The Assessment Innovation: AKM Questions With A Bengkulu Cultural Context For Students' Mathematical Reasoning

Abstract

The Minimum Competency Assessment or Asesmen Kompetensi Minimum (AKM) is an improvement in education quality and learning outcome evaluation applied to the independent curriculum. This study focuses on developing a context-based numeracy assessment instrument for Bengkulu using the AKM model approach to measure students' mathematical reasoning abilities. The type of research is research and development (R&D) using the 4D method, namely define (definition), design (design), develop (development), and disseminate (dissemination). Data was collected using questionnaires and tests. During the development stage, expert/logical validity testing and development testing were conducted, while during the dissemination stage, field testing was conducted to measure students' reasoning abilities, and the final draft of the developed questions was distributed on a limited basis. Expert/logical validity was measured using Aiken’s V index, and reliability was assessed using Cronbach’s Alpha. The analysis of the questions showed that they are suitable for use and have good item quality, as they meet the criteria for validity, reliability, and have appropriate levels of difficulty and discriminative power. Additionally, based on the field test results, the questions are capable of developing and improving students' mathematical reasoning abilities, with the analysis showing that students' mathematical reasoning ability in solving the questions reached 32.3%.