Merekonstruksi Rubrik Asesmen Matematika Berbasis Budaya Lokal Melalui Perspektif Keadilan Epistemik: Studi Ko-Desain dengan Siswa dan Guru
DOI:
https://doi.org/10.30605/proximal.v9i4.9898Keywords:
Asesmen Matematika, Budaya Lokal, Keadilan Epistemik, Studi Ko-DesainAbstract
Asesmen matematika konvensional yang berorientasi pada ketepatan jawaban dan keseragaman prosedur formal menyisakan persoalan keadilan penilaian karena pengetahuan dan strategi matematis berbasis pengalaman budaya lokal belum memperoleh pengakuan setara sebagai bukti kompetensi matematis. Kondisi ini menunjukkan kesenjangan antara integrasi budaya dalam pembelajaran dan pengakuan pengetahuan lokal dalam kriteria penilaian yang berpotensi menimbulkan ketidakadilan epistemik. Penelitian ini bertujuan merekonstruksi rubrik asesmen matematika berbasis budaya lokal melalui perspektif keadilan epistemik dengan melibatkan siswa dan guru dalam proses ko-desain (co-design). Penelitian dilaksanakan di SMP Negeri 27 Kerinci menggunakan pendekatan kualitatif partisipatoris berparadigma kritis-interpretif dengan desain co-design study. Subjek penelitian meliputi guru matematika dan siswa kelas VII yang berperan sebagai mitra kolaboratif dalam mengidentifikasi persoalan asesmen, mengevaluasi kriteria penilaian, dan merumuskan alternatif rubrik. Data dikumpulkan melalui analisis dokumen asesmen, observasi partisipatif, wawancara semi-terstruktur, focus group discussion (FGD), lokakarya ko-desain, dan dokumentasi artefak desain. Analisis dilakukan secara tematik dan iteratif melalui pengodean, kategorisasi, serta interpretasi kolaboratif. Hasil penelitian menunjukkan bahwa kriteria asesmen perlu diperluas untuk mengakomodasi keragaman strategi, representasi, penalaran, dan pengalaman budaya. Eksplorasi Masjid Keramat Pulau Tengah mengidentifikasi tiga sumber pengetahuan potensial, yaitu struktur geometris, keteraturan kuantitatif-spasial, dan pengetahuan simbolik masyarakat. Rekonstruksi rubrik mengintegrasikan dimensi kompetensi matematis dan keadilan epistemik-kultural melalui pengakuan pengetahuan lokal, keberagaman strategi, serta keterhubungan matematika formal dengan pengalaman budaya. Penelitian ini menegaskan bahwa keadilan epistemik dalam asesmen tidak menghilangkan standar ketepatan matematis, melainkan memperluas cara peserta didik menunjukkan pemahaman matematis secara kontekstual dan dapat dipertanggungjawabkan.
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