CD Tesis

Pengembangan Instrumen Asesmen Matematika Berbasis Kurikulum Merdeka Untuk Mengukur Kemampuan Berpikir Kritis Peserta Didik Fase E Pada Materi Barisan Dan Deret

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This research is motivated by the low critical thinking skills of students and the minimal availability of merdeka curriculum-based mathematics assessment instruments. This study aims to produce a merdeka curriculum-based assessment instrument to measure the critical thinking skills of phase E students on sequences and series material that is valid, reliable, has a level of difficulty and good discriminatory power.
This type of research is research and development. The development model used refers to the Tessmer development model with preliminary stages, self evaluation, expert review, one-to-one, small group, and field tests.
In the preliminary, analysis stage (needs, curriculum, students) and product design are carried out. The analysis carried out resulted in a Learning Objective Flow consisting of 8 learning objectives for sequence and series material. Furthermore, the product is designed with reference to the learning objectives that have been set. The resulting product is then reassessed at the self-evaluation stage so as to produce 7 short questions on the diagnostic test, 8 formative test questions and 8 summative questions which are called prototype I.
At the expert review stage, prototype I was validated by three mathematics education lecturers. The results of the validation showed that the average percentage of diagnostic assessment instrument validation was 95.41%, formative assessment was 92.33% and summative assessment was 92.67% with very valid categories. In line with the expert review stage, the one-to-one stage was carried out, prototype I was tested on 3 students with the aim of obtaining comments and suggestions from students regarding the legibility of the assessment questions. The result of the revision of the one-to-one stage is called prototype II.
At the small group stage, prototype II trials were carried out and students were asked for comments and suggestions through a response questionnaire. The results of the small group trial showed that students were able to design solutions to get the final results even though there were still some students who made mistakes. The results of the student response questionnaire analysis showed that students gave a positive response to the questions tested with a percentage of 87.2%.
At the field test stage, trials were carried out on 35 students who then examined the validity, reliability, level of difficulty and discriminating power of each item. Based on the results of data analysis, it was found that the values of for all diagnostic, formative and summative items were categorized as valid. The results of data analysis also showed that the value of Cronbach's Alpha for diagnostic questions was 0.665, formative was 0.964 and summative was 0.906 which was categorized as reliable. The difficulty level of the items is in the range of 0.31 – 0.70 which is included in the medium category, but there are 3 diagnostic questions which are included in the easy category. The
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results of processing the discriminating power data show that 2 diagnostic questions are categorized as having sufficient discriminating power and 5 items are categorized as having good discriminating power, 2 formative questions are categorized as having sufficient discriminating power and 6 items are categorized as having good discriminating power and 4 summative questions are categorized as having discriminating power. enough category and 4 items categorized as having good discriminating power. Nonetheless, the diagnostic, formative and summative questions developed have a so that an assessment instrument that has good discriminating power is obtained.
This development research has produced a mathematics assessment instrument based on the merdeka curriculum to measure the critical thinking skills of phase E students on sequences and sequences material that is valid, reliable, has a good level of difficulty and discriminatory power.
Key Words : Assessment, Merdeka Curriculum, Critical Thinking Skills

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010241996

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Matematika., 2023

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010241996

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN MATEMATIKA

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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