Learning Progression Guru Sekolah Dasar dalam Pengembangan Konten Soal Asesmen Kompetensi Minimum (AKM)

Deviana, Tyas; Aini, Dian Fitri Nur

doi:10.31004/basicedu.v6i1.2095

Cited by 10 publications

(9 citation statements)

References 9 publications

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“…Numeracy Literacy is one of the aspects evaluated in the Minimum Competency Assessment (AKM) which refers to the good practice of international level assessment, such as the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). Numeracy literacy assessment in AKM can be reviewed from 3 components (aspects), namely content (algebra, numbers, geometry, measurement, data and uncertainty), cognitive processes (understanding, application, and reasoning), and context (personal, socio-cultural, and scientific) (Deviana & Aini, 2022). Interdisciplinary Social Studies, 2(2), Nov 2022 In this study, several indicators were taken according to Purwasih et al (2018), each aspect related to numeracy literacy used in AKM guided by PISA which consists of 6 levels, which can be seen in Table 1.…”

Section: Students' Numeracy Literacy Skillsmentioning

confidence: 99%

Numeracy Literacy Skills of Elementary School Students through Ethnomathematics-Based Problem Solving

Iswara

Ahmadi

Ary

2022

ISS

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Background: Numeracy literacy is one of the aspects evaluated in the Minimum Competency Assessment (AKM), referring to the Programme for International Student Assessment (PISA) as a good practice for international level assessment. Aim: This study aims to analyze the numeracy literacy ability of elementary school students in ethnomathematics-based problem solving. Method: This research is a qualitative descriptive research with a case study method taking the subject of 28 grade IV students of SDN Lamper Kidul 02. Data collection techniques in this study used tests and interviews. The results showed that students' numeracy literacy skills in level 1 questions were categorized as high, numeracy literacy for level 2 and level 3 questions was categorized as moderate. Findings: Students' numeracy literacy ability is classified as being in ethnomathematics-based mathematical problem solving, especially in the aspect of understanding problems as the key to problem solving skills, so that students have difficulty in planning settlement strategies, implementing solutions and re-examining results based on existing problem solving stages, this is triggered by students' lack of skill in numeracy and lack of maturity of mathematical concepts student-owned. Indirectly, numeracy literacy skills in problem solving based on ethnomathematics can affect numeracy skills, the maturity of mathematical concepts which is the main factor triggering students' anxiety about mathematics lessons.

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Section: Students' Numeracy Literacy Skillsmentioning

confidence: 99%

Numeracy Literacy Skills of Elementary School Students through Ethnomathematics-Based Problem Solving

Iswara

Ahmadi

Ary

2022

ISS

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“…Dalam penyusunan dan pembuatan soal-soal AKM literasi membaca pada tingkat SD, guru dapat mengalimatkan indikator-indikator AKM yang telah disediakan oleh Pusmenjar dengan indikator AKM kelas (Purwati, Faiz, Widiyatmoko, & Maryatul, 2021). Pada tingkat Sekolah Dasar level pembelajaran kognitif AKM dimulai dari level 1 sampai dengan level 3 (Deviana & Aini, 2022;Purwati et al, 2021). Dalam menganalisis minat membaca siswa SDN Lubang Buaya 08 Pagi dilakukan pengamatan awal.…”

Section: Pendahuluanunclassified

“…Untuk membantu dalam penyusunan penelitian, peneliti menggunakan bahan bacaan bersumberkan beberapa penelitian terdahulu. Hasil penelitian terdahulu yang membahas implementasi AKM pada jenjang sekolah dasar dilakukan oleh Hasanah, Edwita & Ahmad Januar (2021), Purwati et al (2021), Deviana & Aini (2022), Shabrina (2022), Sudianto & Kisno (2021), dan Patriana, Sutama & Wulandari (2021). Fokus penelitian terdahulu membahas implementasi AKM dalam beragam masalah, seperti pendampingan, kesiapan dan perspektif guru terhadap AKM, pengembangan soal AKM, dan ada juga penelitian yang membahas keterampilan literasi dan numerasi yang dimiliki oleh siswa.…”

Section: Pendahuluanunclassified

Analisis Kemampuan Literasi Peserta Didik Sekolah Dasar dalam Menyelesaikan Soal Asesmen Kompetensi Minimum

Maharani

Wahidin²

2022

basicedu

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Membaca merupakan keahlian yang harus dimiliki oleh setiap individu manusia dan diajarkan dari sejak dini. Setiap peserta didik memiliki tingkat kemampuan membaca yang berbeda-beda, AKM dapat digunakan untuk mengevaluasi peserta didik dalam kemampuan membaca. Oleh karena itu, tujuan dilakukan penelitian untuk mengetahui kemampuan literasi membaca pada peserta didik kelas V, mengetahui faktor yang mempengaruhi kemampuan literasi dan cara peserta didik kelas V dalam menyelesaikan soal literasi AKM. Pada penelitian ini menggunakan kualitatif deskriptif dengan pendekatan studi kasus dan lokasi penelitian di SDN Lubang Buaya 08 Pagi. Subjek penelitian adalah guru penanggung jawab AKM dan siswa peserta didik kelas V yang berada di SDN Lubang Buaya 08 Pagi. Hasil penelitian menunjukan bahwa sebagian besar atau moyoritas peserta didik kelas V SDN Lubang Buaya 08 pagi yang mengikuti AKM dikategorikan dasar. Kemampuan literasi membaca dipengaruhi oleh foktor internal (minat siswa) dan faktor eksternal (keluarga dan sekolah). Cara peserta didik dalam menyelesaikan soal literasi AKM dengan cara menyelesaikan terlebih dahulu soal yang mudah.

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“…One of the causes of this low achievement was teachers' lack of competence in delivering learning in the field of science. This is a particular concern for the Primary Educational Teacher Department Universitas Muria Kudus study program as a printer for pre-service teachers to improve student competence in order to have 21st-century skills and be able to create innovative learning so that primary school students have qualified science literacy skills (Fakhriyah et al, 2019), can innovate, have learning skills, can use and utilize emerging information technology (Papp et al, 2014;Deviana & Aini, 2022). For this reason, professional teachers must be prepared when they are still students or pre-service teachers.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability Based on Science Literacy for Pre-Service Primary School Teachers in Learning Science Concepts

Fakhriyah

Masfuah

Hilyana

et al. 2022

JPII

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This study intends to describe and investigate the ability profile of Technological Pedagogy Content Knowledge (TPACK) based on scientific literacy for pre-service primary school teachers. The measurement of student TPACK skills is needed to determine the knowledge of technology that will be implemented in the learning process. Students' TPACK knowledge needs to be developed because integration between pedagogical abilities, material content, and technology is needed. This research is quantitative survey research. This study tested a TPACK model, which was described by the relationship between latent variables, namely from seven components, including TK, PK, CK, TPK, TCK, PCK, and TPACK. The data collection technique used a questionnaire instrument with 46 items. The questionnaire instrument was filled out by 206 pre-service primary school teachers who had taken the Science Concept, Science Application, Science Teaching Learning Course, and Field Experience Practice Courses. The results were then calculated and analyzed using a modeling test with a Structural Equation Modeling (SEM) approach. The results showed that PCK variability could be influenced by the CK and PK components of 51.5%. While the variability of TCK can be influenced by the components of CK and TK of 42.7%. The variability of the TPK can be influenced by the PK and TK components of 45.2%. Finally, the magnitude of the effect of PK, CK, TK, PCK, TPK, and TCK components on TPACK is 61.0%. The TPACK profile of pre-service primary school teachers is good with the factors that contribute most to the components that go into PK and CK. As a result, the findings of this study will contribute to the development of a more thorough profile of the TPACK competencies of pre-service primary school teachers, which can enhance their capacity to incorporate technology when they become teachers in the future.

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Learning Progression Guru Sekolah Dasar dalam Pengembangan Konten Soal Asesmen Kompetensi Minimum (AKM)

Cited by 10 publications

References 9 publications

Numeracy Literacy Skills of Elementary School Students through Ethnomathematics-Based Problem Solving

Numeracy Literacy Skills of Elementary School Students through Ethnomathematics-Based Problem Solving

Analisis Kemampuan Literasi Peserta Didik Sekolah Dasar dalam Menyelesaikan Soal Asesmen Kompetensi Minimum

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability Based on Science Literacy for Pre-Service Primary School Teachers in Learning Science Concepts

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