PENGEMBANGAN SOAL KEMAMPUAN REPRESENTASI MATEMATIS BAGI PESERTA DIDIK SEKOLAH DASAR
DOI:
https://doi.org/10.24127/ajpm.v15i3.16323Keywords:
Kemampuan representasi matematis, pengembangan instrumen tes, sekolah dasarAbstract
Kemampuan representasi matematis menjadi keterampilan penting dalam pembelajaran abad ke-21 karena membantu peserta didik memahami konsep, menyelesaikan masalah, serta mengomunikasikan ide matematika melalui berbagai bentuk penyajian. Namun, kemampuan representasi matematis peserta didik sekolah dasar masih belum berkembang optimal, salah satunya karena instrumen evaluasi yang digunakan di sekolah cenderung bersifat rutin dan lebih menekankan perhitungan prosedural. Penelitian ini bertujuan untuk mengembangkan instrumen tes kemampuan representasi matematis peserta didik sekolah dasar pada materi pecahan sederhana, khususnya perbandingan pecahan setengah dan seperempat. Penelitian menggunakan metode Research and Development (R&D) model ADDIE meliputi tahap analysis, design, development, implementation, dan evaluation. Uji coba instrumen dilakukan pada 22 peserta didik kelas III pada salah satu sekolah dasar negeri di kabupaten Bandung, Jawa Barat. Jumlah tersebut merupakan populasi total peserta didik kelas III pada sekolah yang dipilih secara purposive (total sampling di dalam kelompok terpilih), sehingga uji coba ini bersifat sebagai studi awal (pilot testing) yang perlu dikonfirmasi lebih lanjut pada sampel yang lebih besar dan lintas sekolah. Instrumen yang dikembangkan terdiri dari 10 butir soal tes uraian, mewakili 3 indikator kemampuan representasi matematis, yaitu representasi verbal (3 butir soal), representasi simbolik (4 butir soal), dan representasi visual (3 butir soal). Produk instrumen tes divalidasi oleh ahli, kemudian diuji cobakan untuk memperoleh data empiris uji validitas, reliabilitas, tingkat kesukaran, dan daya pembeda. Hasil penelitian menunjukkan bahwa dari 10 butir soal yang dikembangkan, terdapat 9 butir soal memenuhi kriteria valid, sedangkan 1 butir soal dinyatakan tidak valid. Instrumen memiliki koefisien reliabilitas sebesar 0,90 (sangat tinggi). Hasil analisis tingkat kesukaran menunjukkan soal berada pada kategori sedang hingga mudah, sedangkan daya pembeda didominasi kategori baik dan sangat baik. Kesimpulannya berdasarkan hasil tersebut, 9 dari 10 butir soal tes yang dikembangkan dinyatakan layak digunakan sebagai alat ukur kemampuan representasi matematis peserta didik sekolah dasar.
Mathematical representation skills are essential in 21st-century learning because they help students understand concepts, solve problems, and communicate mathematical ideas through various forms of presentation. However, the mathematical representation skills of elementary school students have not yet developed optimally, partly because the assessment instruments used in schools tend to be routine and emphasize procedural calculations. This study aims to develop a test instrument to assess elementary school students’ mathematical representation skills on the topic of simple fractions, specifically comparing one-half and one-quarter. This study uses the Research and Development (R&D) method with the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The instrument was tested on 22 third-grade students at a public elementary school in Bandung Regency, West Java. The developed instrument consists of 10 open-ended items based on three indicators: verbal representation (3 items), symbolic representation (4 items), and visual representation (3 items). Expert validation was conducted before the pilot test to obtain empirical data on validity, reliability, difficulty level, and discriminative power. The results show that 9 items met validity criteria, while 1 item was invalid. The reliability coefficient was 0.90, categorized as very high. Difficulty level analysis indicates that the items are mostly moderate to easy, while discriminative power is predominantly good and very good. In conclusion, 9 of the 10 developed items are suitable for measuring elementary school students’ mathematical representation skills.
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