Rabu, 25 Desember 2019

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PUSPENDIK
Pusat Penilaian Pendidikan Balitbang Kemendikbud

1. Tentang PISA
2. Metodologi PISA
2.0.1. Metodologi Umum
2.0.2. Item Test
3. Infografis Hasil PISA

Tentang PISA
PISA (Programme for International Student Assessment) adalah studi internasional
tentang prestasi literasi membaca, matematika, dan sains siswa sekolah berusia
15 tahun .

Penyelenggara studi adalah OECD (Organisation for Economic Cooperation and

Development) beserta konsorsium internasional yang membidangi masalah
Sampling, Instrumen, Data, Pelaporan, dan sekretariat.

PISA merupakan studi yang diselenggarakan setiap tiga tahun sekali, yaitu pada
tahun 2000, 2003, 2006, 2009, 2012 dan seterusnya.  Indonesia mulai sepenuhnya
berpartisipasi sejak tahun 2001. Pada setiap siklus, terdapat 1 domain major
sebagai fokus studi.

PISA tidak hanya memberikan informasi tentang benchmark Internasional tetapi

juga informasi mengenai kelemahan serta kekuatan siswa beserta faktor-faktor
yang mempengaruhinya.
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01_What Is PISA
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Situs Alamat PISA

https://puspendik.kemdikbud.go.id/pisa/

https://www.oecd.org/pisa/

Metodologi PISA

Metodologi Umum

Target Penilaian

Pemahaman membaca: (1) teks narasi, (2) teks deskripsi, (3) teks eksposisi, (4) teks
eksplanasi, (5) teks laporan, (6) teks prosedur, (7) teks pengayaan-mixed genre.

Matematika: (1) pola bilangan, (2) persamaan dan rumus, (3) bentuk aljabar, (4)
bilangan cacah dan bilangan bulat,    (5) peluang, (6) interpretasi data, (7)
pengaturan dan representasi data, (8) pengukuran, (9) bentuk-bentuk geometris,
(10) lokasi, pergerakan, dan spasial, (11) rasio, proporsi dan persentase, (12)
pecahan dan desimal

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IPA: (1) gaya dan gerak, (2) perubahan pada lingkungan, (3) perkembangan dan
siklus hidup organ, (4) keanekaragaman, adaptasi dan seleksi, (5) ekosistem, (6)
struktur, fungsi dan proses pada organisme, (7) karakteristik dan klasifikasi makhluk
hidup, (8) jenis, sumber, dan konversi energi, (9) panas dan suhu, (10) kesehatan
manusia, (11) cahaya dan optik, (12) listrik dan magnet, serta (13) wujud benda dan
perubahan fisika.

Item Test

Item Test memadukan antara proses pemecahan masalah (problem solving

process) dengan Kolaborasi Kompetensi Pemecahan masalah  (collaborative
problem-solving competencies) yang dinilai dalam 4 rentang score kemampuan.

02_Scoring-Guide
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 Level Score Range What Students Can Typically Do

4 Equal to or At Level 4, students can successfully carry out

higher than complicated problem-solving tasks with high
640 score collaboration complexity. They can solve
points complex problems with multiple constraints,
keeping relevant background information in
mind. These students maintain an awareness
of group dynamics and take actions to ensure
that team members act in accordance with
their agreed-upon roles. At the same time,
they can monitor progress towards a solution
and identify obstacles to overcome or gaps
to be bridged. Level 4 students take initiative
and perform actions or make requests to
overcome obstacles and to resolve
disagreements and conflicts. They can
balance the collaboration and problem-
solving aspects of a presented task, identify
efficient pathways to a solution, and take
actions to solve the given problem.

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 3 540 to less At Level 3, students can complete tasks with
than 640 score either complex problem-solving
points requirements or complex collaboration
demands. These students can perform multi-
step tasks that require integrating multiple
pieces of information, often in complex and
dynamic problems. They orchestrate roles
within the team and identify information
needed by particular team members to solve
the problem. Level 3 students can recognize
the information needed to solve a problem,
request it from the appropriate team
member, and identify when the provided
information is incorrect. When conflicts arise,
they can help team members negotiate a
solution.

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 2 440 to less At Level 2, students can contribute to a
than 540 score collaborative effort to solve a problem of
points medium difficulty. They can help solve a
problem by communicating with team
members about the actions to be performed.
They can volunteer information not
specifically requested by another team
member. Level 2 students understand that
not all team members have the same
information and can consider differing
perspectives in their interactions. They can
help the team establish a shared
understanding of the steps required to solve
a problem. These students can request
additional information required to solve a
problem and solicit agreement or
confirmation from team members about the
approach to be taken. Students near the top
of Level 2 can take the initiative to suggest a
logical next step, or propose a new approach,
to solve a problem.

1 340 to less At Level 1, students can complete tasks with

than 440 score low problem complexity and limited
points collaboration complexity. They can provide
requested information and take actions to
enact plans when prompted. Level 1 students
can confirm actions or proposals made by
others. They tend to focus on their individual
role within the group. With support from
team members, and when working on a
simple problem, these students can help find
a solution to the given problem.

Infografis Hasil PISA

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 Tes Kemampuan Membaca

http://www.oecd.org/pisa

Tes Kemampuan Matematika

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 Hasil Global

Hasil Global

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 Hasil Global

Hasil Global

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 Results Pisa-2015
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