Article Sidebar

Submitted
Jun 19, 2021
Accepted
Jul 5, 2021
Published
Jul 5, 2021
Download
PDF
Statistic
Read Counter : 361 Download : 857

Downloads

Download data is not yet available.

Main Article Content

Abstract

Artikel ini bertujuan untuk (1)membahas masalah matematika berkonteks budaya lokal yang digunakan dalam tes literasi matematis, dan (2) menentukan validitas, reliabilitas, dan indeks kesukaran soal tes. Penelitian ini merupakan penelitian pengembangan (R&D). Model pengembangan perangkat pembelajaran yang digunakan dalam penelitian ini model pengembangan Plomp. Model Plomp terdiri dari fase (1)investigasi awal, (2)fase desain, (3)fase realisasi/konstruksi, dan (4)fase tes, evaluasi, revisi dan (5) fase implementasi. Instrumen yang digunakan adalah tes literasi matematis berbentuk PISA-like dengan konteks multikultur lokal berjumlah 6 soal sesuai dengan level literasi matematis yang ditetapkan PISA. Tes diujicobakan pada 34 siswa MA Negeri 1 Takengon. Data hasil tes literasi matematis lalu dihitung validitas isi, reliabilitas, dan indeks kesukaran soal. Hasil penelitian menemukan bahwa: (1)skor validitas RVI = 77,3% (Validitas Tinggi) dan Reliabilitas R = 87,2% (Reliabilitas Tinggi) yang menunjukkan bahwa tes yang didesain valid dan reliabel; (2)masalah 1 valid dengan nilai koefisien korelasi r = 0,70 (sangat tinggi) dan tingkat kesukaran soal adalah 0,89 (mudah); (3)Masalah 2 valid dengan nilai koefisien korelasi r = 0,82 (sangat tinggi) dan tingkat kesukaran soal 0,78 (mudah); (4)Masalah 3 memiliki koefisien korelasi r = 0,74 (tinggi) dan tingkat kesukaran soal 0.67 (sedang), (5)Masalah 4 valid dengan nilai koefisien korelasi r = 0,74 (tinggi) dan tingkat kesukaran soal 0,61 (sedang), (6)Masalah 5 valid dengan nilai koefisien korelasi r = 0,76 (tinggi) dan tingkat kesukaran soal 0,32 (sulit), dan (7)Masalah 6 valid dengan nilai koefisien korelasi r = 0,81 (sangat tinggi) dan tingkat kesukaran soal 0,30 (sulit).


 

Keywords

literasi matematis, PISA, kultur lokal, validitas, reliabilitas

Article Details

Copyright Notice

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the Jurnal Ilmiah Pendidikan Matematika Al Qalasadi of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the Jurnal Ilmiah Pendidikan Matematika Al Qalasadi published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)

How to Cite
Gradini, E., Firmansyah B, & Edy Saputra. (2021). MENDESAIN TES LITERASI MATEMATIS MENGGUNAKAN SOAL PISA-LIKE KONTEKS KULTUR LOKAL. Jurnal Ilmiah Pendidikan Matematika Al Qalasadi, 5(1), 29-43. https://doi.org/10.32505/qalasadi.v5i1.2945

References

  1. Arikunto, Suharsimi.2012. Prosedur Penelitian, (Jakarta: Bumi Aksara). hal. 287.
  2. Averill, et al. (2009). Culturally Responsive Teaching of Mathematics: Three Models from Linked Studies. Jurnal for Research in Mathematics Education. Vol 40 No 2, hal 157-186
  3. Bandeira, F. A., & Lucena, I. C. R. (2004). Etnomatemática e práticas sociais [Ethnomat-hematics and social practices]. Coleção Introdução à Etnomate-mática[Introduction to Ethnomathematics Collection]. Natal, RN, Brazil: UFRN
  4. Candia Morgan. (2016). Mathematics and Human Activity: Representation in Mathematical Writing. Research in Mathematics Education 18:2, halaman 120-141.
  5. D’Ambrosio, U. (1990). Etnomatemática [Ethnomathematics]. São Paulo, SP.Brazil: Editora Ática. Hal 41-45
  6. Danoebroto, SW. 2012. Model Pembelajaran Matematika Berbasis Pendidikan Multikultural. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi. Volume 1, Nomor 1, Juni, 2012. Hal 6-7
  7. De Lange, J. (1987). Mathematics Insight and Meaning. Utrecht University.
  8. De Lange, J. (1996). Using and Applying Mathematics in Education. In International Handbook of Mathematics Education (pp. 49–97). Springer,.
  9. Dossey, J. A. (1992). The nature of mathematics: Its role and its influence. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A Project of the National Council of Teachers of Mathematics (pp. 39-48). New York, NY: Macmillan
  10. Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, And Practice. New York, NY: Teachers College Press. Hal 34-35
  11. Gerdes, P. (1988). On Culture, Geometrical Thinking and Mathematics Education. Educational Studies in Mathematics. hal 137-162.
  12. Gradini, E., & Firmansyah, F. (2020). Measuring students’ mathematical literacy in culturally responsive mathematics classroom. Al-Ta Lim Journal, 26(3). doi:http://dx.doi.org/10.15548/jt.v26i3.551
  13. Gravemeijer, K. & Cobb, P. (2006). Design research from the learning design perpective, in van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.) Educational Design research: The design, development and evaluation of programs, processes and products. London: Routledge, h. 17-51.
  14. Gregory, R.J. (2007). Psychological testing: history, principles, and applications. Boston, MA: Pearson. Pg 121
  15. Guilford, J. P. (1956). The Guilford-Zimmerman Aptitude Survey. Personnel & Guidance Journal.
  16. OECD. (2019). PISA 20018 Assesment Framework. Diakses tanggal 20 September 2020 dari www.oecd.org
  17. Rosa, M. & Orey, D. C. (2011). Ethnomathematics: the cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática, 4(2). 32-54. Diakses pada 12 April 2017 melalui laman web: https://dialnet.unirioja.es/descarga/articulo/3738356.pdf
  18. Torres-Velasquez, D., & Lobo, G. (2004). Culturally Responsive Mathematics Teaching And English Language Learners. Teaching Children Mathematics, 11, 249-255.
  19. Yaya S. Kusumah. (2011). Mathematical literacy. Proceedings 1st International Symposium on Mathematics Education innovation. 18 -19 November 2011 Yogyakarta, p 45-52
  20. Zainal, Arifin. (2009). Evaluasi pembelajaran: Prinsip, Teknik, dan Prosedur. Remaja Rosdakarya ; Bandung