Rasch Model: Analysing the Items Quality of Mathematics Higher-Order Thinking Skill Instrument

This research aims to analyse a mathematics HOTS instrument using the Rasch Model to provide a better measurement instrument for mathematics. The result showed, based on Rasch Model analysis, 1) from 20 items, there are only ten items that can be used to measure HOTS of students in mathematics with the difficulty of 3 items being hard and seven items being easy; 2) the reliabilities of the instrument are moderate; 3) the instrument only can divide students into two groups of level ability; and 4) there is no significant differential item functioning (DIF) bias detected on the instrument.

PENGARUH MODEL PEMBELAJARAN DSR (DEVELOPMENT-STUDENTS’ WORK-REVIEW) SINGAPURA DAN DIRECTED EXPLORATION KOREA SELATAN TERHADAP LITERASI MATEMATIS SISWA SMP INDONESIA

Literasi matematis adalah salah satu kemampuan yang wajib dimiliki di abad 21. Namun, berdasarkan hasil penelitian terdahulu dan fakta di lapangan menunjukkan bahwa siswa Indonesia memiliki literasi matematis yang rendah. Oleh karena itu, penelitian ini dilakukan untuk mengeksplorasi pengaruh atau efek model pembelajaran yang “khas” dari dua negara yang memiliki literasi matematis tinggi berdasarkan hasil PISA, yakni Model DSR dari Singapura dan Model Directed Exploration dari Korea Selatan, dalam upaya meningkatkan literasi matematis siswa Indonesia. Penelitian ini merupakan penelitian quasi experiment dengan menggunakan desain pretest-posttest non-equivalent group. Populasi dalam penelitian ini adalah siswa kelas tujuh di salah satu sekolah menengah pertama di Kota Mataram. Terdapat 116 siswa kelas tujuh yang menjadi sampel dalam penelitian ini. Instrumen yang digunakan adalah tes literasi matematis pada materi bentuk perbandingan. Analisis data dalam penelitian ini menggunakan analisis non-parametrik. Hasil dari penelitian adalah: (1) peningkatan literasi matematis siswa menggunakan Model DSR dan Model Directed Exploration berada pada kategori sedang, sedangakan dengan Model Direct Instruction berada pada kategori rendah; (2) terdapat perbedaan yang signifikan antara peningkatan literasi matematis siswa yang memperoleh pembelajaran dengan menggunakan Model DSR, Model Directed Exploration, dan Model Direct Instruction; (3) berdasarkan hasil effect size, model pembelajaran menyumbangkan 14% (tinggi) variansi terhadap perbedaan peningkatan literasi matematis siswa. (4) Adapun besar efek (effect size) dari model pembelajaran DSR dan Directed Exploration terhadap peningkatan literasi matematis siswa adalah sebesar 1,0 (tinggi) dan 0,8 (tinggi). Mathematical literacy is one of the abilities that must be possessed in the 21st century. However, based on the results of previous research and facts in the field show that Indonesian students have low mathematical literacy. Therefore, this study was conducted to explore the influence or effect of "typical" learning models from two countries that have high mathematical literacy based on PISA results, namely the DSR Model from Singapore and the Directed Exploration Model from South Korea, in an effort to improve the mathematical literacy of Indonesian students. This research is a quasi-experiment using a non-equivalent group pretest-posttest design. The population in this study were seventh-grade students in one of the junior high schools in Mataram City. There were 116 seventh-grade students who were sampled in this study. The instrument used was a mathematical literacy test on proportion topic. Data analysis in this study used non-parametric analysis. The results of the study were: (1) the improvement of students' mathematical literacy when using the DSR Model and Directed Exploration Model is in the moderate category, meanwhile the Direct Instruction Model is in the low category; (2) there is a significant difference between the improvement of mathematical literacy of students who obtain learning using the DSR Model, Directed Exploration Model, and Direct Instruction Model; (3) based on the results of the effect size, the learning model contributes 14% (high) variance to the difference in the improvement of students' mathematical literacy. (4) The effect size of the DSR and Directed Exploration learning models on improving students' mathematical literacy is 1.0 (high) and 0.8 (high)

Higher-Order Thinking Skills Profile of Students in Mathematics: Gender Perspective

The Higher-Order Thinking Skill (HOTS) is the skill required in the 21st century to face the challenges in the era. Therefore, it is necessary to integrate HOTS into the teaching and learning process, including mathematics. This research aims to provide the profile of HOTS of mathematics students and identify any significant difference between male and female students. HOTS of this research refer to HOTS in Revised Taxonomy Bloom. The subject of this study was 25 middle school students: 7 male and 18 female. The quantitative descriptive design was used to reach the objective of this study. The findings showed that 1) HOTS of students in mathematics is in a low category (32%); 2) students with C4 and C6 skills are in a low category, while there is a medium category for C5 skill; 3) there is no significant difference between HOTS of male and female students for each level (C4, C5, C6) or in general; 4) there is no significance difference between HOTS of male and female students for each mathematics domain except algebra

Pengembangan Soal Matematika Berbasis Higher Order Thinking Skills Pada Lingkup Materi Ujian Nasional Untuk Tingkatan Sekolah Menengah Pertama

Soal matematika berbasis higher order thinking skills dapat membantu meningkatkan keterampilan abad 21 siswa sehingga Kementerian Pendidikan dan Kebudayaan mencanangkan pelaksanaan program penilaian berbasis HOTS di setiap jenjang pendidikan. Faktanya adalah di SMPN 1 Mataram program tersebut belum berjalan sesuai mestinya. Terdapat dua masalah yang menyebabkan hal tersebut terjadi, yaitu kurangnya kemampuan guru dalam membuat soal HOTS matematika dan ketersediaan soal berbasis HOTS pada buku pelajaran matematika yang digunakan di sekolah tersebut masih belum cukup. Penelitian ini bertujuan untuk menghasilkan soal HOTS matematika untuk membantu memenuhi ketersediaan referensi soal HOTS baik bagi guru maupun siswa di SMPN 1 Mataram. Metode yang digunakan dalam penelitian ini adalah model pengembanganTessmer yang terdiri atas dua tahap yakni preliminary dan formative evaluation. Hasil dari penelitian ini adalah diperolehnya 20 soal HOTS matematika dengan nilai validitas 75,9375%, kepraktisan 80,41%, keefektifan 79%, kesukaran soal dalam kategori sedang, daya pembeda dalam kategori cukup, soal reliabel, dan menunjukkan hasil sesuai harapan yakni keterampilan berpikir tingkat tinggi siswa berada pada kategori cukup. Kesimpulan dalam penelitian ini adalah telah dihasilkan soal HOTS matematika yang valid, praktis, dan efektif

Gender differences in written mathematical communication skills of junior high school students

Some research about identifying the differences between male and female students’ written communication skills has been done before. However, the previous research only focused on qualitative studies. Therefore, there is still a lack of empirical proof of the result. This study aims to test whether a significant difference exists between male and female students' written mathematical communication skills and identify their performance difficulties. The subjects were 14 male and 14 female students at the junior high school. The instrument was a test of mathematical communication skills on quadrilateral topics. The research method used was a mixed method with a sequential explanatory design. The data were analyzed using Mann-Whitney U to measure the difference between male and female students’ written mathematical communication skills, and document analysis was conducted to analyze their difficulties in performing written mathematical communication. The results showed that even though there is no significant difference between written mathematical communication skills between male and female students, there is a significant difference when viewed from each indicator.  In addition, the difficulties experienced by male and female students are difficulties expressing mathematical ideas using mathematical symbols, using facts and concepts to solve problems, and operating algebraic forms