DOI: 10.30738/union.v11i1.12746 © Author (s), 2023. Open Access
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Development of the minimum competency assessment numerical instrument (AKM) in the economic context for junior
high school students
Intan Safira Dwi Santy *, Anwar Mutaqin
Mathematics Education, Universitas Sultan Ageng Tirtayasa, Jl. Raya Jakarta KM.4, Pakupatan Serang Banten 42112, Indonesia
* Corresponding Author. Email: [email protected]
Received: 18 July 2022; Revised: 28 September 2022; Accepted: 16 October 2022
Abstract: Development of 21st century education requires students to have literacy skills. National Assessment, which is the Minimum Competency Assessment (AKM) as a basic competency needed by students so that a numeracy assessment is needed as a source of training to improve students' numeracy skills. Study uses the Research and Development method with the ADDIE model. Subjects were 10 students at empirical validity (small-scale trials) and 46 students at implementation (large- scale trials). This study consisted of a needs analysis questionnaire, a student response questionnaire, and a numeration test instrument totaling 15 questions (13 multiple choices, 2 short entries). The results obtained by 6 material expert validators of 0.93 are categorized as very valid, consistent reliability on small-scale trials is 0.79 and the reliability of large-scale trials of 0.70 is categorized as high, the distinguishing power of 10 items is categorized as high and 5 items are categorized as high.
items categorized as low, and the level of difficulty obtained 2 items with difficult and easy categories, and 11 items categorized as medium. The results of the student questionnaire obtained 70.25 categorized as good. To produce valid instrument items and can be used as a source of practice to improve students' numeracy skills.
Keywords: Economic context, Minimum competency assessment; Numeration.
How to cite: Santy, I. S. D. & Mutaqin, A. (2023). Development of the minimum competency assessment numerical instrument (AKM) in the economic context for junior high school students.
Union: Jurnal Ilmiah Pendidikan Matematika, 11(1), 66-73.
https://doi.org/10.30738/union.v11i1.12746
INTRODUCTION
Education is the main foundation for instilling skills values that are useful for students in facing the challenges of the 21st century (Susilo & Sarkowi, 2018). 21st century education has three fundamental components, namely: Competence, Character, and Literacy (Suwandi, 2020;
Widodo et al., 2019). The ability to collaborate, be critical, creative, and communicative can improve a nation with a high literacy culture so that it can follow global competition (Nudiati &
Sudiapermana, 2020; Santika, 2021; Suriani, 2022). The National Institute for Literacy explains that literacy is a student's ability to write, speak, read, count, or solve problems in daily activities (Lonigan & Shanahan, 2009). In 2018, Indonesia's PISA score fell to 379, with an average of 489 per country, while in 2015 its mathematics score fell from an average of 487 to 386 per country (OECD, 2019). The Ministry of Education, Culture, Research and Technology officially abolished the 2021 National Examination (UN) and replaced it with a National Assessment.
One way to know numeracy ability is by providing numeracy practice questions (Tresnasih et al., 2022). Perdana explained that based on the results of interviews and surveys that the
majority of students were not ready to take part in the AKM because some of the material being tested had not been taught in the learning process at school (Perdana, 2021).
One of the instruments from the National Assessment, namely the Minimum Competency Assessment (AKM). AKM is a basic competency assessment process for developing students' abilities, especially in activities that occur daily (Kemendikbud, 2020a). AKM can improve the development of students' reasoning and is able to be tested by assessment with international standards. AKM is used to measure cognitive abilities in the form of students' reading literacy and math literacy skills (Novita, et al., 2021). Mathematics comes from the results of one's thoughts related to processes, ideas, and reasoning (Kusumawardani, et al., 2018).
Mathematics is needed to create future technology (Lestari, 2015). Learn mathematics with confidence in solving mathematical problems, especially in everyday life (Kuncoro et al., 2018).
One can solve various problems related to mathematical concepts and thoughts (Fitria, 2013;
Sulistyowati et al., 2019). Based on the results of analysis from several journals, namely based on the results of the PISA study, Indonesia's score ranking in 2018 has decreased from 2015.
In terms of mathematical literacy, Indonesia is ranked 73 out of a total of 79 countries with an average score of 379 so that it is necessary to develop AKM questions to helping as well as being a source of inspiration to educators in developing literacy questions that can make students have increased thinking skills that lead to 21st century abilities (Ayuningtyas &
Sukriyah, 2020). The aim of the AKM is to measure cognitive abilities in the form of students' mathematical literacy and reading literacy which can be used as data for improving school quality (Meriana & Murniarti, 2021).
One component of the AKM instrument is mathematical literacy (numeration). Numeracy is the ability to apply mathematical concepts into abstract or real contexts to solve daily problems that are relevant to individuals (Kemendikbud, 2020b). Mathematical literacy is needed to solve problems using various methods, unstructured problems, and problems that do not have a precise solution (Amelia et al., 2020). In everyday life, especially in the economic context, to analyze a problem requires mathematical concepts and to formulate relationships between variables in the form of models or mathematical equations. There are several AKM policies that can be used to support instrument development in this study, namely the cognitive level at AKM consists of three levels, namely knowing (level 1), applying (level 2), and reasoning (level 3) (Kemdikbud, 2020). This is done so that the results of a problem can be tested empirically so that it is easier to understand in practice in the real world. Research to develop numeration instruments as part of the AKM is carried out so as to produce numeration instruments in the economic context that have been tested for validity, reliability, level of difficulty, and differentiability.
Mathematical Literacy is the ability to think using concepts, steps, evidence, and mathematical tools to solve contextual problems in daily activities that are commonly experienced by individuals (Kemendikbud, 2020a). AKM is an Assessment as learning approach that functions as a formative assessment that is carried out during the learning process.
According to Permendiknas No. 22 (Depdiknas, 2006) the purpose of learning mathematics is to understand, describe, apply, and relate mathematical concepts efficiently, accurately, and precisely in solving problems. Teachers are expected to be able to develop knowledge and skills in using appropriate learning models so that students' mathematical literacy skills can be developed (Istiana et al., 2020). There is research that is relevant and what makes the difference is in taking mathematical literacy instruments in the economic context with different types of instruments, namely in the form of multiple choice and the number of questions designed in a larger number to anticipate if there are questions that need to be corrected. This needs to be considered to prepare the results of the instrument questions that are less valid or invalid, as well as questionnaires to find out students' responses to the instruments developed.
METHOD
The method in this research is Research and Development (R&D) using the ADDIE model.
The ADDIE model consists of analysis, design, development, implementation, and evaluation (Wulandari et al., 2022). This research will produce a product in the form of a numeration instrument and test it using a systematic review procedure on product design and development that is tested for validity, reliability, level of difficulty, and differentiability.
This research develops a product in the form of a numeration instrument in the economic context for students at SMPN 1 Kelapa Dua for 2 meetings using 6 validators which will be tested 2 times with 10 samples in small-scale trials in class 8E and 46 samples in large-scale trials class 8A and 8D. The data collection technique in this study was to give questionnaires twice, namely a needs analysis questionnaire and a student response questionnaire, material expert validation and questionnaire validation, a written test of 15 instrument items, and student interviews.
Data analysis techniques in this study are qualitative and quantitative data analysis.
Qualitative data analysis was carried out 3 times, namely when administering needs analysis questionnaires, literature reviews, and interviews while quantitative data analysis was used to find out the results of the material expert validity test, student response questionnaire validity test, small-scale reliability test, large-scale reliability test, level of difficulty, discriminating power, and assessment of student response questionnaires.
RESULTS AND DISCUSSION
The data in this study are in the form of validity, reliability, level of difficulty, discriminating power, needs analysis questionnaires, documentation, interview results, and student response questionnaires. The data is presented as follows.
Analysis
At the analysis stage there are 3 steps, namely through a needs assessment analysis given to 4 teachers with 10 questions, then strengthened by a literature review and connected using front-end analysis as the result is that teachers rarely give test instruments in the form of numeracy questions to students, obtained the data shows that only 1-2 times the teacher gave numeracy instrument training and the teacher was not used to making numeration instruments, only 1 out of 4 teachers had ever made numeration instruments. In addition, the sources of numeration instruments obtained by teachers are still limited, some only obtain from books and the internet so that students' numeracy skills are low because students are not used to solving numeracy problems. According to (Teresia, 2021) the assessment needs to make basic competencies widely useful. The results of the assessment will be useful for improving the learning and teaching process in the classroom as well as in formulating educational policies.
According to (Suharyono & Rosnawati, 2020) context in mathematical literacy is very important, because context makes students' mindsets to reconsider concepts that have been learned, connect problems in context, and formulate an appropriate solution with that context, so that the context in the assessment influences on the results of the assessment. According to (Habibi & Suparman, 2020) teachers experience problems in assessing mathematical literacy due to a lack of knowledge about numeracy competencies and rarely participating in mathematical literacy competitions so they do not direct learning towards mathematical literacy abilities.
The difference between actual conditions and expected conditions can be identified.
Research on the development of numeracy assessment 'deems necessary' to be carried out because in order to improve numeracy skills, students must be accustomed to completing numeration instruments related to daily activities, one of which is in the economic context that students often experience so they can get used to solving mathematical problems in real life (Wulandari, 2022).
Design
This stage is carried out to develop a numeration instrument that is designed by adjusting the policies contained in the AKM. The context in this study is the economic context in daily activities. This stage consists of three stages, namely looking for the scope of relevant material in accordance with the AKM policy which consists of four contents namely numbers, algebra, geometry and measurement, as well as data and uncertainty that have been adapted to the relevant economic context for students. Next, compile the instrument item indicators from the Ministry of Education and Culture. Consisting of domains (content/material), subdomains (part of the domain), and Competency Indicators. Then, arrange the instrument items in the form of instrument item grids that have been designed such as AKM questions in the form of Multiple Choice and Short Entries.
Table 1. Material expert validation coefficient results
N Coefficient Category
6 0,93 Very Valid
Development
The development stage is the next stage to test the validity of the design that has been made. after the numeration instrument is made based on the grid that has been prepared. This stage consists of material expert validity, revision based on validator input, empirical validation, and interview results.
Material Expert Validation
The designed instrument was then developed by giving it to 6 expert validators, namely 1 lecturer expert validator and 5 teacher validators to be able to analyze the level of validity of the items. There are 15 items (13 multiple choice and 2 short entries). Following are the results of the validity of the material expert based on the relevance assessment of the instrument items (Gregory, 2015) in Table 1. Based on Table 1, a percentage of 0.93 is obtained which is categorized as very valid and deserves to be tested with a slight revision, namely there are several suggestions for improvement from the supervising lecturer and validator to develop the completed instrument designed in Table 2.
Table 2. Results of material expert validation revision
Revision Item Before Revision After Revision
Pay attention to the sentences so they are easy to understand
1 Pay attention to the discounts provided by the MayLova Store.
Mrs. Nabila chose the price of each item worth IDR 100,000. Which of the following statements is true...
Pay attention to the discounts provided by the MyLova Store.
If Mrs. Nabilah has Rp.
100,000 in cash, which of the following statements is true...
Correct store
naming 1 Pay attention to the discounts provided by the MayLova Store.
Mrs. Nabila chose the price of each item worth IDR 100,000. Which of the following statements is true...
Pay attention to the discounts provided by the MyLova Store.
If Mrs. Nabilah has Rp.
100,000 in cash, which of the following statements is true...
The distractor gets more attention
1 It's cheaper to buy clothes worth
IDR 25,000 than buying a bag. Comparison of the price of clothes and bags worth IDR 25,000.
Student Response Questionnaire Validation
The non-test instrument in the form of a student response questionnaire that was created was then developed by giving it to 6 expert validators, namely 1 lecturer expert validator and 5 teacher validators to be able to analyze the level of validity of the statement items. There are
10 statement items. Following are the results of the validity test based on assessing the relevance of the instrument items (Gregory, 2015) in Table 3.
Table 3. Student response questionnaire validation coefficient results
N Coefficient Category
6 0,87 Very Valid
The percentage obtained is 0.87 which is categorized as very valid and feasible to be tested at the implementation stage with minor revisions. The results of the revision of the student response questionnaire validation, namely there are several suggestions for improvement from the supervising lecturer and validator to develop non-test instruments that have been made in Table 4.
Table 4. Results of the revised student response questionnaire validation
Revision Item Before Revision After Revision
About students' opinions regarding the steps to solving numeracy problems
1 I enjoy working on
numeracy problems. I feel happy and easy to complete the steps of numeration problems.
It would be better if the word 'use' was replaced by 'apply'
3 I use the experience I gain to work on numeracy problems.
I apply the experience I gain to work on numeracy problems.
The word 'nemun' is
fixed to 'namum' 7 I work on problems quickly but often not thoroughly.
I do the questions quickly but often not thoroughly.
Empirical Validation
Empirical validation is the revised result of several expert validations which will be tested on a small scale. The small-scale trial was given to a sample of 10 students in grade 8 E at SMPN 1 Kelapa Dua. The empirical validity test is used to calculate the reliability coefficient using Kuder-Richardson (KR-20) whether the instrument is reliable and can be implemented in large- scale trials. Instrument analysis uses KR-20 because the instrument is a dichotomous type, namely only true and false. Estimated reliability using KR-20 in Table 5.
Table 5. Results of the reliability coefficient of small-scale trials
𝑘 𝑟𝑖𝑖 Category
10 0,79 High
Based on Table 5, a reliability value of 0.79 is obtained, so the item criteria fall into the 'high' category and the instrument can be used at the implementation stage with a larger scale test.
Interview Test Results
Interviews were conducted to find out students' responses to the questions that had been given based on the scores obtained starting from the highest, medium, and lowest. The results obtained are that students do not fully understand the AKM policy, so they find it difficult when faced with questions in the form of numeracy. Students are also not used to being given exercises in the form of numeracy. There were several questions that were considered difficult by students, namely numbers 3, 12, and 14. Students also found it difficult with the types of questions in the form of short answers and there were several questions that were almost similar to the students' exercises, namely numbers 1, 4, and 7.
Implementation
After the instrument items have been validated by experts and empirical validation, the instrument items can be implemented in large-scale trials in class 8A and 8E by 46 samples and then analyzed for reliability, discriminatory power, and level of difficulty. Trials are used to determine the effectiveness of the instruments that have been developed (Kuswardani &
Arcana, 2017). The instrument is said to be reliable if the results obtained are consistent when tested many times. The results of the analysis at the implementation stage are as follows.
Reliability
The results obtained for instrument reliability in large-scale trials are shown in Table 6.
Table 6. Results of the coefficient of reliability of large-scale trials
𝑘 𝑟𝑖𝑖 Category
46 0,70 High
Based on these results, the instrument items that have been tested are consistent, namely they are in the same category, namely 'high' with a difference of 0.09.
Difficulty Level
The results of the difficulty level coefficient are categorized as in Table 7.
Table 7. Difficulty level category results Category
Hard 2
Medium 11
Easy 2
Based on Table 7, it is obtained that 2 items are categorized as difficult, namely in questions number 10 and 15, 2 items are categorized as easy, namely numbers 1 and 2, and 11 other items are categorized as medium.
Discriminatory Power
The results of the coefficient of discriminating power are categorized as in Table 8.
Table 8. Results of differentiating power categories Category
High 10
Low 5
Based on Table 8, 10 items are categorized as high, and 5 items are categorized as low.
Evaluation
Researchers provide student response questionnaires to assess students' responses to the test instruments that have been given, so that they can be used as evaluation material for educators and subsequent research. Student response questionnaires were given randomly to 20 students after a large-scale trial test consisting of 10 statement items. The results are presented in Table 9.
Table 9. Results of the Student Response Questionnaire Assessment Number of
Responses Number of
Items Average
Percentage Category
20 10 70,25 Good
The results of the percentage assessment of student responses to the questions that have been given are categorized as 'good' with an average percentage of 70.25. The numeration test instrument in the economic context is in the form of 13 multiple choices and 2 short entries which have been developed through the ADDIE stage to produce instruments that are declared valid and suitable for training students in improving their numeracy skills as well as being used as training for students and can be developed again by research- next research.
CONCLUSION
Based on the results of the research on the development of numeration instruments in the economic context, it was concluded that the development in this study resulted in a product in the form of 15 numeration test instruments developed using the Research and Development method by going through 5 stages in the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The instrument is made by compiling a grid according to content, context, competency indicators, cognitive level, and aspects which are then developed into a numeracy test instrument that can be tested on students.
This study obtained the results of material expert validity of 0.93 with a very valid category, consistent reliability in small-scale trials of 0.79 and reliability of large-scale trials of 0.70 so that it was categorized as high, the distinguishing power of 10 items was categorized as high and 5 items categorized as low, and the level of difficulty obtained 2 items categorized as difficult, 2 items categorized as easy, and 11 other items categorized as moderate. The results of the student response questionnaire after working on the numeration test instrument obtained an average score of 70.25 which was categorized as good for application to students so that the development of numeration instruments in an economic context that produces numeration instrument items is considered valid and can be used as training material to improve students' numeracy abilities.
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