Electronic Theses and Dissertation

Asesmen kompetensi minimum (akm) merupakan komponen asesmen nasional (an) yang menjadi upaya peningkatan mutu pendidikan menghadapi abad 21. tujuan utama akm yaitu untuk mengukur kemampuan kognitif salah satunya kemampuan numerasi. rendahnya kemampuan numerasi siswa disebabkan oleh beberapa faktor, salah satunya yaitu siswa tidak terbiasa dan jarang dilatih untuk memecahkan penyelesaian soal akm numerasi. baik guru maupun siswa membutuhkan soal numerasi untuk mengasah kemampuan numerasi siswa dan proses latihan persiapan dalam pelaksanaan akm. penelitian ini bertujuan untuk mengetahui karakteristik hasil pengembangan soal numerasi dengan konteks konservasi keanekaraman hayati untuk siswa smp kelas vii menggunakan metode r&d dan model pengembangan tessmer. tahapan pengembangan tessmer antara lain yaitu tahap preliminary, self-evaluation, expert review, one-to-one, dan small group dan field test. subjek penelitian ini yakni 3 siswa pada tahap one-to-one, 6 siswa pada tahap small group, dan 27 siswa pada tahap fied test kelas vii smp negeri 2 banda aceh. hasil penelitian berupa soal numerasi dengan konteks konservasi keanekaraman hayati untuk siswa smp kelas vii sebanyak 20 butir soal pada kriteria valid dan praktis, serta memiliki efek potensial. hasil data validitas soal sebesar 0,88 dengan kriteria valid, kepraktisan soal sebesar 89,7% dengan kriteria sangat praktis, dan efek potensial diperoleh dari rata-rata hasil jawaban siswa yaitu 75,39 pada kriteria baik. berdasarkan penguraian tersebut, dapat dinyatakan bahwa soal-soal numerasi dengan konteks konservasi keanekaraman hayati untuk siswa smp kelas vii berada pada kriteria valid dan praktis, serta memiliki efek potensial sehingga layak untuk digunakan.

The Minimum Competency Assessment (MCA) is a component of the National Assessment (NA) that aims to improve the quality of education in facing the 21st century. The main objective of MCA is to measure cognitive abilities, one of which is numeracy skills. The low numeracy skills of students are caused by several factors, one of which is that students are not accustomed to and rarely trained to solve MCA numeracy problem-solving. Both teachers and students need numeracy questions to sharpen students' numeracy skills and to prepare for the MCA implementation. This research aims to determine the characteristics of the development of numeracy questions with the context of biodiversity conservation for 7th grade junior high school students using the R&D method and Tessmer's development model. The stages of Tessmer's development include preliminary, self-evaluation, expert review, one-to-one, small group, and field test stages. The subjects of this study were 3 students in the one-to-one stage, 6 students in the small group stage, and 27 students in the field test stage of 7th grade at SMP Negeri 2 Banda Aceh. The research result is numeracy questions with the context of biodiversity conservation for 7th-grade junior high school students, consisting of 20 items that are valid and practical, as well as having a potential effect. The validity data result of the questions is 0.88 with valid criteria, the practicality of the questions is 89.7% with highly practical criteria, and the potential effect is obtained from the average student response score, which is 75.39 in good criteria. Based on these explanations, it can be stated that numeracy questions with the context of biodiversity conservation for 7th-grade junior high school students meet valid and practical criteria, as well as having a potential effect, making them suitable for use.