Development and Validation of Mathematical Literacy Instruments Based on Ethnomathematics for Primary School Students

Teten Ginanjar Rahayu, Alfiana Nurussama, Hafiziani Eka Putri, Arina Zahra Saskia, Meiliani Intan Safitri, Restika Wahyuni, Try Rahmawati

Abstract


Mathematical literacy has become one of the essential skills required by students to face the dynamics and challenges of the 21st century. This study aims to develop an ethnomathematics-based mathematical literacy test instrument for elementary school students at phase B. The research method employed is Research and Development (R&D) using the ADDIE model. The developed instrument consists of 10 essays that integrate local cultural contexts. The item validity test results showed significance values ranging from 0.296 to 0.712, with most items meeting the validity criteria (r ≥ 0.3). The reliability test produced a Cronbach's alpha value of 0.85, indicating very good internal consistency of the instrument. The item difficulty analysis showed that 50% of the items were classified as easy (P > 75%), 40% as moderate (25% ≤ P ≤ 75%), and 10% as difficult (P < 25%). Based on these results, it can be concluded that the developed ethnomathematics-based mathematical literacy test instrument is valid, reliable, and feasible to be used as an evaluation tool for elementary school students' mathematical literacy abilities.


Keywords


mathematical literacy; ethnomathematics; elementary school students; test instrument develompment; ADDIE

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References


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DOI: https://doi.org/10.17509/md.v21i1.85839

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