The Programme for International Student Assessment Research in Indonesia

Several Programme for International Student Assessment (PISA) research articles published in Indonesia have contributed to PISA research development in Indonesia, with mathematics as one of the PISA domains. However, there is no research to categorize the PISA research article to give future PISA researchers essential information. Therefore, this study aims to organize PISA research in Indonesia in the period 2016-2020. This study uses the Systematic Literature Review (SLR). The SLR method identifies, analyzes, evaluates, and categorizes specific topics related to PISA research in Indonesia. The research data comes from 27 articles published in thirteen accredited journals in the Sinta 1 and Sinta 2 category by the Ministry of Research, Technology and Higher Education of the Republic of Indonesia as an achievement for review journals, which have excellent management and publication quality. The findings indicated that nine categories were identified in this study, including the PISA articles dominance, the development of PISA model math problems, PISA research and subjects, the research methods, the content and context, students' abilities, and the level of the questions. Lastly, this research contribution also is intended to guide future PISA researchers in determining PISA research trends and the following PISA research opportunities in Indonesia.


Introduction
The Program for International Student Assessment (PISA) is a survey conducted every three years on the knowledge and skills of 15-years-old organized by the Organization for Economic Co-operation and Development (OECD, 2010). The PISA test is an international program with test categories namely reading, mathematics, and science. PISA assessment not only ensures students can reproduce knowledge, but also checks how well students can explore from what they have learned (OECD, 2017). Therefore, students can apply this knowledge to global problems.
The results of PISA reflect the fact that in modern times it gives appreciation to individuals not for what they already know, but for what they have done. Based on what they already know (OECD, 2017). This PISA assessment is not only in the form of questions regarding reading, math, and science literacy, but also a questionnaire to explore information on demographic, social, economic, and educational aspects (OECD, 2016). Strict quality assurance mechanisms are implemented in translation, sampling, and data collection (OECD, 2016). Thus, the PISA results have high validity and reliability.
Research on PISA has been widely carried out in Indonesia (Stacey, 2011;Suprapto, 2016). This research is like the view of PISA in Indonesia. The development of PISA questions both in terms of content and context. The history of the development of PISA in Indonesia began with the publication of articles on PISA in JME (Journal on Mathematics Education), which is one of the accredited national journals in Indonesia. The article was entitled "The PISA Views of Mathematics Literacy in Indonesia" which was published in 2011 by Kaye Stacey (Stacey, 2011). PISA continues to develop in Indonesia, it can be seen from the increasing number of studies on PISA that have been published in various national journals in Indonesia.
Numerous PISA research articles published in Indonesia have contributed to the development of PISA research in the country (Thien, Darmawan, & Ong, 2015;Suprapto, 2016). Some of these articles include "Mathematics Skill of Fifteen Years Old Students in Yogyakarta in Solving Problems Like PISA" (Wulandari, 2018), this research discusses the mathematical skills of students in solving questions on the PISA model. "Soft Tennis and Volleyball Context in the Asian Games for PISA-LIKE Mathematics Problems" (Jannah, Putri, & Zulkardi, 2019), that research produced a product in the form of PISA model questions in the context of Asian Games tennis and volleyball that are valid, practical, and affect potential.  conducted research entitled "Development of Mathematical Problem PISA Model Level 4,5,6 using Lampung Context", with the resulting product is 15 items of PISA model level 4,5,6 which are valid, practical, and has a potential effect. From the various articles above, no article has yet collected or categorized the PISA classification in Indonesia.
Researchers have widely used the Systematic Literature Review (SLR) method to synthesize research systematically, transparent, and reproducible (Parris & Peachey, 2013). Prahmana, Sagita, Hidayat, and Utami (2020) have reviewed Realistic Mathematics Education (RME) article research for 20 years. The study classified the articles of the RME research based on seven categories, namely the dominance of the RME article, the RME research subject, the mathematics topic, the student's abilities, the RME term, and the research methods used in the RME article. Park, Bouck, and Josol (2020)  in supporting independent learning in higher education. Therefore, this method is relevant to conduct a systematic review for a specific topic. However, from several SLR studies that researchers have conducted, no one has investigated research on the topic of PISA. Therefore, researchers want to research or conduct surveys with different issues, namely the Program for International Student Assessment (PISA). The researchers would like to analyze and classify all articles that have been published in 13 Mathematics Education journals indexed by Sinta 1 and Sinta 2, to obtain a comprehensive classification of PISA-related research in Indonesia.
The research contributions are that it can provide detailed information on trends in PISA research in Indonesia over the past five years, so it becomes a recommendation and provides essential information as a fundamental idea for the following PISA research. The trends referred to are the research methods used, the focus of the problem, the content, and the context used in PISA research in Indonesia.

Method
The method used is a Systematic Literature Review (SLR). It is a method for identifying, evaluating and interpreting all relevant research sources related to the topic under study (Calderon & Ruiz, 2015). We use samples from eight journals accredited by the Ministry of Research, Technology, and Higher Education of the Republic of Indonesia. From thirteen journals accredited in the Sinta 1 and Sinta 2 categories, where these categories have accreditation ranks 1 and 2 in the quality of management and excellent publication, eight contributions from the article, such as title, year, journal name, problem focus, research method, research subject, content, context, math ability, and problem level.
This article aims to conduct a comprehensive study of existing PISA research in Indonesia in the last five years from 2016-2020. The papers submitted are analyzed comprehensively, categorized, compared, and divided into several main topics. The presentation of categories in PISA articles is based on the dominance of published PISA articles, the focus of the problem under study, research methods, and research subjects.
Further studies regarding the content used in the research on the development of mathematical problems in the PISA model, the context used in the study on the development of mathematical problems in the PISA model, the level of questions developed, and the measured mathematical abilities. In each section, there is a percentage of the contribution given to each category. In this article, researchers took a sample of PISA articles published in international journals in the last five years to compare PISA articles in Indonesia. In the last part, there is a table of resumes of PISA research articles in Indonesia

Trends in PISA Articles in Several Journals in Indonesia
The PISA publication trend from 8 journals from 2016 to 2018 did not experience an increase, but there was an increase in the number of articles in 2019 which were spread across Aksioma, Elemen, JME, JRAMathEdu, and JRPM. But then publication decreased 50% in 2020. Based on the number of PISA article releases every year, JME and JPM are journals that consistently produce articles with PISA scope. PISA publication trends during the 2016-2020 period are presented in Figure 1. The number of PISA articles published by JME is 7 articles in the past five years. The first PISA article was also published in JME in 2011. This article written by Stacey (2011) described the view of PISA based on the domain of mathematical literacy in Indonesia.
Based on the results of the analysis, the dominance of PISA articles is in JME and JPM. PISA articles in JME are nearly one-third of all PISA articles, whereas in JPM it is nearly one-fifth of all PISA articles. From all the journals that contain PISA articles, the focus and scope of each journal is in the field of mathematics education. PISA articles in each journal are featured in Figure 2.   shows that the focus of the problem that is a minority in PISA research is student error analysis, student difficulty analysis, teaching material analysis, PISA data analysis, and student responses to PISA model questions. The focus of this problem is a recommendation for the next PISA research trend because not many have researched it with a focus on this problem. Apart from being seen from the results of the presentation, the trend of the focus of the problem has contributed to the evaluation of learning such as getting students accustomed to working on PISA type questions based on the results of research conducted by Candra, Zulkardi, and Yusuf (2017)  Although design research has dominated PISA research in Indonesia for the last five years, the authors predict that research with the PISA design research method will still be in demand by PISA researchers. Zulkardi and Putri (2006) explained that a teacher is required to be able to design questions in a context that is close to his life. In addition, it is also to encourage teachers to plan PISA-based learning and to design PISA-based learning evaluations (Kohar, Zulkardi, & Darmawijoyo, 2014). where at that level the students are 15 years old. The research subjects of class IX and X students each had the same percentage, namely 38%. Then grade VIII students have a presentation of 12%, the subject is used in the journals JRAMathedu, Infinity, Aksioma with one article each. Then the research subjects that are rarely used are elementary school students, teachers, and students from 3 countries. This is evidenced by the percentage of less than 5%. PISA research subjects in Indonesia can be seen in Figure 6. students. It is highly recommended in designing learning so that students have more opportunities to learn and solve mathematics literacy problems

Content used in the PISA Model Mathematical Problem Development Research in Indonesia
The purpose of PISA is to assess mathematical literacy skills, so a structure for knowledge of mathematical content is proposed based on mathematical phenomena that underlie broad problems (OECD, 2017). The national mathematics curriculum is also designed to equip students with knowledge and skills that address mathematical The mathematical content that is often used in the development of math problems in the PISA model is uncertainty and data content, which is as much as 45%. Then, the quantity and pace and shape content have the same percentage, which is around 22%. Meanwhile, content that is rarely used is change and relationship. However, many kinds of researches in developing mathematical model problems do not include the content used.
The content used in the research on the development of mathematical problems with the PISA model can be seen in Figure 7.

The Context used in the PISA Model Mathematical Problem Development Research in Indonesia
The use of multiple contexts in the PISA survey is very important. Context is considered as an aspect of problem solving that imposes additional demands on problem solving (OECD, 2017). The use of context relates various individual interests to various situations in the 21st century. PISA has defined four categories of context, that are personal, work, social, and scientific. Lutfianto, et al. (2013) stated that it is important to solve math problems that contain context so that students are able to analyze and respond to a problem so quickly that is needed in today's evolving era.  The development of PISA model math problems with context will support students' mathematical literacy skills. Utilizing the local context and global can be a means to help students understand mathematical phenomena that can be linked with everyday activities, students' activities ever experienced in the surrounding environment, or activity ever observed students. It is important to incorporate the context in the surrounding environment or what they have experienced into the learning process followed by the assessment process (Charmila et al., 2016). The local context is still a recommendation for the next PISA model mathematical problem development research trend. Based on Figure 8, the phenomenon that is happening in the 2018 Asian Games so that research on the development of mathematical problems in the PISA model uses a phenomenon or event that is happening. However, the next trend in context is also undeniable using the context that is happening in this nature.

The Abilities Studied in the PISA Model Mathematical Problem Development Research in Indonesia
The purpose of research on mathematics education is to have various types of mathematical abilities. PISA in the mathematics domain measures mathematics assessments in which there are seven basic abilities of PISA mathematics. This ability underlies the mathematical process as a framework for assessing mathematical literacy. PISA defines mathematical literacy as an individual's capacity to formulate, use, and interpret mathematics in various contexts. Mathematical literacy includes mathematical reasoning skills, using concepts, procedures, facts. and mathematical tools to describe, explain and predict phenomena. In the PISA assessment, mathematical literacy is demonstrated through student's ability to analyze, reason, and communicate effectively when they pose, solve, and interpret mathematical problems that involve quantitative, spatial, probabilistic, or other concepts (OECD, 2009).
Various math abilities are measured in PISA research in Indonesia. Mathematical literacy skills dominate with a percentage of 63%. In the mathematics problem development research, the most of measured mathematical ability was also the mathematical literacy ability, reached 78%. Meanwhile, other abilities are the basic abilities of mathematics and mathematical reasoning with each percentage of 11%. The ability that is measured in the PISA model mathematical problem development research can be seen in Figure 9.  Usnul et al. (2019) shows that the PISA equivalent mathematical reasoning ability problem using the developed context has a potential effect. Students are interested in it to solve the PISA identical problem.

Research in Indonesia
The thinking skills contained in the Regulation of the Minister of Culture of the

Republic of Indonesia Number 104 of 2014 concerning Assessment of Learning Outcomes by
Educators in Primary and Secondary Education are also found in PISA questions. PISA questions consist of 6 levels, namely level 1 there is the ability to remember, level 2 the ability to understand, level 3 the ability to apply, level 4 the ability to analyze, level 5 the ability to evaluate, and level 6 the ability to create (Simalango et al, 2018).  The results of this percentage are following those Indonesian students who can only answer PISA questions at levels 1, 2, and 3. So, the levels that are mainly developed and tested are level 4 and level 5-recommendations for trends related to the level of questions designed for research. The next PISA model math problem's development is level 6 because, based on the research results, Indonesian students can only answer PISA questions level 1, 2, and 3 (Simalango et al., 2018). Lastly, based on Figure 10, questions level 4 and 5 have been developed a lot, but question level 6 has not been designed much.

PISA Research Articles in Indonesia during 2016-2020
A total of 27 PISA research articles in Indonesia from 8 journals accredited by the Ministry of Research, Technology, and Higher Education answered the question that PISA research in Indonesia is still alive. Publications in journals prove that PISA research activities are an innovation in mathematics learning. Journals can be used as a medium for stakeholders such as teachers, lecturers, students, researchers, and book authors to receive and share their findings.
In the past 5 years, more than PISA research is development research. More than research development is the development of PISA model math problems. More than that PISA research focus that is often researched is the analysis of students' abilities and PISA model mathematical questions. Therefore, most of the subjects used were nine and tengrade students who were 15 years old. However, it was also found that six-grade elementary school students were also the subject of PISA research. The majority of mathematical abilities assessed in PISA model research on mathematical problem development are mathematical literacy skills. When evaluating mathematical literacy abilities, it is necessary to consider both the content and context. Uncertainty and data are frequently used as content in PISA model math problems. Meanwhile, the most commonly used context is that of the sport's branch, followed by a local context.
The research findings assist future PISA researchers in determining PISA research trends and opportunities in Indonesia. The results also serve as a recommendation and providing essential information as a foundation for subsequent PISA research by giving detailed information on trends in PISA research in Indonesia over the last five years. The trends referred to are the research methods, problem focus, content, and context of the PISA research conducted in Indonesia.
research. Additionally, we would like to express our gratitude to all authors whose works cited in this paper are valuable resources and references for this paper. Finally, we would like to express our gratitude to all reviewers for their insightful comments.