A.W. Kohar, A.K. Wardani, A.D. Fachrudin
Designing context-based mathematics task has been becoming one of current research topics of final research projects of many student teachers in Indonesia. This study aims to characterize context-based problem developed by student teachers in their final research project within their studies. Data were collected from 124 items of mathematics tasks designed by fourteen student teachers from seven universities in Indonesia submitted to the authors within a developmental research. The characteristics of tasks were measured in terms of three dimensions of problem generation (plausibility, sufficiency of information, and complexity), task profile (content, context, and process), level of context use, task format and language issue. Results point out that 88.2% of the items were plausible, 70.5% has sufficient information, in which most of them have lower-level cognitive demands (procedures without connections). Analysis of task profile shows that the items were distributed into the context of personal (26.37%), occupational (25.27%), societal (36.26%), and scientific (12.09%); the content of quantity (35.56%), change and relationship (27.78%), space and shape (20.00%), and uncertainty and data (16.67%); the process category of formulate (18.89%), employ (48.89%), and interpret (32.22%). The items were identified to have problem with camouflage context and have less number of open-constructed items. Regarding language issue, the tasks designed mostly meet the problem of having too much information, language ambiguity, the use of unfamiliar terms, and the use of unspecific unit of contexts. © Published under licence by IOP Publishing Ltd.
Departement of Mathematics, Universitas Negeri Surabaya, East-Java, Indonesia; Departement of Mathematics Education, State Islamic University of Raden Fatah Palembang, South-Sumatera, Indonesia; Departement of Mathematics Education, STKIP PGRI Sidoarjo, East-Java, Indonesia
