Design and Validation of Mathematical Literacy Instruments for Assessment for Learning in Indonesia
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| Title: | Design and Validation of Mathematical Literacy Instruments for Assessment for Learning in Indonesia |
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| Language: | English |
| Authors: | Suciati, Munadi, Sudji, Sugiman, Febriyanti, Wiwin Dwi Ratna |
| Source: | European Journal of Educational Research. 2020 9(2):865-875. |
| Availability: | Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@eu-jer.com; Web site: http://www.eu-jer.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Numeracy, Mathematics Tests, Test Construction, Test Validity, Formative Evaluation, Grade 8, Junior High School Students, Test Items, Foreign Countries, Content Validity, Construct Validity, Test Reliability |
| Geographic Terms: | Indonesia |
| ISSN: | 2165-8714 |
| Abstract: | This study aims to design mathematical literacy instruments that have evidence of content and construct validity and are reliable for use as an assessment for learning. The research involved eight experts as instrument validators and 273 eighth-grade students of junior high school in Yogyakarta Province. The results showed that the ten mathematical literacy items developed had the V Aiken coefficient index calculated from 0.781 to 0.906 (> 0.75). The results of adequacy testing of samples with KMO and Bartlett show Chi-Square in the Bartlett test of 608,608, the p-value <0.05 and KMO value of 0.781 (> 0.5). The results of testing of the measurement model with Confirmatory Factor Analysis (CFA) produce a Root Mean Square Error of Approach (RMSEA) value of 0.049 ([less than or equal to] 0.08), chi-s Square of 33.92 (<2df), the p-value of 0.05004 ([greater then or equal to] 0.05). Nine out of the ten items developed had t-value> 1.96, Standardized Loading Factor (SLF) was greater than the critical limit (> 0.3), and Construct Reliability (CR) of 0.78 (> 0.7). It can be concluded that the developed mathematical literacy instrument can measure what must be measured and nine items significantly reflect the construct or latent variable, as well as the level of consistency of a good score. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1250404 |
| Database: | ERIC |
| Abstract: | This study aims to design mathematical literacy instruments that have evidence of content and construct validity and are reliable for use as an assessment for learning. The research involved eight experts as instrument validators and 273 eighth-grade students of junior high school in Yogyakarta Province. The results showed that the ten mathematical literacy items developed had the V Aiken coefficient index calculated from 0.781 to 0.906 (> 0.75). The results of adequacy testing of samples with KMO and Bartlett show Chi-Square in the Bartlett test of 608,608, the p-value <0.05 and KMO value of 0.781 (> 0.5). The results of testing of the measurement model with Confirmatory Factor Analysis (CFA) produce a Root Mean Square Error of Approach (RMSEA) value of 0.049 ([less than or equal to] 0.08), chi-s Square of 33.92 (<2df), the p-value of 0.05004 ([greater then or equal to] 0.05). Nine out of the ten items developed had t-value> 1.96, Standardized Loading Factor (SLF) was greater than the critical limit (> 0.3), and Construct Reliability (CR) of 0.78 (> 0.7). It can be concluded that the developed mathematical literacy instrument can measure what must be measured and nine items significantly reflect the construct or latent variable, as well as the level of consistency of a good score. |
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| ISSN: | 2165-8714 |
