High School Mathematics Teacher’s Ability in Developing Mathematical Literacy Instrument: A Study in East Lampung Regency

Mella Triana, Widyastuti Widyastuti, Erimson Siregar

Abstract


Abstract: High School Mathematics Teacher’s Ability in in Developing Instruments of Mathematical Literacy Test: Study in Lampung Timur Regency. This study aims to describe the ability of high school mathematics teachers in East Lampung Regency in developing instruments of mathematical literacy test. This research is a descriptive study with 19 respondents of high school mathematics teachers. The research data were obtained through test, performance test and questionnaires. Data analyzed using data reduction, data presentation and conclusion. The results showed that: a) 63.16% teachers only able to create routine problem which measure employing stage in mathematical process; b) male teachers with more than 25 years teaching experience are only able to develop 5.26% mathematical problems which measure formulating stage; c) Reasoning and argument is the fundamental mathematics skills that was rarely measured in the developed instrument; d) using symbolic, formal and technical language and operations is the most frequently skills that is measured in the developed instrument. 

Keywords: mathematical literacy instrument, high school teacher, descriptive research.

 

Abstrak: Kemampuan Guru Matematika SMA Kabupaten Lampung Timur dalam Mengembangkan Instrumen Tes Literasi Matematis. Penelitian ini bertujuan untuk mendeskripsikan kemampuan guru Matematika SMA Kabupaten Lampung Timur dalam mengembangkan instrumen tes literasi matematis. Penelitian ini merupakan penelitian deskriptif dengan responden sebanyak 19 orang guru matematika SMA. Data penelitian diperoleh melalui instrument tes, tes unjuk kerja serta angket. Data dianalisis dengan tahapan reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa a) 63,16% soal yang dibuat oleh guru adalah soal rutin pada tahapan proses matematis employ, b) Guru laki-laki dengan pengalaman mengajar lebih dari 25 tahun hanya mampu mengembangkan 5,26% soal matematika dengan proses matematis formulate; c) Kemampuan dasar matematis yang paling minim dimunculkan pada soal yang dikembangkan oleh guru adalah penalaran dan argumentasi; d) penggunaan operasi dan bahasa simbolik, formal dan teknis adalah kemampuan yang paling sering diukur oleh guru pada instrument yang dikembangkan. 

Kata kunci: instrumen literasi matematis, guru SMA, penelitian deskriptif.


DOI: http://dx.doi.org/10.23960/jpmipa/v21i1.pp35-48


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