Wardono, - (2014) The Realistic Learning Model With Character Education And PISA Assessment To Improve Mathematics Literacy. International Journal of Education and Research, 2 (7). pp. 361-372. ISSN ISSN: 2201-6333 (Print) ISSN: 2201-6740 (Online)

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Abstract

The result of the Programme for International Students Assessment (PISA) shows that the Indonesian students’ performance in mathematics literacy ranks low compared by the performance of students in the other participant countries as well as in the OECD developed countries. This research raised problems: (1) How to develop valid learning devices of innovative realistic learning with character education and PISA assessment? (2) How to develop practical learning devices of innovative realistic learning with character education and PISA assessment? (3) Is the implementation of innovative realistic learning model with character education and PISA assessment able to improve the students’ ability in mathematics problem solving literacy? (4) Does the quality of innovative realistic learning model with character education and PISA assessment meet at least good category?, and (5) Does the implementation of innovative realistic model with character education and PISA assessment impact on the improvement of students’ character? This research is an R&D research which developed learning devices of innovative realistic learning model with character education and PISA assessment. The learning devices include syllabus, lesson plan, students’ worksheet, test of mathematics problem solving literacy, and observation sheet of students’ character. The instruments used in this research are the validation sheets toward: syllabus, lesson plan, students’ worksheet, test of mathematics problem solving literacy, observation sheet of students’ character, observation sheet of teachers’ practice, observation sheet of students’ attitude, students’ questionnaire, and teachers’ questionnaire. The development model of learning devices refers to the modified 4-D model of Thiagarajan. The learning devices testing design used pretest- posttes control group design of true-experimental design. The population is VIII grade students of SMP N 2 Ungaran. The data analysis of validity, practicality, learning quality, and the improvement of students’ character used descriptive statistics. The data analysis of effectiveness used proportion testing and mean difference testing of students’ mathematics problem solving literacy. The analysis of the improvement of students’ mathematics problem solving literacy used normalized-gain (g) formula. The research result shows that the learning devices of innovative realistic learning with character education and PISA assessment which has been developed could be categorized as valid, practical, and effective to improve the junior high school students’ mathematics problem solving literacy. The result also suggests that the learning quality can be categorized as good and the students’ character improves better.

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