Development of HOTS Problem-Based Test Instruments to Measure Level 4 Numeracy Capabilities Using Rasch Model

Veni Saputri; Hafsah Adha Diana

doi:10.58258/jime.v7i4.2371

Development of HOTS Problem-Based Test Instruments to Measure Level 4 Numeracy Capabilities Using Rasch Model

Veni Saputri, Hafsah Adha Diana

Abstract

Numeracy ability is one of the abilities measured in the Minimum Capability Assessment (AKM). Numeracy ability is very important to be improved because numeracy is not only doing mathematical calculations, but also a basis of knowledge and increases confidence to apply it practically. This research uses qualitative and quantitative approaches. This research method is research and development (R&D). The product developed in the form of a level 4 numeracy test instrument based on HOTS. The problem developed in the form of multiple choice questions and complex multiple choices is a number of 40 questions. The variables used as reference are validity, difficulty level, and reliability. This analysis was done with the help of Winsteps software. Based on winsteps program output obtained results according to rasch model with average values outfit MNSQ for persons and items respectively 0.89 and 0.91. The ZSTD Outfit values for persons and items are 0 and -0.01, respectively. While the reliability of the instrument expressed in alpha cronbach is worth 0.87.

Keywords

Numeracy; High Order Thinking Skill (HOTS); Rasch Measurement Model (RMM).

Full Text:

PDF

References

Budiman, A., & Jailani, J. (2014). Pengembangan Instrumen Asesmen Higher Order Thinking Skill (Hots) Pada Mata Pelajaran Matematika Smp Kelas Viii Semester 1. Jurnal Riset Pendidikan Matematika, 1(2), 139. https://doi.org/10.21831/jrpm.v1i2.2671

Dinni, H. N. (2018). HOTS ( High Order Thinking Skills ) dan Kaitannya dengan Kemampuan Literasi Matematika. Prisma, 1, 170–176.

Hanifah, N. (2019). Pengembangan instrumen penilaian Higher Order Thinking Skill (HOTS) di sekolah dasar. Conference Series, 1(1), 1–8. Retrieved from http://ejournal.upi.edu/index.php/crecs/article/view/14286

Hera, R., & Sari, N. (2015). Literasi Matematika: Apa, Mengapa dan Bagaimana? Seminar Nasional Matematika Dan Pendidikan Matematika UNY 2015, 713–720.

Kamsurya, R., & Saputri, V. (2020). Influence of Auditory Intellectually Repetition (AIR) and Self Efficacy Learning Models on HOTS Problem-Based Problem Solving Ability. Jurnal Ilmiah Mandala Education, 6(2).

Kemdikbud. (2020). Desain Pengembangan Soal Asesmen Kompetensi Minimum 2020 1.

Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26–32. https://doi.org/10.9790/7388-0701052632

Leder, G., & Forgasz, H. (2014). Learning from Assessment : NAPLAN and Indigenous Students. Curriculum in Focus: Research Guided Practice (37th Annual Conference of the Mathematics Education Research Group), 389–396

Maulidina, A. P., & Hartatik, S. (2019). Profil Kemampuan Numerasi Siswa Sekolah Dasar Berkemampuan Tinggi Dalam Memecahkan Masalah Matematika. Jurnal Bidang Pendidikan Dasar, 3(2), 61–66. https://doi.org/10.21067/jbpd.v3i2.3408

OECD. (2019). PISA 2018 Results. Combined Executive Summaries. Journal of Chemical Information and Modeling, 53(9), 1689–1699.

Ojose, B. (2011). Mathematics literacy : are we able to put the mathematics we learn into everyday use? Journal of Mathematics Education, 4(1), 89–100.

O’Keeffe, L., & Paige, K. (2021). Re-Highlighting the Potential of Critical Numeracy. Mathematics Education Research Journal, 33(2), 285–299. https://doi.org/10.1007/s13394-019-00297-8

Rose, J., Low-Choy, S., Singh, P., & Vasco, D. (2020). NAPLAN Discourses: a Systematic Review after the First Decade. Discourse, 41(6), 871–886. https://doi.org/10.1080/01596306.2018.1557111

Safihin, M., & Hamdani, H. (2019). Pengembangan Tes Menggunakan Model Rasch Materi Gaya Untuk SMA. Jurnal Pendidikan Dan Pembelajaran, 8(6), 1–11. Retrieved from http://jurnal.untan.ac.id/index.php/jpdpb/article/view/33424/75676581548

Sihombing, R. U., Naga, D. S., & Rahayu, W. (2019). A Rasch Model Measuurement Analysis on Science Literacy Test of Indonesian Students: Smart Way to Improve the Learning Assessment. Indonesian Journal of Educational Review, 6(1), 44–55.

Sumintono, B., & Widhiarso, W. (2014). Aplikasi Rasch Model untuk Penelitian Ilmu-Ilmu Sosial (Revisi). Cimahi: Trim Komunikata Publishing House.

Sumintono, B., & Widhiarso, W. (2015). Aplikasi Pemodelan Rasch pada Asesmen Pendidikan (Cetakan I). Cimahi: Trim Komunikata Publishing

Supriyati, Y., Raihanati, R., & Nilawati, W. (2020). The Development of Horizontal Anchor Items Test Tool by Rasch Model for Physics National Examination using Macromedia Flash. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 6(1), 37–50. https://doi.org/10.21009/1.06105

Tyas, F., & Pangesti, P. (2018). Menumbuhkembangkan Literasi Numerasi Pada Pembelajaran Matematika Dengan Soal Hots. Indonesian Digital Journal of Mathematics and Education, 5, 566–575.

Uli Sihombing, Rosita; S. Naga, Dali; Rahayu, W. (2019). A Rasch Model Measurement Analysis On Science Literacy Test Of Indonesian Student : Smart Way To Improve Learning Assessment. 6(1), 44–55.

Yunita, L., Supriyati, Y., & Hariwibowo, H. (2020). Assessment Of Higher Order Thinking Skills ( Hots ) For Chemistry Pre-Service Teacher Using Computer Based Testing ( CBT ). https://doi.org/10.4108/eai.30-9-2019.2291179

DOI: http://dx.doi.org/10.58258/jime.v7i4.2371