CD Tesis

Pengembangan Soal Berbasis Asesmen Kompetensi Minimum (AKM) untuk Memfasilitasi Kemampuan Numerasi Siswa SMK Fase E Elemen Bilangan

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This research is motivated by the government's decision to implement the Minimum Competency Assessment (AKM) as a replacement for the National Examination (UN) with the aim of preparing students for the 21st century. One of the skills measured in the Minimum Competency Assessment (AKM) is numeracy. The national education report for 2022 shows that the numeracy skills of vocational high school students are still below the minimum competency level, caused by the lack of questions to facilitate students' numeracy skills and the low ability of teachers to design AKM-based questions. Through AKM-based questions, teachers can design AKM-based questions on other materials that can be used during the learning process, and these AKM-based questions can also be used by students to practice their numeracy skills.
The AKM-based questions developed are designed based on the Minimum Competency Assessment Framework, which consists of three important components: context, cognitive level, and content. The contexts used in the development of the questions are personal, socio-cultural, and scientific. The cognitive levels in the AKM numeracy questions used are understanding (knowing), application (applying), and reasoning (reasoning), while the content used involves number elements in phase E. The forms of questions developed include multiple choice, true/false, matching, and descriptive. This type of AKM 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, which includes the self-evaluation stage, expert review, one-to-one, small group, and field test. The activities conducted in the preliminary stage are analysis and design. The analyses conducted include needs analysis, student analysis, and curriculum analysis. The results of the analyses obtained serve as the basis for designing and developing the research products and instruments.
In the self-evaluation stage, the developed product will be assessed, resulting in prototype I. Subsequently, prototype I is validated by three expert validators in the expert review stage to obtain internal validation of the developed product, with the validated aspects including content, construct, and language aspects. Based on the validation results, the AKM-type questions to facilitate numeracy skills are declared very valid with a percentage of 88.29%, accompanied by several suggestions and comments.
Along with the implementation of the expert review stage, prototype I was tested on 3 students in the one-to-one stage to assess the readability of the AKM-based questions through interviews after the students completed the questions. Suggestions and comments from the expert review and one-to-one stages were used as the basis for revising the developed AKM-based questions, resulting in prototype II, which could proceed to the small group stage.

In the small group stage, prototype II was subsequently tested on 6 students. After the students completed the AKM-type questions, they were also asked to fill out a student response questionnaire to assess the quality and readability of the developed questions. Based on the results of the student response questionnaire for the AKM-type questions, a percentage of 82.86% was obtained, categorized as very good. Student suggestions and comments include writing errors, insufficient time provided, and the question display not integrating the context with the questions asked. The suggestions and comments from students in the small group stage were used as the basis for revising the AKM-type questions, resulting in prototype III.
Prototype III was then tested on 32 students in the field test stage to obtain the validity, reliability, difficulty level, and discrimination index of each developed question. The students' answers were analyzed, and it was found that 18 out of the 21 developed questions were valid, reliable, and had good difficulty levels and discrimination indices. The questions consist of 2 questions on the topic of exponential numbers, 3 questions on the topic of arithmetic sequences, 3 questions on the topic of arithmetic series, 3 questions on the topic of geometric sequences, 4 questions on the topic of geometric series, and 2 questions on the topic of simple and compound interest. The final product consists of 4 true/false questions, 3 matching questions, 2 multiple-choice questions, and 9 essay questions.
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Keywords : Number, Numeracy Ability, AKM-Based Questions

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010247426

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Matematika., 2024

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010247426

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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