DIAGNOSTIK PENGUASAAN MATERI SPLDV PESERTA DIDIK MENGGUNAKAN COGNITIVE DIAGNOSTIC MODEL (CDM)

NUGRO KRISMANTO, . (2026) DIAGNOSTIK PENGUASAAN MATERI SPLDV PESERTA DIDIK MENGGUNAKAN COGNITIVE DIAGNOSTIC MODEL (CDM). Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengembangkan instrumen diagnostik literasi matematika yang mampu memetakan penguasaan atribut kognitif siswa secara spesifik dan akurat pada materi Sistem Persamaan Linear Dua Variabel (SPLDV). Instrumen dikembangkan dalam bentuk Pilihan Ganda Kompleks (PGK) dengan penskoran parsial, sehingga memungkinkan identifikasi penguasaan atribut kognitif secara bertahap dalam satu butir soal. Empat atribut kognitif yang diukur meliputi: (A1) mengidentifikasi SPLDV, (A2) memodelkan masalah kontekstual ke dalam SPLDV, (A3) menyelesaikan SPLDV secara prosedural, dan (A4) mengevaluasi serta menafsirkan solusi.Pengembangan instrumen dilakukan melalui tahapan analisis kebutuhan, perancangan konstruk dan penyusunan Q-matrix, pengembangan butir soal, validasi ahli, uji coba terbatas, dan uji coba lapangan. Validitas isi instrumen diuji melalui expert judgment menggunakan koefisien Aiken’s V dan menunjukkan nilai ≥ 0,80 pada seluruh atribut, yang mengindikasikan validitas isi yang tinggi. Uji coba terbatas terhadap 200 siswa SMP dianalisis menggunakan Classical Test Theory (CTT) untuk mengevaluasi konsistensi internal, tingkat kesukaran, dan daya beda butir, sehingga diperoleh 13 butir final yang memenuhi kriteria kualitas instrumen. Uji coba lapangan melibatkan 960 siswa SMP kelas VIII dari sekolah-sekolah di wilayah Jakarta, Jawa Barat, dan Banten. Analisis diagnostik dilakukan menggunakan Cognitive Diagnostic Model berbasis Generalized Deterministic Input, Noisy “And” gate (G-DINA) untuk mengestimasi pola penguasaan atribut kognitif siswa. Hasil analisis menunjukkan bahwa 28,54% siswa menguasai keempat atribut kognitif SPLDV, 17,49% menguasai tiga atribut, 16,78% menguasai dua atribut, 8,44% hanya menguasai satu atribut, dan 28,75% tidak menguasai atribut SPLDV. Distribusi ini mengindikasikan adanya polarisasi kompetensi yang cukup kuat, serta menunjukkan bahwa kemampuan menyelesaikan SPLDV secara prosedural (A3) merupakan titik kesulitan utama bagi sebagian besar siswa. Dengan demikian, instrumen diagnostik yang dikembangkan terbukti valid, reliabel, dan efektif dalam memberikan informasi diagnostik yang bermakna mengenai penguasaan atribut kognitif SPLDV, serta dapat dimanfaatkan sebagai dasar perencanaan pembelajaran remedial dan pengayaan berbasis data. ***** This study aims to develop a diagnostic mathematics literacy instrument to accurately and specifically map students’ mastery of cognitive attributes in the topic of Systems of Linear Equations in Two Variables (SLETV). The instrument was developed in the form of Complex Multiple-Choice items with partial credit scoring, allowing for the identification of gradual mastery of cognitive attributes within a single item. Four cognitive attributes were measured: (A1) identifying SLETV, (A2) modeling contextual problems into SLETV, (A3) procedurally solving SLETV, and (A4) evaluating and interpreting solutions. The instrument development followed several stages, including needs analysis, construct formulation and Q-matrix specification, item development, expert validation, limited field testing, and large-scale field testing. Content validity was established through expert judgment using Aiken’s V coefficient, with all attributes obtaining values ≥ 0.80, indicating high content validity. A limited trial involving 200 junior secondary school students was analyzed using Classical Test Theory (CTT) to evaluate internal consistency, item difficulty, and discrimination indices, resulting in 13 final items that met the required quality criteria. The large-scale field test involved 960 eighth-grade junior secondary school students from schools in Jakarta, West Java, and Banten. Diagnostic analysis was conducted using a Cognitive Diagnostic Model based on the Generalized Deterministic Input, Noisy “And” gate (G-DINA) model to estimate students’ cognitive attribute mastery profiles. The results indicated that 28.54% of students mastered all four cognitive attributes, 17.49% mastered three attributes, 16.78% mastered two attributes, 8.44% mastered only one attribute, and 28.75% did not master any SLETV attributes. This distribution reveals a strong polarization of competencies and indicates that procedural problem-solving ability (A3) represents the primary learning bottleneck for most students. In conclusion, the developed diagnostic instrument is valid, reliable, and effective in providing meaningful diagnostic information on students’ cognitive attribute mastery in SLETV, and it can serve as a data-driven foundation for remedial instruction and enrichment planning.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Dr. Wardani Rahayu, M.Si; 2). Dr. Achmad Ridwan, M.Si.
Subjects:	Pendidikan > Evaluasi Pendidikan
Divisions:	PASCASARJANA > S2 Penelitian Dan Evaluasi Pendidikan
Depositing User:	Nugro Krismanto .
Date Deposited:	07 Apr 2026 04:01
Last Modified:	07 Apr 2026 04:01
URI:	http://repository.unj.ac.id/id/eprint/66035

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