SYSTEMATIC LITERATURE REVIEW: TREN PENELITIAN PENGEMBANGAN ASESMEN DIAGNOSTIK DALAM PEMBELAJARAN MATEMATIKA TAHUN 2017–2025
DOI: https://doi.org/10.30605/eprszk13
Asesmen Diagnostik, Pembelajaran Matematika, Miskonsepsi, Systematic literature review, Asesmen Digital
Abstract
Penelitian mengenai asesmen diagnostik dalam pendidikan matematika menunjukkan perkembangan yang signifikan dalam beberapa tahun terakhir, namun hasil penelitian yang ada masih tersebar di berbagai publikasi sehingga diperlukan kajian sistematis untuk memperoleh gambaran yang komprehensif. Penelitian ini bertujuan untuk menganalisis tren penelitian terkait asesmen diagnostik dalam pembelajaran matematika menggunakan metode Systematic Literature Review (SLR) yang mengacu pada pedoman PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Artikel diperoleh dari basis data Google Scholar dengan jumlah sebanyak 55 artikel yang diterbitkan pada tahun 2017 hingga 2025 dan dianalisis berdasarkan kriteria inklusi dan eksklusi yang telah ditetapkan. Hasil penelitian menunjukkan bahwa tren publikasi meningkat signifikan sejak tahun 2022, metode penelitian didominasi oleh Research and Development (R&D), serta penelitian paling banyak dilakukan pada jenjang SMP. Variabel yang banyak dikaji meliputi asesmen diagnostik secara umum dan pengembangan instrumen bertingkat seperti three-tier test dan four-tier test. Selain itu, ditemukan beberapa kesenjangan penelitian, yaitu keterbatasan penelitian pada jenjang SMA dan perguruan tinggi, minimnya penggunaan metode eksperimen dan studi longitudinal, rendahnya pengembangan asesmen diagnostik berbasis teknologi digital, serta kurangnya integrasi dengan aspek afektif siswa dan strategi pembelajaran remedial. Dengan demikian, penelitian asesmen diagnostik dalam pendidikan matematika terus berkembang, namun masih diperlukan penguatan pada aspek inovasi, implementasi jangka panjang, dan integrasi teknologi untuk mendukung pembelajaran yang lebih efektif dan adaptif.
Downloads
References
Alfageh, D. H., York, C. S., & Hodge-zickerman, A. (2024). Elementary Teachers ’ Use Of Adaptive Diagnostic Assessment to Improve Mathematics Teaching and Learning : A Case Study. International Electronic Journal of Mathematics Education, 19(1), 1–15. https://doi.org/10.29333/iejme/14190
Antika, W., Sasomo, B., & Rahmawati, A. D. (2023). Analisis Asesmen Diagnostik Pada Model Pembelajaran Project Based Learning Di Kurikulum Merdeka SMPN 3 Sine. Pedagogy : Jurnal Pendidikan Matematika, 8(1), 250–263.
Anugrahana, A., Hasmidar, E., & Palmasari, N. (2025). Analisis Tingkat Kemampuan Siswa Melalui Implementasi Asesmen Diagnostik Kognitif di Sekolah Dasar. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 15(2), 161–170. https://doi.org/10.24246/j.js.2025.v15.i2.p161-170
Bancong, H. (2025). Strategi Reviu Riset dan Konstruksi Teori: Metode, Analisis, dan Studi Kasus. Indonesia Emas Group.
Duskri, M., Kumaidi, & Suryanto. (2018). Pengembangan Tes Diagnostik Kesulitan Belajar Matematika di SD. Jurnal Penelitian Dan Evaluasi Pendidikan, 18(1), 44–56. https://doi.org/10.21831/pep.v18i1.2123
Febrianti, T. S., & Nisa, R. (2025). Asesmen Diagnostik Matematika: Mendesain Pembelajaran Efektif Berdasarkan Kesiapan Belajar Siswa SMK. Jurnal Penelitian Kebijakan Pendidikan, 17(2), 81–98. https://doi.org/10.24832/jpkp.v17i2.900
Herlina, Maison, & Syaiful. (2024). Development And Implementation of A Five-Tier Diagnostic Test To Identify Student Misconceptions On Fractions: A Significant Step Towards Improving Mathematics Education. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(2), 563–576. https://doi.org/10.22437/jiituj.v8i2.34159
Hestuti, P., Fitrianti, Y., & Ramury, F. (2023). Pengembangan E - Asesmen Diagnostik Implementasi Kurikulum Merdeka Pada Materi Bangun Ruang dengan Konteks Museum Sultan Mahmud Badaruddin II. Jurnal Pendidikan Matematika RAFA, 8(2), 58–73. https://doi.org/10.19109/jpmrafa.v9i1.19105
Hikmasari, P., Kartono, & Marian, S. (2017). Analyze of Diagnostic Assessment and Remedial Teaching Result of Mathematics Problem Solving Achievement by Problem Based Learning Model. Unnes Journal OfMathematics Education, 6(2), 215–222. https://doi.org/10.15294/ujme.v6i2.15576
Homjan, S., Sri-ngan, K., & Homjan, W. (2022). Construction of Diagnostic Test in Mathematics on Addition and Subtraction Basic for Primary Students. Journal of Education and Learning, 11(3), 88–94. https://doi.org/10.5539/jel.v11n3p88
Huda, A., Purwosetiyono, F. X. D., & Rahmawati, N. D. (2024). Analisis Kemampuan Numerasi Peserta Didik pada Materi Fungsi Berdasarkan Hasil Asesmen Diagnostik di SMP Negeri 6 Semarang. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 4(2), 479–488. https://doi.org/10.53299/jppi.v4i2.491
Istiyani, R., Muchyidin, A., & Rahardjo, H. (2018). Analisis miskonsepsi siswa pada konsep geometri menggunakan. Cakrawala Pendidikan, 2, 223–236. https://doi.org/10.21831/cp.v37i2.14493
Khaerani, Rahmawati, Syamsuriyawati, & Kamaruddin, R. (2023). Analisis Penerapan Asesmen Diagnostik Dalam Pembelajaran Matematika di SMP YP PGRI 4 Makassar. Histogram : Jurnal Pendidikan Matematika, 7(2), 77–84. https://doi.org/10.31100/histogram.v7i2.2825
Lestari, S., Hidayat, E., & Nurhayati, E. (2022). Analisis Miskonsepsi Peserta Didik pada Materi Pertidaksamaan Linear Satu Variabel Melalui Two- Tier Test. Jurnal Kongruen, 1(4), 359–363.
Mutmainna, D., Mania, S., & Sriyanti, A. (2018). Pengembangan Instrumen Tes Diagnostik Pilihan Ganda Dua Tingkat Untuk Mengidentifikasi Pemahaman Konsep Matematika. MaPan : Jurnal Matematika Dan Pembelajaran p-ISSN:, 6(1), 56–69. https://doi.org/doi.org/10.24252/mapan.2018v6n1a6
Nafisah, Z. F., & Soro, S. (2023). Pengaruh Penerapan Evaluasi Diagnostik Terhadap Kemampuan Pemahaman Konsep Matematika Pada Siswa SMP Islam Al-Hasanah Ciledug. Jurnal Pendidikan Sejarah Dan Riset Humaniora, 3(3), 306–319.
Nurani, D. A., & Susanti, E. (2025). Analisis Implementasi Pembelajaran Menggunakan Kurikulum Merdeka Belajar Di Kelas Iv Dalam Pembelajaran Matematika Sekolah Dasar Negeri 2 Tanjung Aman Tahun Ajaran 2024/2025. Jurnal Griya Cendikia, 10(2), 600–615. https://doi.org/10.47637/griyacendikia.v10i2.2008
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., & Brennan, S. E. (2021). The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews. Bmj, 372.
Pramasdyahsari, A. S., Viviana, D., Sugiyanti, S., Pant, B. P., & Ratnayake, I. (2024). Construction of Three-Tier Diagnostic Misconceptions in Exponential Properties Test For Identifying Student. Jurnal Riset Pendidikan Matematika, 11(1), 64–76. https://doi.org/10.21831/jrpm.v11i1.73561
Puspasari, R. (2017). Strategi Konflik Kognitif (Cognitive Conflicts) Dalam Mengatasi Miskonsepsi Siswa. JP2M: Jurnal Pendidikan Dan Pembelajaran Matematika, 3(1), 1–14.
Rahmadhani, W. R., Fadillah, R., & Yuliani, A. M. (2025). Pengembangan Instrumen Asesmen Diagnostik Kognitif Untuk Mengidentifikasi Pemahaman Awal Siswa. REALISTIC: Journal of Education Mathematics and Science, 3(2), 51–60. https://doi.org/10.66355/2dmbzr06
Rianudin, R. (2024). Pelaksanaan Asesmen Diagnostik Oleh Guru Dalam Mengungkap Pemahaman Konsep Siswa. UNIEDU: Universal Journal of Educational Research, 5(3), 118–132. https://doi.org/10.1234/uniedu.v5i3.157
Safira, A. F., & Harun. (2024). Development Of Three-Tier Diagnostic Test To Measure Misconceptions Of Grade 5 Students About Fractions. Journal of Education, Teaching, and Learning, 9(2), 149–167. https://doi.org/10.26737/jetl.v9i2.5857
Septy, L., Fitrianti, Y., Ramury, F., & Asrin, A. K. (2024). E-asesmen Diagnostik Bidang Datar Berkonteks Masjid Cheng Ho Palembang : Studi Pengembangan. AKSIOMA: Jurnal Matematika Dan Pendidikan Matematika, 15(3), 371–384. https://doi.org/10.26877/aks.v15i3.21067
Setiawati, L. (2025). Analisis Kemampuan Numerasi Siswa Kelas IV Sekolah Dasar setelah Implementasi Asesmen Diagnostik. Makarimul Ilmi: Jurnal Pengembangan Madrasah Ibtidaiyah, 02(02), 83–96.
Shantika, E. G., & Istiyono, E. (2019). A Diagnosis Of Students’ Errors In Answering The Mathematics Test In Senior High School. Jurnal Penelitian Dan Evaluasi Pendidikan, 23(2), 129–143. https://doi.org/10.21831/pep.v23i2.16370
Shim, G. T. G., Shakawi, A. M. H. A., & Azizan, F. L. (2017). Relationship between Students ’ Diagnostic Assessment and Achievement in a Pre-University Mathematics Course. Journal of Education and Learning, 6(4), 364–371. https://doi.org/10.5539/jel.v6n4p364
Syaifuddin, M., Darmayanti, R., & Rizki, N. (2022). Development Of A Two-Tier Multiple-Choice (TTMC) Diagnostic Test For Geometry Materials To Identify Misconceptions Of Middle School Students. Jurnal Silogisme: Kajian Ilmu Matematika Dan Pembelajarannya, 7(2), 66–76. https://doi.org/10.24269/silogisme.v7i2.5456
Wahdeni, Lestari, C. A., Khairani, T., Suriani, I., Jamaluddin, & Amir, A. (2025). Analisis Mendalam Teori, Praktik, Tantangan, dan Prospek Pengembangan Asesmen Matematika di Sekolah Dasar. Jurnal Imiah Pendidikan Dasar (JIPDAS), 5(2), 1932–1936. https://doi.org/10.37081/jipdas.v5i2.3063
Zakhirah, H., Mastura, A., & Lestari, M. (2025). Development of Diagnostic Test to Measure Learning Loss of High School Students in Trigonometry. Journal of Mathematics, Science, and Computer Education (JMSCEdu), 4(2), 99–106. https://doi.org/10.20527/jmscedu.v4i2.12004
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pedagogy : Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
