Construction of Mathematical Literacy Measuring Instruments for High School Students

Abstract

This research aims to develop exponent problems and integer calculation operations of the PISA model per the PISA framework consisting of three constructs, namely content, context, and process. The research method used is Research and Development (R & D) with a 4D model (Four D) consisting of four stages: Define, Design, Development, and Dissemination. This study only conducted limited dissemination to teachers and students of grade X Labschool, Jakarta. To measure the quality of the questions produced, the author uses several criteria: validity, reliability, level of difficulty, and discriminating power. The results showed that the assessment of the quality of the questions is not solely determined by the difficulty level but by the differentiation of the items and their relevance to real-life contexts. Questions with high differentiation power are quality, while questions with low differentiation power must be revised or replaced. Questions that emphasize the ability to reason, solve problems, and argue in a real-life context are per the PISA assessment framework.

Keywords

• mathematical literacy, pisa, assessment