlii, Giri, P. A. S. P (Eds.). Proceeding SANDIBASA I (Seminar Nasional Pendidikan Bahasa dan Sastra Indonesia I). (Vol, pp. 257—274), UPGRI Mahadewa Indonesia. https://ojs.mahadewa.ac.id/index.php/sandibasa/article/view/2018
Alwi,Z., Zulkardi., Putri, R. I .I., & Puspita, L. (2021). Pengembangan soal penalaran literasi berbasis penilaian kompetensi minimum dan sesuai standar PISA. LOGAT: Jurnal Bahasa Indonesia dan Pembelajaran, 8(2), 178-198.
Amir, A. (2014). Kemampuan penalaran dan komunikasi dalam pembelajaran matematika. LOGARITMA: Jurnal Ilmu-ilmu Kependidikan dan Sains, 2(1), 27—42.
Amir, J., Dalle, A., Dj, S., & Irmawati, I. (2023). PISA assessment on reading literacy competency: Evidence from students in urban, mountainous and island areas. Jurnal Kependidikan. 9 (1), 107-120. https://doi.org/10.33394/jk.v9i1.7103
Angga, R. U. D., Arnita, & Rajagukguk, W. (2022). Differences in students’ mathematical communication ability and self-efficacy between open ended and contextual learning approach. Journal of Education and Practice. 13(7), 19-25
Bahri, A., Corebima, A. D. (2019). Improving PBL in Empowering Meta cognitive Skill of Students. Indian Journal of Science and Technology, 12(17), 1-9.
Bakker, A. & Wagner, D. (2020). Pandemic: Lessons for today and tomorrow?. Educational Studies in Mathematics, 104(1),1—4. https://doi.org/10.1007/s10649-020-09946-3.
Chang, N., Wang, Z., Hsu, S. H. (2020). A comparison of the learning outcomes for a PBL-based information literacy course in three different innovative teaching environments. Libri, 70(3), 213–225. https://doi.org/10.1515/libri-2018-0132.
Chintia, G. R., Vianty, M., & Rosmalina, I. (2019). An Investigation into students’ PISA reading literacy performance and reading engagement. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 5(2), 118-143.
Dazhi,Y., Shannon,S., Fe, G. (2021). An investigation of teacher experiences in learning the project-based learning approach. Journal of Education and Learning (EduLearn), 15(4), 490-504. https://doi.org/10.11591/edulearn.v15i4.20302
De Bortoli, L. (2021). How much effort are students putting into PISA? Snapshots. 16(1). https://research.acer.edu.au/snapshots/vol16/iss16/1
Dizier, P. S. & Moens, M,. F. (2011). Knowledge and reasoning for question answering: Research perspectives. In Journal of Information Processing & Management, 6(47), pp 899-906. https://doi.org/10.1016/j.ipm.2011.04.001
Emilia, E., Sujatna, E. T. S., & Kurniasih, N. (2022). Training teachers to teach PISA-like reading: A case in Indonesia, Indonesian Journal of Applied Linguistics, 12(1), 56-76. https://doi.org/10.17509/ijal.v12i1.46534
Fadhillah, A. M., & Emilia, E. (2022). Exploring Teachers’ Ability In Developing PISA-Like Reading Tasks. English Review: Journal of English Education, 10 (3) (2022), 1057-1068 . DOI: https://doi.org/10.25134/erjee.v10i3.6351
Gebremariam H. T. & Gedamu, A. D. (2022). Assessment for learning strategies: Amharic language teachers’ practice and challenges in Ethiopia. International Journal of Language Education (IJoLE), 6(2), 128-40. https://doi.org/10.26858/ijole.v6i2.20505
Gravemeijer, K., Stephan, M., Julie, C., Lin, F., & Ohtani, M. (2017). What mathematics education may prepare students for the society of the future?. International Journal of Science and Mathematics Education, 15(1), 105-123. https://doi.org/10.1007/s10763-017-9814-6
Harahap, N. (2020). The effect of CTL (Contextual teaching and learning) on students’ speaking descriptive text ability (A study at the eighth grade of MTs Jabalul Madaniyah in 2020/2021 academic year). Jurnal LINER (Language Intelligence and Educational Research); 3 (3), 153-169.
Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffin, P. (2015). A framework for teachable collaborative problem-solving skills. In Assessment and teaching of 21st century skills (pp. 37- 56). Springer. https://doi.org/10.1007/978-94-017-9395-7_2
Hewi, L. & Shaleh, M. (2020). Refleksi hasil PISA (The programme for international student assesment): Upaya perbaikan bertumpu pada anak usia dini, Jurnal Golden Age Universitas Hanzamwadi 4(1), 30—41. https://doi.org/10.1177/01614681101120040
Ikhsanza, C. S., Vianty, M., & Rosmalina, I. (2019). Reading literacy performances of state senior high school students in Ilir Barat i district as measured by PISA reading literacy test 2009 in English and bahasa Indonesia. International Seminar and Annual Meeting BKS-PTN Wilayah Barat; 1 (1). https://repository.unsri.ac.id/12469/
Iskandar, I., Sumarni, S., Dewanti, R., & Asnur, M. N. A. (2022). Infusing digital literacy in authentic academic digital practices of English language teaching at universities. International Journal of Language Education (IJoLE), 6(1), 75-90.
Ismail-Ahmad, M., Bardan, M. Z., Mohd Radwan, R., & Sarmin Panut, N. F. (2022). Reading preference and motivation elements in reading habit research. Journal of Information and Knowledge Management (JIKM), 1, 319-325.
Johnson, E.B. (2010). Contextual teaching & learning: menjadikan kegiatan belajar-mengajar mengasyikkan dan bermakna: Kaifa.
Jubhari, Y., Sasabone, L., & Nurliah, N. (2022). The effectiveness of contextual teaching and learning approach in enhancing Indonesian EFL secondary learners’ narrative writing skill. REiLA: Journal of Research and Innovation in Language, 4(1), 54-66. https://doi.org/10.31849/reila.v4i1.8633
Karakoç, A. I., Ruegg, R., & Gu, P. (2022). Beyond comprehension: Reading requirements in first-year undergraduate courses. Journal of English for Academic Purposes, 55,101071. https://doi.org/10.1016/j.jeap.2021.101071
Khamkhong, S. (2018). Developing english L2 critical reading and thinking skills through the PISA reading literacy assessment framework: a case study of Thai EFL learners. 3L: The Southeast Asian Journal of English Language Studies, 24(3), 83—91. http://doi.org/10.17576/3L-2018-2403-07
Koyuncu, İ. & Fırat, T. (2021). Investigating reading literacy in PISA 2018 assessment. International Electronic Journal of Elementary Education. 13(2), 263–275.
Kurniawan, T. A. (2018). Pemodelan use case (UML): evaluasi terhadap beberapa kesalahan dalam praktik. J. Teknol. Inf. dan Ilmu Komput, 5(1), 77. http://dx.doi.org/10.25126/jtiik.201851610
Laily, I. F. (2014). Hubungan kemampuan membaca pemahaman dengan kemampuan memahami soal cerita matematika sekolah dasar. Eduma: Mathematics Education Learning and Teaching, 3(1), 52-63. http://dx.doi.org/10.24235/eduma.v3i1.8
LaRusso, M., Kim, H. Y., Selman, R., Uccelli, P., Dawson, T., Jones, S. & Snow, C. (2016). Contributions of academic language, perspective taking, and complex reasoning to deep reading comprehension. Journal of Research on Educational Effectiveness, 9(2), 201-222. https://doi.org/10.1080/19345747.2015.1116035
Lin, L. F. (2017). Impacts of the problem-based learning pedagogy on English learners' reading comprehension, strategy use, and active learning attitudes. Journal of education and training studies, 5(6), 109-125. https://doi.org/10.11114/jets.v5i6.2320
Marpaung, A. P., Yanti, I., & Marzuki, Y. (2019). Developing students’ reading comprehension using STAD strategy: A classroom action research at SMA Negeri 7 Pekanbaru. REiLA: Journal of Research and Innovation in Language, 1(1), 10-16. DOI: https://doi.org/10.31849/reila.v1i1.2775
McKie, B. K., Manswell Butty, J. A., & Green, R. D. (2012). Reading, reasoning, and literacy: Strategies for early childhood education from the analysis of classroom observations. Early Childhood Education Journal, 40(1), 55-61.
McNamara, D. S. (2004). SERT: Self-explanation reading training. Discourse processes, 38(1), 1-30. https://doi.org/10.1207/s15326950dp3801_1
Mirizon, S., Vianty, M., Rosmalina, I., & Erlina, E. (2021). Secondary school students’ English literacy achievement based on PISA reading literacy test 2009. Englisia Journal; 9 (1); 165-182. http://dx.doi.org/10.22373/ej.v9i1.9459
MNE. (2007). Materi sosialisasi dan pelatihan kurikulum tingkat satuan pendidikan (KTSP) SMP. Pusat Kurikulum Depdiknas.
Mo, J. (2019). "How does PISA define and measure reading literacy?", PISA in Focus, No. 101. OECD Publishing.
MoECRT. (2020). Development of minimum competency assessment question. [in Bahasa]. Pusmenjar Kemdikbud.
MoECRT. (2019). Kebijakan merdeka belajar: 4 pokok kebijakan pendidikan. MoEC.
MoECRT. (2019, December 11). MoECRT sets four principles of educational policy “Merdeka Belajar” [in Bahasa]. Kemdikbud. https://www.kemdikbud.go.id/main/blog/2019/12/mendikbud-tetapkan-empat-pokok-kebijakan-pendidikan-merdeka-belajar.
Munaka, F., Zulkardi., & Purwoko. (2013). meningkatkan kemampuan siswa menyelesaikan soal kontekstual melalui cooperative learning di kelas VIII 1 SMP Negeri 2 Pedamaran OKI. Jurnal Pendidikan Matematika, 3(1), 1-9.
Muslich, M. (2007). ktsp pembelajaran berbasis kompetensi dan kontekstual. Bumi Aksara.
Mustofa, Z., Susilo, H., & Al Muhdhar, M. H. I. (2016). Penerapan model pembelajaran problem-based learning melalui pendekatan kontekstual berbasis lesson study untuk meningkatkan kemampuan memecahkan masalah dan hasil belajar kognitif siswa SMA. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(5), 885-889.
Namaziandost, E., Razmi, M. H., Ahmad Tilwani, S., & Pourhosein Gilakjani, A. (2022). The impact of authentic materials on reading comprehension, motivation, and anxiety among Iranian male EFL learners. Reading & Writing Quarterly, 38(1), 1-18. https://doi.org/10.1080/10573569.2021.1892001
Nation, I. S. P. & Macalister, J. (2010). Language curriculum design. Routledge.
Nieveen, N. (2007). Formative evaluation in educational design research, In N. Nieveen & T. Plomp (Eds.), An Introduction to Educational Design Research, pp. 89—102. SLO.
Nusantara, D. S., & Putri, R. I. I. (2021). Designing PISA-Like mathematics task using a covid-19 context (PISAComat). Journal on Mathematics Education, 12(2), 349-364.
OECD. (2018). PISA 2022 Reading Framework. OECD Publishing.
OECD. (2019a). PISA 2019 Result Combined excecutive Summaries. Columbia University.
OECD. (2019b). PISA 2018: Insights and interpretations. OECD Publishing.
OECD. (2022). PISA 2022 Assessment and Analytical Framework. OECD Publishing.
Palengka, I. (2014). Efektivitas pendekatan kontekstual untuk meningkatkan hasil belajar siswa kelas VIII SMP kristen kandora. Jurnal Keguruan dan Ilmu Pendidikan, 3(2), 575-582.
Pranowo, D. D. (2011). Alat Ukur Keterbacaan Teks Berbahasa Indonesia. FBSS Universitas Negeri Yogyakarta.
Pratiwi, R. P., Alwi, Z., Zulkardi., Putri, R. I. I., Samsyuryadi., Meryansumayeka, Nusantara, D. S., Jayanti., Sistyawati, R. I., Tanjung, A. L., Sepriliani, S. P., & Aprilisa, S. (2021). Development of literacy reasoning questions in the COVID-19 context with inquiry method for secondary school. Students. In Prahmana, R. C. I., (Eds.) Proceedings of the Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference. Aceh: Unsyiah. https://conference.unesa.ac.id/conference/seadr8/index.php/seadr-steach/seadr-steach/paper/view/89
Puspitasari, L., Alwi, Z., Suhardi, S., & Zulkardi. (2021). Literacy questions based on hots using context COVID-19. Journal of Education Research and Evaluation, 5(4), 624-632. https://doi.org/10.23887/jere.v5i4.33870
Putri, R. I. I. & Zulkardi. (2020). Designing PISA-like mathematics task using Asian Games context. Journal on Mathematics Education, 11(1). 135-144. https://doi.org/10.22342/jme.11.1.9786.135-144 .
Rahmawati, A., Sarwi., & Darsono, T. (2019). Penyusunan bahan ajar ipa fisika sebagai upaya peningkatan literasi sains peserta didik pada tema bunyi. UPEJ Unnes Physics Education Journal, 8(2), 192-207. https://doi.org/10.47178/jkip.v3i2.177
Rojas-Torres, L., Ordóñez, G., & Calvo, K. (2021). Teacher and student practices associated with performance in the PISA reading literacy evaluation. Front Educ. 6:658973. https://doi.org/10.3389/feduc.2021.658973
Saleh Alharbi, A., Abdullah Alhebshi, A., & Meccawy, Z. (2021). EFL students’ and teachers’ perceptions of Google forms as a digital formative assessment tool in Saudi secondary schools. Arab World English Journal (AWEJ) Special Issue on CALL, (7), 140-154.
Saputri, N. W., & Zulkardi, Z. (2020). Pengembangan LKPD pemodelan matematika siswa smp menggunakan konteks ojek online. Jurnal Pendidikan Matematika, 14(1), 1—14.
Segers, E., & Verhoeven, L. (2016). How logical reasoning mediates the relation between lexical quality and reading comprehension. Reading and Writing, 29(4), 577-590. https://doi.org/10.1007/s11145-015-9613-9
Sempé, L. (2021). School-level inequality measurement based categorical data: a novel approach applied to PISA. https://ueaeprints.uea.ac.uk/id/eprint/81609/
Şen, M., & Öztekin, C. (2019). Interaction among Contextual Knowledge and Pedagogical Content Knowledge: Sociocultural Perspective. Egitim Ve Bilim-Education and Science. 44(8), 57-97.
Sofou, E., & Jiménez Ramírez, M. (2020). The preschool PISA: A new paradigm of children’s assessment in early childhood education. 28 (90), 1068-2341. https://doi.org/10.14507/epaa.28.5079
Stadler, M., Herborn, K., Mustafić, M., & Greiff, S. (2020). The assessment of collaborative problem solving in PISA 2015: An investigation of the validity of the PISA 2015 CPS tasks. Computers & Education, 157, 103964. https://doi.org/10.1016/j.compedu.2020.103964
Utami, W. B. (2019). Student experience about higher order thinking skill with contextual learning based ethnomathematics using learning media and math props. International Journal of Recent Technology And Engineering, 8(IC2), 719-721.
Vladimir GUŢU. (2020). Contextual Academic Curriculum: An Innovative Approach. Studia Universitatis Moldaviae: Stiinte Ale Educatiei, 139(9), 9-18. https://doaj.org/article/89ee6efd46044f8393368a395470fed0.
Wahyuningrum, T., Zulaeha,I., & Syaifuddin,A. (2018). Keefektifan pembelajaran menyusun teks diskusi bermuatan multikultural menggunakan model inkuiri sosial dan inkuiri terbimbing pada siswa kelas VIII SMP Jurnal Pendidikan Bahasa Indonesia, 6(2), 208-216. http://dx.doi.org/10.30659/j.6.2.208-216.
Willms, J. D. (2010). School composition and contextual effects on student outcomes. Teachers College Record, 112(4), 1008-1037.
Winarti, S. (2016). Analisis kemampuan penalaran siswa dalam menyelesaikan soal serupa PISA pada siswa kelas VIII [Dissertation, Universitas Muhammadiyah Surakarta]. UMS Library. https://eprints.ums.ac.id/40554/
Wolk, S. (2022). Clearing up misconceptions about project-based learning. Phi Delta Kappan, 104(2),26–31. https://doi.org/10.1177/00317217221130630
Zulkardi, Z. (2002). Developing a learning environment on realistic mathematics education for Indonesian student teachers. University of Twente.
Zulkardi., Ratu., I.I.P., Intan, B.K., Achmad., D.F., Ahmad, W.K., Muhammad, K,M. (2021). Islamic financial literacy in mathematics education: A proposed framework. Proceedings of International Joint Conference on Science and Engineering 2021. Unesa: Atlantis Press.