Main Article Content

Abstract

The results of the numeracy skills of fifth grade elementary school students based on the National Assessment are still low and students do not fully understand how to do numeracy questions. This research aims to develop numeracy questions oriented to the Minimum Competency Assessment based on the cultural heritage of Bengkulu City to prepare fifth grade elementary school students for the National Computer-Based Assessment. The type of research used is research and development of the ADDIE model. The results of the research show that the numeracy questions oriented to the Minimum Competency Assessment based on the cultural heritage of Bengkulu City are logically, empirically and practically feasible. The student ability profile based on the percentage of achievement in the number domain was 70.27%, the geometry and measurement domain was 86.39%, the data and uncertainty domain was 85.83%, and the algebra domain was 80.56%. Based on the results of research and development, it was concluded that the numeration questions oriented to the Minimum Competency Assessment based on the cultural heritage of Bengkulu City for fifth grade elementary school students were very feasible and effective to use to help prepare for the National Computer Based Assessment on numeracy topics at the elementary school level.

Keywords

Asesmen Kompetensi Minimum Cagar Budaya Soal Numerasi Minimum Competency Assessment Cultural Heritage Numeracy Question

Article Details

How to Cite
Oktavia, V., Susanta, A., & Parmadi, B. (2024). Pengembangan Soal Numerasi Berorientasi AKM Berbasis Cagar Budaya Kota Bengkulu untuk Siswa Kelas V SD. Jurnal Kajian Pendidikan Dasar, 3(2), 241–249. https://doi.org/10.33369/kapedas.v3i2.32275

References

  1. Alexon. (2010). Pembelajaran Terpadu Berbasis Budaya. Bengkulu: Unit FKIP UNIB Press.
  2. Andikayana D. M., Dentis N., Kertih I. W. (2021). Pengembangan Instrumen Asesmen Kompetensi Minimum (Akm) Literasi Membaca Level 2 Untuk Siswa Kelas 4 SD. Jurnal Peneitian dan Evaluasi Pendidikan Indonesia, 11(2), 81-92. https://doi.org/10.23887/jpepi.v11i2.622.
  3. Delima, Nita., dkk. (2022). PISA dan AKM Literasi Matematika dan Kompetensi Numerasi. Subang: Unsub Press.
  4. Kemdikbud. (2020). Desain Pengembangan Soal Asesmen Kompetensi Minimum 2020. Jakarta: Kemdikbud.
  5. Kurniawan, Agus P., Mega Teguh P., Rooselyna Ekawati. (2022). Pengembangan Soal Numerasi Berbasis Konteks Nilai Budaya Primbon Jawa. Jurnal Review Pembelajaran Matematika, 7(1), 20-34.
  6. OECD. (2019). PISA 2018 Results. Combined Executive Summaries. OECD Publishing. www.oecd.org/about/publishing/corrigenda.htm.
  7. Maulidina, Ana Puspita. (2019). Profil Kemampuan Numerasi Siswa Sekolah Dasar Berkemampuan Tinggi dalam Memecahkan Masalah Matematika. Jurnal Bidang Pendidikan Dasar. 3. 61-66. 10.21067/jbpd.v3i2.3408.
  8. Permendikbudristek No. 17 (2021). Asesmen Nasional 2021.
  9. Piaget, J. (2000). Commentary on Vygotsky. New Ideas in Psychology, 18, 241– 259.
  10. Pratiwi, I. (2019). Efek Program Pisa Terhadap Kurikulum di Indonesia. Jurnal Pendidikan Dan Kebudayaan, 4(1), 51. https://doi.org/10.24832/jpnk.v4i1.1157
  11. Purwono, Urip. (2008). Standar Penilaian Bahan Ajar. Jakarta: BNSP
  12. Rachmawati., dkk. (2017). Perancangan Sistem Asesmen Literasi Informasi Berbasis Web. Jurnal Edulib. 7(2), 46-59.
  13. Sriyatun, S. (2020), November 20). PISA dan TIMSS sebagai Acuan AKM. Diambil kembali dari gurusiana.id: http://sitisriyatun.gurusiana.id/article/2020/11/
  14. Sujana, Nana. (2002). Penilaian Hasil Proses Belajar. Bandung: Remaja Rosdakarya.
  15. Wardhani, D. A. P., & Wuli O. (2022). Pengembangan Soal AKM Bermuatan Ethnomatematika dengan Media Canva untuk Mengukur Kemampuan Literasi Numerasi Siswa Sekolah Dasar. Aksioma : Jurnal Program Studi Pendidikan Matematika. 11(4), 3860-3871.
  16. Widana, I Wayan. (2017). Model Penyusunan Soal High Order Thinking Skill (HOTS). LP3M Kemendikbud.
  17. Widhiyani, I. T., Sukajaya, I. N., & Suweken, G. (2019). Pengembangan Soal Higher Order Thinking Skills Untuk Pengkategorian Kemampuan Pemecahan Masalah Geometri Siswa SMP. Jurnal Pendidikan Dan Pembelajaran Matematika Indonesia, 8(2), 161–170.
  18. Widiyoko, E. P. (2014). Penilaian Hasil Pembelajaran di Sekolah Dasar. Yogyakarta: Pustaka Pelajar.