INSTRUMEN EVALUASI KEMAMPUAN PENALARAN ADAPTIF MATEMATIS MAHASISWA

Rina Oktaviyanthi, Ria Noviana Agus

Abstract


Meningkatkan kemampuan penalaran adaptif matematis mahasiswa tingkat pertama universitas merupakan suatu tantangan nyata terutama pada mata kuliah dengan tingkat abstraksi tinggi. Agar proses peningkatan kemampuan tersebut dapat dilakukan secara optimal perlu didukung oleh instrumen evaluasi yang kompatibel. Namun instrumen evaluasi yang dinyatakan layak digunakan belum tersedia, khususnya di lingkungan Pendidikan Matematika, Universitas Serang Raya. Instrumen evaluasi dinyatakan layak digunakan jika memenuhi kriteria valid dan reliabel pada proses pengembangannya. Berdasarkan hal tersebut, maka tujuan penelitian ini adalah mengembangkan instrumen evaluasi kemampuan penalaran adaptif matematis mahasiswa. Pendekatan penelitian menggunakan deskriptif dengan metode content analysis dan expert review pada validitas instrumen melalui tahapan instructional phases design yakni analysis and design, development dan evaluation. Secara umum hasil uji keseragaman dan keterbacaan validator menunjukkan nilai Asymp. Sig. > 0,05 yang memiliki pengertian bahwa validator memberi pertimbangan seragam pada validitas muka dan isi instrumen evaluasi kemampuan penalaran adaptif matematis mahasiswa. Dengan demikian instrumen evaluasi berupa soal tes dapat digunakan untuk mengukur kemampuan penalaran adaptif matematis mahasiswa khususnya materi Limit.

 

Improving first-year university students' mathematical adaptive reasoning skills is an undeniable challenge, particularly in subjects with a high level of abstraction. A compatible evaluation instrument needs to be developed to optimize students’ adaptive mathematical reasoning skills. However, the evaluation instrument claimed appropriate for use is not available, particularly in Universitas Serang Raya. The feasibility of the evaluation instrument measured by the compliance of validity and reliability criteria during the development process. Hence, the purpose of this study is to develop an instrument for evaluating students' mathematical adaptive reasoning skills. Descriptive analysis used as the research approach, specifically in content analysis and expert review on the validity of the instrument through the instructional phases design stages, namely analysis and design, development and evaluation. In general, the test results of the validators’ readability show the value of Asymp. Sig. > 0.05 means that the validators stated an equivalent consideration to the validity of the mathematical adaptive reasoning skills instrument. Thus the evaluation instrument in the form of test questions can be used to measure students’ mathematical adaptive reasoning specifically in the Limit.


Keywords


instrumen evaluasi; kemampuan penalaran adaptif; limit; pengembangan instrumen tes

References


Arifudin, M., Wilujeng, H., & Utomo, R. B. (2016). Pengaruh Metode Discovery Learning Pada Materi Trigonometri Terhadap Kemampuan Penalaran Adaptif Siswa SMA. Kalamatika: Jurnal Pendidikan Matematika, 1(2), 129-140.

Bates, T. A., & Clark, P. C. (2019) Reliability and validity of the simulation learning effectiveness inventory. Journal of Professional Nursing, 35(6), 461-466. doi: 10.1016/j.profnurs.2019.04.007.

Beaudouin-Lafon, M., & Mackay, W. E. (2009). Prototyping tools and techniques. Human-Computer Interaction , 137-160.

Cha, H., Park, T., & Seo, J. (2020). What Should Be Considered when Developing ICT-Integrated Classroom Models for a Developing Country?. Sustainability, 12(7), 2967.

Chen, C. L., & Wu, C. C. (2020). Students’ behavioral intention to use and achievements in ICT-Integrated mathematics remedial instruction: Case study of a calculus course. Computers & Education, 145, 103740.

Common, E. A., & Lane, K. L. (2017). Social validity assessment. Applied behavior analysis advanced guidebook, 73-92.

DeMonbrun, M., Finelli, C. J., Prince, M., Borrego, M., Shekhar, P., Henderson, C., & Waters, C. (2017). Creating an instrument to measure student response to instructional practices. Journal of Engineering Education, 106(2), 273-298.

Indriani, T., Hartoyo, A., & Astuti, D. (2017). Kemampuan penalaran adaptif siswa dalam memecahkan masalah kelas VIII SMP Pontianak. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 6(2), 1-12.

Jaroslawska, A. J., McCormack, T., Burns, P., & Caruso, E. M. (2020). Outcomes versus intentions in fairness-related decision making: School-aged children’s decisions are just like those of adults. Journal of experimental child psychology, 189, 104704.

Kalinowski, S. T., & Willoughby, S. (2019). Development and validation of a scientific (formal) reasoning test for college students. Journal of Research in Science Teaching, 56(9), 1269-1284.

Lazonder, A. W., & Janssen, N. (2019). Development and initial validation of a performance-based scientific reasoning test for children. Studies in Educational Evaluation, 68, 100951.

Ludin, S. M. (2018). Does good critical thinking equal effective decision-making among critical care nurses? A cross-sectional survey. Intensive and Critical Care Nursing, 44, 1-10.

Mihas, P. (2019). Qualitative data analysis. Oxford Research Encyclopedia of Education.

Mohajan, H. K. (2017). Two criteria for good measurements in research: Validity and reliability. Annals of Spiru Haret University. Economic Series, 17(4), 59-82.

OECD. (2018). The Future of Education and Skills: Education 2030. Paris: OECD.

Oktaviyanthi, R., Supriani, Y., & Agus, R. N. (2016). A Preliminary Study: Students’ Initial Mathematical Skills Review in Adaptive Reasoning and Decision Making. (Laporan Penelitian, Universitas Serang Raya).

Oktaviyanthi, R. (2019). Meningkatkan Kemampuan Penalaran Adaptif, Pengambilan Keputusan dan Self-directed Learning Mahasiswa Pendidikan Matematika Melalui Pembelajaran Cognitive Apprenticeship Berbantuan Self-paced Video (Disertasi Doktor, Universitas Pendidikan Indonesia).

Ozgur, Z., Ellis, A. B., Vinsonhaler, R., Dogan, M. F., & Knuth, E. (2019). From examples to proof: Purposes, strategies, and affordances of example use. The Journal of Mathematical Behavior, 53, 284-303.

Permana, N. N., Setiani, A., & Nurcahyono, N. A. (2020). Analisis Kemampuan Penalaran Adaptif Siswa dalam Menyelesaikan Soal Higher Order Thinking Skills (HOTS). Jurnal Pengembangan Pembelajaran Matematika, 2(2), 51-60.

Richards, J. B., Hayes, M. M., & Schwartzstein, R. M. (2020). Teaching Clinical Reasoning and Critical Thinking: From Cognitive Theory to Practical Application. Chest, 158(4), 1617-1628.

Richey, R. C., Klein, J. D., & Tracey, M. W. (2010). The instructional design knowledge base: Theory, research, and practice. New York: Routledge.

Ristekdikti. (2015). Peraturan menteri riset, teknologi, dan pendidikan tinggi Republik Indonesia nomor 44 tahun 2015 tentang Standar Nasional Pendidikan Tinggi. Jakarta: Kemenristekdikti.

Schott, F., & Seel, N. M. (2015). Instructional Design. International Encyclopedia of the Social & Behavioral Sciences, 196–200. doi:10.1016/b978-0-08-097086-8.92032-4

Sharif, A., & Cho, S. (2015). 21 st-Century Instructional Designers: Bridging the Perceptual Gaps between Identity, Practice, Impact and Professional Development. International Journal of Educational Technology in Higher Education, 12(3), 72-85.

Shaughnessy, M., Chance, B. L., Kranendonk, H., & National Council of Teachers of Mathematics. (2009). Focus in high school mathematics: Reasoning and sense making in statistics and probability. Reston: National Council of Teachers of Mathematics.

Shin, J., & Lee, J. H. (2019). Multi-timescale, multi-period decision-making model development by combining reinforcement learning and mathematical programming. Computers & Chemical Engineering, 121, 556-573.

Spruijt, A. M., Ziermans, T. B., Dekker, M. C., & Swaab, H. (2020). Educating parents to enhance children’s reasoning abilities: A focus on questioning style. Journal of Applied Developmental Psychology, 66, 101102.

Suprihatin, T. R., Maya, R., & Senjayawati, E. (2018). Analisis Kemampuan Penalaran Matematis Siswa SMP pada Materi Segitiga dan Segiempat. Jurnal Kajian Pembelajaran Matematika, 2(1), 9-13.

Turner, R. (2013). Adaptive reasoning for real-world problems: A schema-based approach. New York: Psychology Press. doi: 10.4324/9780203773185

Yenni, Y., & Kurniasi, E. R. (2018). Pengembangan lkm berbasis inquiry untuk mengoptimalkan kemampuan penalaran adaptif. Jurnal Analisa, 4(2), 61-71.

Yusdiana, B. I., & Hidayat, W. (2018). Analisis Kemampuan Penalaran Matematis Siswa SMA pada Materi Limit Fungsi. Jurnal Pembelajaran Matematika Inovatif, 1(3), 409-414.




DOI: http://dx.doi.org/10.24127/ajpm.v9i4.3150

Refbacks

  • There are currently no refbacks.


Indexing by: