Identifikasi Kemampuan Prosedural dan Konseptual Siswa dalam Memecahkan Masalah Matematika dengan Model DINA
DOI:
https://doi.org/10.30605/jsgp.8.3.2025.8930Keywords:
Model DINA, Pemecahan Masalah, Tes Diagnostik, Kemampuan Prosedural, Kemampuan KonseptualAbstract
Kemampuan untuk memecahkan masalah matematika merupakan salah satu kompetensi penting yang harus dimiliki peserta didik dalam pembelajaran matematika abad ke-21. Salah satu langkah dalam meningkatkan kemampuan pemecahan masalah matematika adalah dengan melakukan asesmen diagnostik kognitif menggunakan model DINA. Tujuan penelitian ini adalah mengetahui kualitas butir instrumen, mengetahui profil penguasaan atribut pada tingkat individu, dan mengetahui proporsi penguasaan setiap atribut. Penelitian ini merupakan penelitian kuantitatif dengan tujuan melakukan evaluasi diagnosis kelemahan siswa pada pemecahan masalah matematika. Populasi penelitian adalah Siswa SMP N Tarowang kelas 9, dan teknik pengambilan sampel menggunakan simple random sampling. Instrumen penelitian yang digunakan adalah instrumen tes diagnostik yang bertujuan mendiagnosa kemampuan pemecahan masalah pada aspek prosedural dan konseptual. Analisis data yang digunakan adalah menggunakan kerangka CDM model DINA. Hasil penelitian menunjukkan bahwa kualitas instrumen pada parameter guessing termasuk kategori sedang, sedangkan slip masuk kategori baik. Reliabilitas instrumen dengan pendekatan classificacy accuracy termasuk sangat reliabel yakni sebesar 0.866. Terkahir, atribut yang paling sulit dikuasai adalah atribut A3 dengan proporsi (47%) tidak menguasai, sedangkan paling mudah adalah atribut A5 (5%) tidak menguasai. Implikasi penelitian ini menunjukkan bahwa penggunaan pendekatan diagnostik berbasis CDM model DINA, dapat membantu guru dalam memahami profil kemampuan siswa secara lebih mendalam serta mendukung pengambilan keputusan pembelajaran yang lebih efektif dan berbasis kebutuhan peserta didik.
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