A COGNITIVE DIAGNOSTIC ASESSMENT MODULE BASED ON CONTEXTUAL NUMERACY LITERACY
Keywords:
Cognitive Mathematics, Diagnostic Assessment, Numeracy Literacy.Abstract
This study aims to develop a cognitive diagnostic assessment module in mathematics based on contextual numeracy literacy of Sumbawa for Phase D students by employing a 3D development model (Define, Design, Develop) adapted from Thiagarajan’s 4D model. In the Define stage, needs analysis was carried out through observation, interviews, and curriculum review to identify the existing diagnostic assessments used by teachers as well as the opportunities for integrating Sumbawa’s local context. The Design stage produced a draft module consisting of test blueprints, items, answer keys, assessment rubrics, and interpretation guidelines. The Develop stage resulted in Prototype I, which was validated by nine validators comprising one subject-matter expert and two practitioners for each grade level (VII, VIII, and IX). Quantitative validation results show that the material aspect obtained an average of 95.86% (VII=95.86%; VIII=95.17%; IX=95.00%), the construct aspect 94.87% (VII=97.86%; VIII=95.00%; IX=91.75%), and the language aspect 95.07% (VII=97.29%; VIII=95.67%; IX=92.25%). All aspects were categorized as very valid, indicating that the module is feasible to be used as a diagnostic assessment instrument to support adaptive mathematics learning in accordance with the students’ level of ability in Phase D.
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