CD Tesis

Pengembangan Instrumen Asesmen Formatif untuk Mengukur Kemampuan Pemecahan Masalah Matematis Peserta Didik Fase E pada Konten Aljabar

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This research was motivated by the low ability of students to solve mathematical problems and the unavailability of formative assessment instruments to measure KPMM due to teachers' lack of ability to develop instruments to train KPMM. So that students' mathematical problem solving abilities can be trained and improved, instruments are needed that can measure students' ability to solve problems. Therefore, this research aims to create a formative assessment instrument that can measure the ability of phase E students in solving mathematical problems in algebra content that is valid, reliable, has a good level of difficulty and differentiating power.
The type of research used is research and development. The development model used is the Tessmer development model which consists of Preliminary, self evaluation, expert review, one-to-one, small group and field test stages. At the Preliminary stage, analysis and design activities are carried out. The analysis carried out includes needs analysis, student analysis and curriculum analysis. The analysis results obtained are used as a basis for product development and research instruments at the design stage. Next, at the self-evaluation stage, an assessment of the completeness of the instrument is carried out in the form of a question grid, question cards, alternative solutions and assessment guidelines, so that a prototype I is created which can be continued to the expert review stage.
At the expert review stage, the product is validated by three validators regarding question content, language and construction. Based on the assessments of the three validators, the average assessment score for the three aspects was 91.85% in the "very valid" category. Simultaneously with the expert review stage, the one-to-one stage was carried out on 3 students to test the readability of the formative assessment questions by conducting interviews after completing the formative assessment questions. Suggestions and comments received from validators and students were used as a basis for revising the formative assessment questions developed to produce prototype II.
After the formative assessment questions were declared valid, prototype II was tested on 6 students at the small group stage. Students are asked to fill out a questionnaire after working on the questions to see suggestions and comments on the formative assessment questions. From the responses of 6 students, it can be seen that the students understood the sentences for each question that was developed and were able to identify the steps to solve it even though there were errors and some questions were answered incorrectly. Based on the results of the questionnaire analysis, it is known that students' responses to formative assessment questions are classified as very good with a percentage of 88.10%. The results of the implementation along with suggestions and input from students are used as the basis for improving the formative assessment questions which will be continued at the field test stage.
After the formative assessment questions were revised, the formative assessment questions were tested at the field test stage on 33 test subjects. The students' responses were analyzed and 24 valid questions were obtained. Valid questions were tested for reliability and obtained a value of 0.947 with very high reliability criteria. Of the 24 valid questions, 2 questions have a difficulty level with easy criteria, 19 questions have a difficulty level with medium criteria, and 3 questions have a difficulty level with difficult criteria. In terms of discriminating power, there were 16 questions with sufficient discriminating power, 5 questions with good discriminating power, and 3 questions with poor discriminating power. Thus, a final product was obtained with 21 formative assessment questions to measure the mathematical problem solving abilities of phase E students in algebra content that was valid, reliable, had a good level of difficulty and differentiating power.

Keywords: Formative assessment, Independent Curriculum, Mathematical Problem Solving Ability

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010247410

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Matematika., 2024

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010247410

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

MATEMATIKA

Info Detail Spesifik

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Pernyataan Tanggungjawab

Jaka

Versi lain/terkait

Lampiran Berkas

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