PENGEMBANGAN SOAL SETARA AKM NUMERASI DOMAIN ALJABAR UNTUK SISWA SEKOLAH MENENGAH PERTAMA
DEVELOPMENT OF ALGEBRA DOMAIN NUMERATION AKM EQUIVALENT QUESTIONS FOR JUNIOR HIGH SCHOOL STUDENTS
Penelitian ini menggunakan model pengembangan Tessmer (1995) yang bertujuan untuk mendeskripsikan proses pengembangan soal setara AKM numerasi domain aljabar SMP dan menghasilkan soal yang valid dan reliabel. Instrumen penelitian yang digunakan meliputi lembar validasi soal dan lembar evaluasi siswa. Pada tahap preliminary, peneliti mengkaji literatur, menghubungi sekolah, menentukan domain yang dikembangkan, menentukan butir soal, menyusun kisi kisi dan mendesain soal. Pada tahap Self Evaluation, desain soal dievaluasi oleh teman sebaya dan menghasilkan prototype 1. Pada tahap expert review, dari penilaian 3 ahli menunjukkan bahwa 16 soal yang dikembangkan valid dalam aspek materi, konstruksi, dan bahasa. Pada tahap one-to-one, prototype 1 diujikan kepada 3 siswa kemampuan matematika sedang untuk ditinjau kebahasaan setiap soal. Pada tahap small group, Prototype 2 diujikan kepada 6 siswa untuk meninjau durasi pengerjaan dan didapatkan durasi pengerjaan 80 menit. Pada tahap field test, prototype 3 diujikan kepada 30 siswa untuk pengumpulan data uji validitas dan reliabilitas butir soal. Hasil analisis validitas dan reliabilitas butir soal menunjukkan bahwa dari 16 soal terdapat 2 soal yang tidak memenuhi kriteria validitas sehingga 2 soal tersebut dihapus dan tersisa 14 soal yang memenuhi kriteria valid dan reliabel.
This research uses the Tessmer (1995) development model which aims to describe the process of developing questions equivalent to AKM numeracy in the junior high school algebra domain and produce valid and reliable questions. The research instruments used include question validation sheets and student evaluation sheets. At the preliminary stage, the researcher reviewed the literature, contacted schools, determined the domain to be developed, determined the question items, and designed the questions. At stage self evaluation, The questions designed are evaluated by peers and produce results prototype 1. At the level of expert review, The assessment of 3 experts showed that the 16 questions developed were valid in terms of material, construction and language aspects. At stage one-to-one, prototype 1 tested on 3 students with moderate mathematical abilities to review the language of each question. At the small group stage, Prototype 2 tested on 6 students to review the duration of the work and found that the work duration was 80 minutes. At stage field test, prototype 3 tested on 30 students to collect data to test the validity and reliability of the question items. The results of the validity and reliability analysis of the question items showed that of the 16 questions there were 2 questions that did not meet the validity criteria, so these 2 questions were deleted and the remaining 14 questions met the valid and reliable criteria.