Supporting Mathematics Teachers to Develop PISA-like Numeracy Task Using Effect of COVID-19 Context
Duano Sapta Nusantara (a), Zulkardi (b*), Ratu Ilma Indra Putri (c)

Department of Mathematics Education, Universitas Sriwijaya, Palembang 30128, Indonesia

Abstract

The implication of the introduction of the Independent Learning Program is that teachers have the freedom to innovate and learn independently and creatively according to the school and its environment. In addition, the freedom to use various local situations has been mandated for teachers to improve students^ literacy and numeracy competencies to prepare students for the minimum competency assessment (MCA). This article aims to report on the professional development process of mathematics teachers in Musi Rawas in designing PISA-type questions in the context of COVID-19 for learning mathematics. The teachers generated the PISA-like numeracy task in learning with various difficulty levels ranging from understanding, application, and reasoning. The method used is development research. A series of activities carried out include: (1) Introduction of the 2022 PISA framework- (2) Development of PISA-type questions with the context of COVID-19- (3) The teachers have carried out cycles of formative evaluation after training and mentoring. As a result of this training and mentoring, teachers can design PISA-like numeracy task with the context of COVID-19 for learning mathematics. In conclusion, continuous training and mentoring can help teachers be free to innovate in developing their PISA-like numeracy task for classroom learning.

Keywords: PISA, Minimum Competency Assessment, COVID-19, PMRI

Topic: Mathematics Education