Development of Algebraic Diagnostic Tests for Grade VII Students of State Islamic Junior High School

Abstract

Difficulties in learning algebra are a common problem experienced by grade VII students, especially in understanding the symbols, variables, and basic concepts of algebra. These difficulties not only have an impact on low understanding of concepts, but also have the potential to lead to misconceptions that hinder advanced mathematics learning, such as equations, functions, and advanced algebraic materials. Therefore, diagnostic instruments are needed that are able to accurately identify students' learning difficulties and misconceptions from an early age. This study aims to develop a valid and reliable two level multiple-choice diagnostic test instrument to identify students' learning difficulties and misconceptions in algebraic material. The research uses the Research and Development (R&D) method with the Tessmer model, which includes preliminary stages, self-evaluation, expert review, one to one, small group, and field trials. The research subjects consisted of 60 students in grades VII-7 and VII-10 MTsN 1 Banda Aceh. The analysis of question items was carried out quantitatively using Iteman software to assess the validity, reliability, level of difficulty, differentiation, and effectiveness of the distractor. The results of the development showed that of the 38 questions developed, 22 were accepted, 10 revised, and 6 were discarded, with a reliability coefficient of 0.836, which is classified as very high. The resulting diagnostic tests are effective in identifying learning difficulties and student misconceptions, so that they have a scientific contribution as a quality diagnostic evaluation instrument and practical benefits for teachers in designing learning and remedial programs that are more targeted.

Abstrak:

Kesulitan belajar aljabar merupakan permasalahan umum yang dialami oleh peserta didik kelas VII, khususnya dalam memahami simbol, variabel, dan konsep dasar aljabar. Kesulitan ini tidak hanya berdampak pada rendahnya pemahaman konsep, tetapi juga berpotensi menimbulkan miskonsepsi yang dapat menghambat pembelajaran matematika lanjutan, seperti persamaan, fungsi, dan materi aljabar tingkat lanjut, sehingga diperlukan instrumen diagnostik yang mampu mengidentifikasi secara akurat kesulitan belajar dan miskonsepsi peserta didik sejak dini. Penelitian ini bertujuan untuk mengembangkan instrumen tes diagnostik pilihan ganda dua tingkat yang valid dan reliabel guna mengidentifikasi kesulitan belajar dan miskonsepsi peserta didik pada materi aljabar. Penelitian ini menggunakan metode Research and Development (R&D) dengan model Tessmer yang meliputi tahap pendahuluan (preliminary), evaluasi diri (self evaluation), telaah ahli (expert review), uji coba satu-satu (one to one), kelompok kecil (small group), dan uji lapangan (field test). Subjek penelitian terdiri atas 60 peserta didik kelas VII-7 dan VII-10 di MTsN 1 Banda Aceh. Analisis butir soal dilakukan secara kuantitatif menggunakan perangkat lunak Iteman untuk menilai validitas, reliabilitas, tingkat kesukaran, daya pembeda, dan efektivitas pengecoh. Hasil pengembangan menunjukkan bahwa dari 38 butir soal yang dikembangkan, sebanyak 22 butir diterima, 10 butir direvisi, dan 6 butir dibuang, dengan koefisien reliabilitas sebesar 0,836 yang tergolong sangat tinggi. Tes diagnostik yang dihasilkan efektif dalam mengidentifikasi kesulitan belajar dan miskonsepsi peserta didik, sehingga memberikan kontribusi ilmiah sebagai instrumen evaluasi diagnostik yang berkualitas serta manfaat praktis bagi guru dalam merancang pembelajaran dan program remedial yang lebih tepat sasaran.