Needs Analysis of Assessment Instruments to Measure Mathematical Communication Skills of Phase D Students in Measurement Content
DOI:
https://doi.org/10.31980/plusminus.v5i3.3429Keywords:
Analisis Kebutuhan, Asesmen, Kemampuan Komunikasi Matematis, Needs Analysis, Assessment, Mathematical Communication SkillAbstract
Asesmen dalam pembelajaran matematika harus dapat mengukur kemampuan matematis yang diharapkan dimiliki peserta didik, salah satunya yaitu kemampuan komunikasi matematis. Namun bentuk penilaian yang ada saat ini cenderung berfokus pada penilaian kompetensi kognitif peserta didik dan mengabaikan dimensi penting lain dari pembelajaran. Tujuan penelitian ini adalah untuk menganalisis kebutuhan dalam mengembangkan instrumen asesmen untuk mengukur kemampuan komunikasi matematis peserta didik fase D pada konten pengukuran. Penelitian ini merupakan penelitian pengembangan awal dengan metode mengadopsi langkah define pada model pengembangan 4D. Subjek penelitian ini adalah 20 orang guru matematika dan 15 orang peserta didik SMP di Pekanbaru. Instrumen penelitian yang digunakan adalah penyebaran angket kepada guru dan pemberian soal pada peserta didik. Hasil yang diperoleh pada penelitian ini menunjukkan bahwa diperlukan adanya pengembangan instrumen asesmen yang dapat mengukur kemampuan komunikasi matematis peserta didik fase D pada konten pengukuran.
Assessment in mathematics learning should be able to measure the mathematical abilities that students are expected to possess, one of which is mathematical communication skills. Nevertheless, the prevailing forms of assessment tend to focus primarily on evaluating students’ cognitive competencies, while overlooking other important dimensions of learning. The purpose of this study is to analyze the needs in developing assessment instruments to measure students’ mathematical communication skills of Phase D in the context of measurement. This research is kind of preliminary development research and the method adopts the define stage of the 4D development model. The research subjects consisted of 20 mathematics teachers and 15 junior high school students in Pekanbaru. The research instruments used were teacher questionnaires and test items to students. The results of this study indicate the necessity of developing assessment instruments that are able to measure the mathematical communication skills of Phase D students in measurement content.
References
Adeleke, J. O., Balogun, H. A., & Ayanwale, M. A. (2025). Assessment of content and cognitive dimensions of learners’ mathematics performance. STEM Education, 5(3), 383-400.
Ai, N., & Afriansyah, E. A. (2021). Analisis kemampuan komunikasi matematis siswa dalam menyelesaikan masalah matematika. Jurnal Pendidikan Matematika, 15(2), 123–132.
Anim, A., & Sapta, A. (2025). Comparing Realistic Mathematics Education and Cyclical Learning: Effects on Mathematical Communication and Reasoning Skills. Mosharafa: Jurnal Pendidikan Matematika, 14(1), 81–98. https://doi.org/10.31980/mosharafa.v14i1.2205
Arnisya, M. F., & Sundayana, R. (2025). Developing Google Sites Learning Media to Enhance Students’ Mathematical Communication and Self-Confidence on Geometry. Mosharafa: Jurnal Pendidikan Matematika, 14(4), 1117–1128. https://doi.org/10.31980/mosharafa.v14i4.3309
Arwadi, F. (2023). Efektivitas Aplikasi Everyone is a Teacher Here dalam Meningkatkan Kemampuan Komunikasi Matematis Siswa. Plusminus: Jurnal Pendidikan Matematika, 3(2), 241–250. https://doi.org/10.31980/plusminus.v3i2.1340
Ata Baran, A., & Kabael, T. (2023). An investigation of eighth-graders’ mathematical communication competency and mathematical literacy performance. The Journal of educaTional research, 116(4), 216-229.
Badan Standar, Kurikulum, dan Asesmen Pendidikan. (2024). Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 032/H/KR/2024 tentang Capaian Pembelajaran pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah pada Kurikulum Merdeka.
Barana, A., Boetti, G., & Marchisio, M. (2022). Self-assessment in the development of mathematical problem-solving skills. Education Sciences, 12(2), 81.
Biber, M. (2023). Constructing Mental Models: Mathematical Communication and Discourses in Conceptual Understanding. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(Özel Sayı), 271-305.
Budiono, A. (2023). Evaluasi asesmen sumatif dalam pembelajaran matematika di jenjang SMP. Jurnal Penelitian dan Evaluasi Pendidikan, 27(1), 45–58.
Desta, R., & Ramlah. (2021). Analisis kemampuan komunikasi matematis peserta didik SMP pada pembelajaran berbasis masalah. Jurnal Ilmiah Pendidikan Matematika, 9(1), 34–41.
Dewi, M. W. K., & Nuraeni, R. (2022). Kemampuan Komunikasi Matematis Siswa SMP ditinjau dari Self-Efficacy pada Materi Perbandingan di Desa Karangpawitan. Plusminus: Jurnal Pendidikan Matematika, 2(1), 151–164. https://doi.org/10.31980/plusminus.v2i1.1093
Gunawan, G., Ferdianto, F., Untarti, R., & Akhsani, L. (2024). Student Profile of Mathematical Communication Process of Prospective Mathematics Teachers Reviewed from Self-Confidence. Mosharafa: Jurnal Pendidikan Matematika, 13(4), 1019–1034. https://doi.org/10.31980/mosharafa.v13i4.1958
Heris, H., Euis, E., & Utari, S. (2021). Analisis indikator kemampuan komunikasi matematis siswa SMP. Jurnal Pendidikan dan Pembelajaran Matematika, 12(3), 210–220.
Hodiyanto. (2017). Kemampuan komunikasi matematis dan pembelajaran berbasis masalah. Jurnal Pendidikan Matematika, 8(1), 1–10.
Ikhsan, D. M., & Afriansyah, E. A. (2023). Kemampuan Komunikasi Matematis Siswa SMP Pada Materi Himpunan. Journal of Authentic Research on Mathematics Education (JARME), 5(2), 203-214.
Indriani, H., & Noordyana, M. A. (2022). Kemampuan Komunikasi Matematis Siswa pada Materi Penyajian Data di Desa Bojong. Plusminus: Jurnal Pendidikan Matematika, 2(1), 131–140. https://doi.org/10.31980/plusminus.v2i1.1091
Ishmah, S., Emi, R., & Tri, N. (2018). Kemampuan komunikasi matematis siswa ditinjau dari gaya belajar dalam pembelajaran matematika. Jurnal Pendidikan Matematika, 7(2), 102–112.
Kartina, T., & Afriansyah, E. A. (2024). Dominant Visual Learning Styles Among Students: Implications for Differentiated Learning. Plusminus: Jurnal Pendidikan Matematika, 4(2), 309–320. https://doi.org/10.31980/plusminus.v4i2.2093
Lele, M. L. K., Marsigit, M., & Retnawati, H. (2024). The Secret to Effective Learning: The Magic of Formative Assessment in Mathematics Class. Mosharafa: Jurnal Pendidikan Matematika, 13(3), 675–684. https://doi.org/10.31980/mosharafa.v13i3.2062
Linda, L., & Afriansyah, E. A. (2022). Kemampuan Komunikasi Matematis Siswa Berdasarkan Self-efficacy pada Materi Segiempat dan Segitiga di Desa Sirnajaya. Journal of Mathematics Science and Computer Education, 2(1), 20-43.
Mufidah, E. N., Cholily, Y. M., Rosyadi, A. P., & In'am, A. (2025). Problem-Based Learning and Social Emotional Analysis of Students’ Written Math Communication. Mosharafa: Jurnal Pendidikan Matematika, 14(1), 151–166. https://doi.org/10.31980/mosharafa.v14i1.2698
Murni, L., Risma, D., & Nelly, F. (2021). Analisis kesulitan komunikasi matematis siswa dalam pembelajaran konvensional. Jurnal Riset dan Pembelajaran Matematika, 5(1), 56–64.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. NCTM.
Nirmala, D. (2024). Pengembangan asesmen sumatif berbasis kemampuan berpikir tingkat tinggi dalam pembelajaran matematika SMP. Jurnal Inovasi Pendidikan Matematika, 8(1), 12–25.
Nor Khakim, N., dkk. (2022). Penerapan model pembelajaran problem-based learning dalam meningkatkan motivasi belajar di SMP YAKPI 1 DKI Jaya. Jurnal Citizenship Virtues, 2(2), 346–353.
Normalasari, D., Sutiarso, S., & Rahayu, C. (2025). Development of Worksheets Based on Realistic Mathematics Education to Enhance Junior High School Students’ Mathematical Communication Skills. Mosharafa: Jurnal Pendidikan Matematika, 14(2), 317–328. https://doi.org/10.31980/mosharafa.v14i2.3065
Nurwahidah, L. S. (2023). The Analysis of Language Use in Math Story Problems in Mid and Final Semester Assessment Manuscript. Mosharafa: Jurnal Pendidikan Matematika, 12(3), 675–688. https://doi.org/10.31980/mosharafa.v12i3.836
Oktaviana, R., Effendi, M. M., & Rosyadi, A. A. P. (2023). Analysis of Mathematics Learning Based on Minimum Competency Assessment in the 2013 Curriculum at SMP Muhammadiyah 1 Malang. Mosharafa: Jurnal Pendidikan Matematika, 12(4), 833–844. https://doi.org/10.31980/mosharafa.v12i4.1195
Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia Nomor 21 Tahun 2022 tentang Standar Penilaian Pendidikan pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah. (2022).
Pramuditya, S. A., Hanan, H., & Laelasari, L. (2025). Development of MilleaLab Virtual Reality Media to Enhance Middle School Students’ Mathematical Digital Communication Skills. Mosharafa: Jurnal Pendidikan Matematika, 14(3), 621–638. https://doi.org/10.31980/mosharafa.v14i3.3449
Rahmawati, A., Cholily, Y. M., & Zukhrufurrohmah. (2023). Analyzing Students’ Mathematical Communication Ability in Solving Numerical Literacy Problems. Mosharafa: Jurnal Pendidikan Matematika, 12(1), 59–70. https://doi.org/10.31980/mosharafa.v12i1.752
Rohmah, A. N., Sutama, S., Hidayati, Y. M., Fauziati, E., & Rahmawati, L. E. (2022). Planning for Cultivation Numerical Literacy in Mathematics Learning for Minimum Competency Assessment (AKM) in Elementary Schools. In Elementary School Forum (Mimbar Sekolah Dasar, 9(3), 503-516). Indonesia University of Education.
Saragih, S., Siregar, N., & Mu'awiyah, I. (2025). Math Communication Growth through Two Stay Two Stray Approch. Mosharafa: Jurnal Pendidikan Matematika, 14(1), 291–304. https://doi.org/10.31980/mosharafa.v14i1.2838
Susanta, A., Susanto, E., Sumardi, H., & Ali, S. R. B. (2025). Literacy skills through the use of digital STEAM-inquiry learning modules: A comparative study of urban and rural elementary schools in Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 21(4), em2615.
Thanheiser, E., & Melhuish, K. (2023). Teaching routines and student-centered mathematics instruction: The essential role of conferring to understand student thinking and reasoning. The Journal of Mathematical Behavior, 70, 101032.
Zohriah, Z., Ahyan, S., & Endriana, N. (2024). Pengaruh Model Pembelajaran Inkuiri Terhadap Komunikasi Matematis Siswa Ditinjau dari Self-Efficacy. Plusminus: Jurnal Pendidikan Matematika, 4(3), 591–600. https://doi.org/10.31980/plusminus.v4i3.1993
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Plusminus: Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
