Constructing Mathematical Literacy-Items with Corona Virus Disease as a Context
Abstract
This research aims to produce a set of mathematical literacy items with Corona Virus Disease (COVID-19) as a context that is valid to assess students’ mathematical literacy. The steps used in this study consist of analyzing, designing, theoretical validation, revising, limited testing to students, and evaluating. Written tests were conducted to collect 46 seventh-grade students in junior high school data. Mathematical literacy items consist of three items with three indicators and competency clusters. The indicators are formulating, employing, and interpreting mathematics. The results show that (1) the mathematical literacy items that are produced have been valid and practical, (2) have fair and good item discrimination, and (3) have easy, medium, and hard item difficulty, so they can be utilized to evaluate mathematical literacy ability.
Keywords: mathematical literacy, indicators, competency clusters
References
[1] Johnson M. Wuhan 2019 novel coronavirus-2019. Materials and Methods. 2020; 10( January):1–5.
[2] R. la Perouse and T. OECD. Impact and implications of the COVID 19-crisis on educational systems and households: TUAC Secretariat Briefing. 2020.
[3] Dirjenpendis. Keputusan direktur jenderal pendidikan islam nomor 2791 tahun 2020 tentang panduan kurikulum darurat pada madrasah. 2020; 1–17.
[4] Lutfi MK, Kusumastuti FA, Rusmayati M, Ss R. Wulansari. Persepsi orang tua siswa sekolah dasar terhadap pembelajaran online. Tarbiyah wa Ta’lim: Jurnal Penelitian Pendidikan dan Pembelajaran. 2021; 8(3): 171–179.
[5] NCTM, “COVID-19, Coronavirus, and pandemics – math resources: Teaching and using mathematics to understand our world.,” p. 19,.
[6] Asia Society. “Math and science education in a global age: What the U.S. can learn from China.,” p. 2006.
[7] NCTM. Principles and standards for school mathematics. Arith Teach. 2000;29(5):59.
[8] PISA, Result in focus: What 15 years olds know and what they can do with what they know., 2012.
[9] OECD, PISA 2012 assessment and analytical framework PISA 2012 assessment and analytical framework., 2013.
[10] Pisa for development assessment and analytical framework draft version, 03 May 2017 1. Oecd. 2017;(May):148.
[11] P.N. Malasari, T. Herman, and A. Jupri, “The construction of mathematical literacy problems for geometry.,” Journal of Physics: Conference Series. vol. 895, no. 1, p. 2017. https://doi.org/10.1088/1742-6596/895/1/012071.
[12] Gall WR. M. D., Gall, J. P., & Borg, Educational research: an introduction (7th ed.)., 2003.
[13] F.A. Kusumastuti, “Pengaruh Islamic Spiritual Intelligence (ISI) terhadap kemampuan literasi matematis siswa,” (2021).
[14] OECD. “PISA 2021 mathematics framework (DRAFT). 2nd draft 32-40.,” Angewandte Chemie International Edition, 6(11), 951–952. pp. 5–24, 1967.
[15] Suherman E. Evaluasi proses dan hasil belajar matematika. jurusan pendidikan matematika Universitas Pendidikan Indonesia, Bandung, 2003.
[16] Hendriana H, Sumarmo U. penilaian pembelajaran matematika Bandung. Refika Aditama, Bandung, 2014.