PENGEMBANGAN INSTRUMEN SOAL TIPE ASESMEN KOMPETENSI MINIMUM DOMAIN GEOMETRI UNTUK MENGUKUR KEMAMPUAN NUMERASI DINTINJAU DARI ADVERSITY QUOTIENT SISWA SEKOLAH DASAR

    Sarah Mei Ambarwati, - and Al Jupri, - and Arie Rakhmat Riyadi, - (2015) PENGEMBANGAN INSTRUMEN SOAL TIPE ASESMEN KOMPETENSI MINIMUM DOMAIN GEOMETRI UNTUK MENGUKUR KEMAMPUAN NUMERASI DINTINJAU DARI ADVERSITY QUOTIENT SISWA SEKOLAH DASAR. S2 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Penelitian ini bertujuan untuk mengembangkan instrumen Asesmen Kompetensi Minimum (AKM) pada domain geometri guna mengukur kemampuan numerasi siswa sekolah dasar dengan mempertimbangkan aspek nonkognitif, khususnya Adversity Quotient (AQ). Pengembangan dilakukan melalui pendekatan Research and Development (R&D) menggunakan model ADDIE yang mencakup tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Instrumen disusun berdasarkan kerangka AKM yang mencakup dimensi konten, konteks, dan level kognitif. Validasi dilakukan oleh ahli dari segi isi, konstruk, dan bahasa, dengan subjek uji coba sebanyak 28 siswa sekolah dasar di Bandung. Hasil validasi menunjukkan bahwa 19 dari 20 butir soal memenuhi kriteria validitas empiris dan memiliki reliabilitas yang baik (α = 0,746). Soal mencakup tingkat kesulitan beragam (mudah 30%, sedang 40%, sulit 30%) dan memiliki daya pembeda yang memadai. Berdasarkan analisis AQ, 57% siswa tergolong kategori “Climbers” dan 43% “Campers”, tanpa adanya siswa pada kategori “Quitters”. Terdapat korelasi positif yang signifikan antara AQ dan kemampuan numerasi (r = 0,509), dengan kontribusi AQ sebesar 25,9% terhadap hasil numerasi. Temuan ini menunjukkan bahwa instrumen AKM geometri yang dikembangkan tidak hanya valid dan reliabel, tetapi juga efektif dalam mengukur numerasi sekaligus memetakan ketangguhan siswa. This research aimed to design and validate a Minimum Competency Assessment (AKM) instrument in the domain of geometry to evaluate elementary school students’ numeracy skills while taking into account their Adversity Quotient (AQ). The study was motivated by the demand for assessment tools that not only demonstrate validity, reliability, and practicality but also capture students’ resilience in addressing mathematical challenges. Employing a Research and Development (R&D) approach, the study followed the ADDIE model, encompassing the stages of analysis, design, development, implementation, and evaluation. The instrument was constructed according to the AKM framework, which integrates content, context, cognitive dimensions, and item formats, and was reviewed for validity in terms of content, construct, and language by expert validators. The participants consisted of 28 elementary school students in Bandung, West Java, who completed both numeracy tests and AQ questionnaires. The results demonstrated that the instrument was highly valid and feasible, with 19 out of 20 items empirically valid and a reliability coefficient of 0.746. Items were well-distributed in difficulty (30% easy, 40% medium, and 30% difficult) and showed strong discriminating power. AQ analysis revealed that 57% of students were classified as “Climbers” and 43% as “Campers,” with no students identified as “Quitters,” indicating generally high resilience. Furthermore, AQ was positively correlated with numeracy performance (r = 0.509), contributing 25.9% to performance variance. These findings suggest that the developed instrument is both psychometrically robust and pedagogically valuable, emphasizing the importance of integrating cognitive and non-cognitive constructs in mathematics education.

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    Official URL: https://repository.upi.edu/
    Item Type: Thesis (S2)
    Additional Information: https://scholar.google.com/citations?view_op=list_works&hl=en&user=hiTao84AAAAJ ID SINTA Dosen Pembimbing: Al Jupri: 5974523 Arie Rakhmat Riyadi: 259151
    Uncontrolled Keywords: PENGEMBANGAN INSTRUMEN SOAL TIPE ASESMEN KOMPETENSI MINIMUM DOMAIN GEOMETRI UNTUK MENGUKUR KEMAMPUAN NUMERASI DINTINJAU DARI ADVERSITY QUOTIENT SISWA SEKOLAH DASAR
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education
    L Education > LB Theory and practice of education > LB1501 Primary Education
    Divisions: Sekolah Pasca Sarjana > Pendidikan Dasar S-2
    Depositing User: Sarah Mei Ambarwati
    Date Deposited: 26 Aug 2025 10:15
    Last Modified: 26 Aug 2025 10:15
    URI: http://repository.upi.edu/id/eprint/136423

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