ANALYSIS STRATEGIES IN COMPLETING LOCAL CULTURE- BASED MATHEMATICS ASSESSMENT WITH PISA STANDARD

Article Info ABSTRACT Article history: Received: November 10, 2019 Accepted: March 01, 2020 Published: March 06, 2020 This study aimed to determine the learning strategies used by students in working on PISA assessments characterized by local culture. The method used in this study was descriptive using qualitative data. The results of the study showed that the rehearsal strategy and organization strategy were used by all class classifications of high, medium and low classes. However, in the high class, the rehearsal strategy was used in all student while in the low class the rehearsal strategy was only used in certain numbers. For the elaboration strategy it only appears in the medium class. Whereas metacognitive strategy is only seen in the low class. In terms of local culture, after working on the questions given, there were previously unknown tourism which later became known such as the Makam Mbah Batu, Kampung Wisata Kungkuk, Arboretum, etc. In addition, they claimed to be more interested in visiting existing tourism, especially tourism that they just found out from the assessment.


INTRODUCTION
The fact that humans always try to keep their existence shows that in life, human cannot be separated from culture [1]. Culture is a characteristic of a particular group which includes beliefs, habits, language, food, art and music [2]. The process of creating culture takes a long time [1].
coding becomes easier to understand, this can be done by means of making notes and also by PQ4R method (preview, question, read, reflect, recite and review) [17]. Organization strategy increase the value of new information by using new groupings, this can be done by making concept maps [17]. Metacognitive strategy is related to how students use certain strategies appropriately [17].
Previous research on the development of PISA-standard assessment has been conducted, one of which was by Sari in 2016 which focused on measuring student arguments [15]. From this research, it was found that from the PISA model mathematical assessment, students' arguments were quite good but it did not show the process of how to get the answers [15]. This shows that students have difficulty determining learning strategies so that they only focus on the answers but not the process of getting them. However, at present there is still no research that analyzes students' difficulties in determining strategies in solving problems, so that many students work on problems incorrectly, this is the basis of this research, which is to analyze strategies in solving PISAstandard assessments based on local culture.

METHOD
The method used in this study is qualitative research method. Qualitative research method is grouping data in a natural setting to define a phenomena where researchers are the key instruments [18]. Data analysis is specific and the results of the study focus more on 'meaning' rather than drawing conclusions in general [19]. 'Meaning' means the actual data, the strategies used by students in working on PISA-standard assessments characterized by local culture [19]. This research begins with the data collection stage. Data in the form of student answer sheets are collected by giving PISA standard assessment with local cultural characteristics to students to find a solution. The items in the PISA standard assessment in this study are shown in the following table: The PISA-standard assessment that has been developed includes tourism elements in Batu City as local cultural characteristics. The analysis is done by identifying the answer sheet based on the indicators of the strategy, then interpreting it as drawing conclusions. The subjects of this study were Grade VII students of SMP Negeri 02 Batu. The procedure of this research is making questions, testing questions to the subject, analyzing the answers and then drawing conclusions. To test the validity of the items, the questions were validated by experts. The first step after getting the studentss' answer sheets is to give a score on each answer sheet using scoring guidelines. Then, the answer sheet is divided into three groups with the following group divisions:
Low 0 ≤ < 50 Each class was sampled and then analyzed. Samples were taken randomly according to the completeness and the legibility of the writing. Student strategy analysis consists of four kinds of strategies, they are: rehearsal strategy, elaboration strategy, organization strategy and metacognitive strategy. The indicators of the strategy can be seen from the student answer sheet:
Rehearsal Strategy -Rewrite information obtained from questions. For example, by writing "diketahui (information known)", "ditanya (asked)", and "jawaban (the answer)". -Write the word "Jadi… (So/the conclusion is…)" at the end of the answer to confirm the answer or conclusion that has been found.

2.
Elaboration Strategy -Mark important information. For example, underline the answers, give a frame to the conclusion -Write the answers using mathematical symbols. For example, write "Jadi (so)" with the symbol "∴" 3.
Organization Strategy -Make a table of Ayu and Linda tourist routes precisely -Map out what is known, and what is asked correctly 4.
Metacognitive Strategy -Working on problems randomly -Add information not in sequence but still be marked. For example, by giving an arrow After being analyzed using the indicators in table 3, interviews were conducted with the students who had the answer sheets, to find out students' knowledge about the culture around them. The interview script is as follows:

RESULTS AND DISCUSSION
After PISA-standard questions are declared valid by 2 validators, then PISAstandard questions are tested to students in the School. After scoring on each answer sheet, then divided into 3 classes. Then one sample is taken from each class to be analyzed using the indicators in table 3. The answer sheets are marked with a certain color to indicate what strategies are used. The red color represents the Rehearsal Strategy, the blue color represents the Elaboration Strategy, the Green color represents the Organization Strategy, and the orange color represents the Metacognitive Strategy.  Figure 1 shows that there are red and green marks. A red sign indicates student was using a rehearsal strategy. Rehearsal strategy is shown in 'diketahui (information known)', 'ditanya (asked)', and 'jawaban (answer)', in parts (a) to part (e). This means student rewrote the information obtained from the problem, so that, it helps to make short term memory information into long term memory. Whereas the green sign indicates student was using an Organizational strategy. This strategy appears in student's answers in the section on how they map the information he know and what is asked precisely, from the answers in part (a) to part (e), at this point student also write the answer consistently.
As in the answer in part a, student wrote "it is known: Linda and Ayu will go to Selecta tours, Batu Square, and Angkut Museum, but Linda and Ayu do not want to take the same road for the second time; Asked: Make a table, in the form of sets A and B". The information is right and in accordance with what is contained in the problem. Just as in the answer to part (a), student also write down the correct information in the answers to part (b) and part (e). When interviewed about the local culture, student claimed that there were   Figure 2 shows that there are 3 different colored markings, red, green and blue. On the red mark the students write down what was known and asked from the question, and answered consistently from parts (a) to parts (e) that indicate students are using rehearsal strategy. The rehearsal strategy also shown on the answer "so, the most money left is Ayu's money" that was written in part (b). This indicates that students repeat the information that has been obtained. Beside the red mark, there is also a green mark on the students' answer sheets that indicates students are using organizational strategy. This strategy is seen through the results of an appropriate mapping of information obtained from the questions in the answers section from part (a) to part (e).
As in the answer in part (b), student wrote "it is known: Ayu brought Rp. 300,000, Linda brought Rp. 270,000"; Asked: Who has the most money left?", student mapped out the information known and asked precisely. Besides, Ayu and Linda's tour route tables written correctly was also indicate students are using organization strategy. The blue mark on the answer sheet signifies that student is using the Elaboration strategy, where student put underline sign to confirm the conclusions of the answers obtained. When interviewed about the context of their local culture, student claimed that there was one place that she did not know about it before, it is Arboretum. Student claimed to be interested to visit existing tourism, especially Cangar hot spring.  Figure 3 shows that there are 3 different colored markings, red, green and orange. Almost the same as the previous explanation, where the red sign indicates student is using a rehearsal strategy. However, in this picture there are fewer red marks because student only write the information known, asked and the answer of the questions on part (a). Similar to the red mark, the green mark found on this student's answer sheet is also only found in part (a). The student wrote: "the information known: set A = Ayu, set B = Linda; Asked: make a table and a set". Even though it is only in the answer to part (a), students still make a map of what is known and asked correctly according to the information contained in the problem.
While the orange sign indicates student used metacognitive strategy, where student worked on part (e) first then part (d). Metacognitive strategy is seen when students work on problems not in sequence. During the interview, student claimed to work on problems that were considered easy to problems that were considered difficult. Besides, in the context of local culture, student claimed that his insight about tourism in Kota Batu increased, he just knew about Kampung Kids. Student also claimed to be more interested to tourist attractions such as Kampung Kids and Arboretum.
Writing 'diketahui (information known)' and 'ditanya (asked)' needs to be written in full, in accordance with previous research [15]. However, this study is different from previous research, in previous research student wrote back the questions on the answer sheet, while in this study, students did not write back the questions, but made points for and wrote it on the answer sheet. In addition, in previous studies, researchers did not divide the class based on student grades, but from the overall data obtained was taken one sample and then analyzed. Based on the discussion above it can be concluded that, rehearsal strategy and organization strategy were used by all class classifications, high, medium and low. However, in the high and medium classes, the rehearsal strategy was used in all steps, while in the low class the rehearsal strategy was only used in certain numbers. For the elaboration strategy only appears in the medium class, this is because students in the class are lacking in confidence, so, even though students had written the word as a sign of the conclusion, student still underlined these answers. This is different with high and low classes that they did not underline the conclusion of the answer because they feel confident in what they wrote on the answer sheet.