Electronic Theses and Dissertation

Eny Sutiar (2024). Analisis Kemampuan Numerasi Siswa Menyelesaikan Soal AKM dengan Konteks Finansial di SMA/SMK Kabupaten Bireuen. [Tesis. Universitas Syiah Kuala]. Dibawah bimbingan Dr. Cut Morina Zubainur, S.Pd., M.Pd. dan Dr. Drs. Anwar, M.Pd.

Kemampuan numerasi adalah salah satu komponen Kurikulum Merdeka yang diukur dalam Asesmen Kompetensi Minimum (AKM). Hasil AKM dapat digunakan untuk menilai kualitas pendidikan di suatu sekolah atau daerah. Namun, kemampuan numerasi siswa dapat dipengaruhi oleh berbagai faktor di antaranya jenis sekolah, lokasi sekolah, pekerjaan, dan pendapatan orang tua siswa. Tujuan penelitian ini untuk mengetahui perbedaan kemampuan numerasi siswa dalam menyelesaikan soal AKM dengan konteks finansial berdasarkan jenis sekolah, lokasi sekolah, pekerjaan orang tua, dan pendapatan orang tua di Kabupaten Bireuen, serta variabel yang paling berpengaruh terhadap kemampuan numerasi siswa dalam menyelesaikan soal AKM dengan konteks finansial di Kabupaten Bireuen. Penelitian ini menggunakan pendekatan kuantitatif jenis survey design tipe cross-sectional survey design. Sebanyak 11.574 siswa SMA dan SMK di Kabupaten Bireuen menjadi populasi penelitian. Sampel penelitian yaitu 387 siswa dari delapan SMA/SMK dipilih dipilih menggunakan teknik cluster sampling. Data dalam penelitian ini diperoleh dari tes kemampuan numerasi dan angket sosial ekonomi orang tua, kemudian dianalisis menggunakan uji one-way anova dan analisis jalur. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan kemampuan numerasi siswa dalam menyelesaikan soal AKM dengan konteks finansial berdasarkan jenis sekolah, lokasi sekolah, dan pendapatan orang tua di Kabupaten Bireuen. Namun, tidak ditemukan perbedaan yang sigifikan kemampuan numerasi siswa berdasarkan pekerjaan orang tua. Di antara semua faktor, lokasi sekolah merupakan variabel yang paling berpengaruh terhadap kemampuan numerasi siswa dalam menyelesaikan soal AKM dengan konteks finansial di Kabupaten Bireuen. Berdasarkan hasil penelitian tersebut, hendaknya pihak sekolah dapat lebih memberikan perhatian melalui pengembangan soal-soal AKM numerasi di sekolah dengan konteks yang disesuaikan dengan kurikulum SMA/SMK. Pemangku kebijakan juga perlu mengkaji kembali pelaksanaan AKM yang lebih khusus di SMK serta perlunya evaluasi kemerataan sosialisasi numerasi di setiap lokasi sekolah sehingga kemampuan numerasi siswa di perkotaan maupun pesisir relatif sama.

Kata kunci: Asesmen Kompetensi Minimum, Kemampuan Numerasi, Konteks Finansial

ABSTRACT Eny Sutiar (2024). Analysis of Students' Numeracy Ability in Solving AKM Questions with Financial Context in Senior High Schools/Vocational High Schools in Bireuen Regency. [Thesis. Syiah Kuala University]. Under the guidance of Dr. Cut Morina Zubainur, S.Pd., M.Pd. and Dr. Drs. Anwar, M.Pd. Numeracy ability is one of the components of the Independent Curriculum which is measured in the Minimum Competency Assessment (AKM). AKM results can be used to assess the quality of education in a school or region. However, students' numeracy ability can be influenced by various factors including the type of school, school location, occupation, and income of the students' parents. The purpose of this study was to determine the differences in students' numeracy ability in solving AKM questions with a financial context based on the type of school, school location, parents' occupation, and parents' income in Bireuen Regency, as well as the variables that most influence students' numeracy ability in solving AKM questions with a financial context in Bireuen Regency. This study uses a quantitative approach, a cross-sectional survey design. A total of 11,574 high school and vocational high school students in Bireuen Regency became the study population. The research sample, namely 387 students from eight high schools/vocational high schools, was selected using cluster sampling techniques. The data in this study were obtained from numeracy ability tests and parental socio-economic questionnaires, then analyzed using one-way anova and path analysis. The results of the study showed that there were significant differences in students' numeracy abilities in solving AKM questions with a financial context based on school type, school location, and parental income in Bireuen Regency. However, no significant differences were found in students' numeracy abilities based on parental occupation. Among all factors, school location is the variable that most influences students' numeracy abilities in solving AKM questions with a financial context in Bireuen Regency. Based on the results of the study, schools should be able to pay more attention through the development of AKM numeracy questions in schools with a context that is adjusted to the high school/vocational high school curriculum. Policy makers also need to review the implementation of AKM which is more specific in SMK and the need to evaluate the equality of numeracy socialization in each school location so that the numeracy skills of students in urban and coastal areas are relatively the same. Keywords: Minimum Competency Assessment, Numeracy Skills, Financial Context