Imay Isnaini, Ridwan Abdullah Sani

Analisis Kemampuan Literasi Numerasi Siswa pada Materi Usaha dan Energi Menggunakan Instrumen Tes Asesmen Kompetensi Minimum berbantuan Aplikasi Quizizz

Introduction

Analisis kemampuan literasi numerasi siswa pada materi usaha dan energi menggunakan instrumen tes asesmen kompetensi minimum berbantuan aplikasi quizizz. Analisis literasi numerasi siswa kelas XI pada materi Usaha dan Energi menggunakan tes AKM berbasis Quizizz. Penelitian R&D ini menguji validitas instrumen dan kemampuan siswa.

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan literasi numerasi siswa kelas XI MIA 2 pada materi usaha dan energi menggunakan instrumen tes Asesmen Kompetensi Minimum (AKM) literasi numerasi dengan bantuan aplikasi quizizz. Instrumen ini dikembangkan secara digital menggunakan Quizizz, yang belum banyak diterapkan dalam asesmen AKM fisika di Indonesia. Metode yang digunakan dalam penelitian ini adalah Research and Development (R&D) dengan model pengembangan ADDIE yang terdiri dari lima tahapan yaitu analisis, perancangan, pengembangan, implementasi, dan evaluasi. Subjek penelitian sebanyak 36 siswa kelas XI MIA 2 SMA Islam Al- Ulum Terpadu Medan. Instrumen yang dikembangkan terdiri dari 20 soal. Instrumen diuji dari segi validasi ahli, validitas, reliabilitas, tingkat kesukaran, daya pembeda dan kemampuan literasi numerasi. Hasil uji validitas isi Aiken’s V memperoleh nilai 0,74 berada pada kategori validitas sedang. Hasil penelitian menunjukkan bahwa 14 soal dinyatakan valid. Uji reliabilitas sebesar 0,793 tergolong tinggi. Namun, reliabilitas pada soal esai masih tergolong sedang dengan 0,660. Dari hasil tingkat kesukaran, dengan 9 soal dikategorikan sebagai "sukar", dan 11 soal dikategorikan sebagai "sedang". Daya pembeda soal juga menunjukkan hasil yang bervariasi dengan 7 soal dengan kriteria baik sekali, 4 soal dengan kategori baik, 4 soal kategori cukup, dan 5 soal dengan kategori jelek. Adapun hasil kemampuan literasi numerasi siswa yakni 4 siswa kategori mahir, 18 siswa kategori cakap, 11 siswa kategori dasar, dan 4 siswa kategori perlu intervensi khusus.

Review

This study presents an analysis of numerical literacy skills among eleventh-grade students in the context of Work and Energy physics material, employing a novel assessment approach. The authors developed a Minimum Competency Assessment (AKM) numerical literacy instrument, innovatively delivered through the Quizizz application. The research adopted a Research and Development (R&D) methodology, specifically the ADDIE model, covering stages from analysis to evaluation. The focus on integrating digital platforms like Quizizz for AKM in physics is particularly relevant, addressing a gap in current Indonesian educational practices and offering a practical, engaging method for student assessment. A significant strength of this research lies in its rigorous instrument development and validation process. The 20-question test underwent expert validation, content validity testing (Aiken's V of 0.74, categorized as moderate), and empirical testing for validity, reliability, difficulty, and discriminatory power. While 14 out of 20 questions were deemed valid, the overall reliability coefficient was high (0.793), indicating a consistent measure, although essay question reliability was moderate (0.660). The findings on students' numerical literacy levels are particularly insightful, categorizing students into proficient (4), capable (18), basic (11), and those needing special intervention (4), providing a clear snapshot of their abilities in the specified physics domain. Despite its methodological strengths and valuable insights, the study presents several areas for potential refinement. The moderate content validity and the fact that only 14 out of 20 questions were declared valid suggest that further development and revision of the instrument are necessary. Additionally, the varied discriminatory power, with five questions categorized as "poor," indicates that some items may not effectively differentiate between high and low-ability students. Future research could focus on refining these problematic questions to enhance the instrument's overall psychometric properties. Expanding the study to a larger and more diverse sample of students across different schools and regions would also strengthen the generalizability of the findings and offer a broader understanding of numerical literacy in Indonesian physics education.

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