Developing PISA-like jumping tasks on quantity content using Jambi tourism context to foster students’ numeracy skills

Abstrak

Numeracy is a critical 21st-century competency; however, many students still face difficulties in solving contextual problems due to the limited use of PISA-like tasks in classroom learning. This study aimed to develop PISA-like jumping tasks (JUMPISA) on quantity content within a Jambi tourism context and to examine their potential effects on students’ numeracy. The research employed design research in the form of development studies, involving a preliminary stage and Tessmer’s formative evaluation, including expert review, one-to-one, small group, and field test. Participants consisted of six validators, three students in one-to-one sessions, nine students in small-group trials, and 32 grade VIII students in the field test. Data was collected through document analysis, observations, interviews, and students’ written responses and analyzed descriptively to assess validity, practicality, and potential effects. The findings indicate that JUMPISA is valid in terms of content, construct, and language, practical for classroom implementation, and capable of engaging students in discussing multiple solution strategies. Field test results suggest potential effects on numeracy, as students demonstrated abilities to use quantitative information, analyze constraints, and interpret results in real-world contexts. Integrating JUMPISA with local tourism contexts can therefore support numeracy-oriented learning and classroom practice.