CD Tesis

Pengembangan Soal Tipe Asesmen Kompetensi Minimum (Akm) Untuk Memfasilitasi Kemampuan Numerasi Siswa Smp Pada Konten Bilangan Dan Aljabar

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ANISA HILMIA RISDAYATI. NIM. 2110247739, Development of Minimum Competency Assessment (AKM) Type Questions to Facilitate Junior High School Students' Numeracy Skills in Numbers and Algebra Content, supervised by Kartini and Yenita Roza.

This research is motivated by the government that established the Minimum Competency Assessment (AKM) as a substitute for the National Examination (UN) with the aim of preparing students for the 21st century. One of the abilities measured in the Minimum Competency Assessment (AKM) is numeracy. Based on the results of the National AKM test, it shows that students' numeracy skills are still below the minimum competency, which is caused by the lack of questions to facilitate students' numeracy skills, the low preparation of students in taking the AKM test, and the low ability of teachers in designing AKM-type questions. Through this AKM-type problem, students can train their numeracy skills in preparing for the AKM, and this AKM-type problem can be used by teachers during the learning process.
The AKM-type questions developed are questions designed based on the Minimum Competency Assessment Framework which consists of three important components, namely context, cognitive level, and content. The context used in question development is personal, socio-cultural, and scientific. The cognitive levels used in the numeracy AKM questions are knowing, applying, and reasoning, while the content used is number and algebra. The forms of questions developed are multiple choice, complex multiple choice, matching, short form, and description. This AKM-type question is also accompanied by a question grid, alternative solutions, and scoring guidelines.
The development model used in this research is the development studies model by Tessmer with two stages, namely the preliminary stage and the formative evaluation stage, including the stages of self evaluation, expert review, one-to-one, small group, and field test. Activities carried out at the preliminary stage are analysis and design. The analysis includes needs analysis, student analysis, and curriculum analysis. The results of the analysis obtained are used as a basis for designing and designing products and research instruments.
At the self-evaluation stage, the product that has been developed will be given an assessment, so that prototype I is obtained. Furthermore, prototype I was validated by three expert validators at the expert review stage to obtain internal validation of the developed product with the validated aspects including, material aspects, construct aspects, and language aspects. Based on the validation results, the AKM type questions to facilitate numeracy skills were declared very valid with a percentage of 84.33% accompanied by several suggestions and comments.
Along with the expert review stage, prototype I was tested on 3 students at the one-to-one stage to see the readability of the AKM-type questions by conducting interviews after students worked on the questions. Suggestions and comments from the expert review and one-to-one stages were used as the basis for revising the developed AKM-type questions so that prototype II was produced which could be continued to the small group stage.
At the small group stage, prototype II was then tested on 6 students. After students worked on AKM-type questions, students were also asked to fill out student response questionnaires to assess the quality and readability of the questions developed. Based on the results of filling out the student response questionnaire on the AKM-type questions, a percentage of 86.19% was obtained in the very good category. Students' suggestions and comments include writing errors, inappropriate answer choices, and the appearance of the stimulus and questions. Students' suggestions and comments at the small group stage were used as the basis for revising the AKM-type questions so that prototype III was produced.
Prototype III was then tested on a test subject of 30 students at the field test stage to obtain the value of item validity, reliability, difficulty level, and differentiating power of each item developed. The results of student answers were analyzed and obtained as many as 25 items were declared valid and 5 items were declared invalid. Furthermore, the reliability test was carried out and obtained a reliability test value of 0.839 with very high criteria. Of the 25 valid items, questions with easy difficulty categories were obtained as many as 3 items, moderate difficulty levels were 18 items, and difficult difficulty levels were 4 items. As for the differentiating power, 8 questions were obtained in the category of good differentiating power, 13 questions in the category of sufficient differentiating power, and 4 questions in the category of poor differentiating power. Based on the results of tabulation and analysis, a final product of 21 AKM-type questions was obtained to facilitate junior high school students' numeracy skills in number and algebra content.

Keywords : Number and Algebra, Numeracy Ability, AKM-type problems

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2110247739

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Matematika., 2024

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2110247739

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

Melda

Versi lain/terkait

Lampiran Berkas

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