1. Pengukuran
1|Page
hasil belajar dengan suatu ukuran tertentu. Pengukuran
ditentukan.
2|Page
kuantitatif yang disesuaikan dengan kriteria-kriteria
2. Penilaian
siswa.
3|Page
pencapaian belajar peserta didik. Oleh karena itu, kegiatan
penilain tidak hanya terbatas pada karakteristik peserta
sebagainya.
3. Assesmen
4|Page
bantuan secara individual kepada masing-masing siswa
4. Evaluasi
5|Page
evaluasi pendidikan matematika adalah untuk
6|Page
objek, untuk selanjutnya diberikan pertimbangan nilai atas
tersebut.
tertentu.
7|Page
Dalam pembelajaran matematika, evaluasi adalah
pembelajaran matematika.
8|Page
5. Hubungan Pengukuran, Penilaian, evaluasi, dan
assesmen.
berkesinambungan .
dilaksanakan penilaian.
mengumpulkan data
9|Page
keduanya merupakan proses membuat keputusan
penentuan nilai.
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b. Evaluasi adalah deskripsi kualitatif peserta didik
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Untuk lebih memperjelas uraian di atas dan untuk
kondisi lainnya.
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guru dapat mengetahuinya melalui beberapa tes secara
tertentu.
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pengalaman belajar lebih banyak, serta tes UKG di atas
baik pula.
keinginan.
(kualitatif).
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tidak hanya memberikan gambaran tentang kemampuan
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keberhasilan dan dignostik mengetahui seberapa jauh
telah dilaksanakan.
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tepat sesuai dengan kondisi peserta didik, lingkungan,
B. SOAL LATIHAN
definisi dari:
a. Pengukuran
b. Penialaian
c. Evaluasi
d. Assesmen
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penilaian, evaluasi, dan assesmen.
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dan assesmen
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a. Formatif
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b. Sumatif
c. Diagnostik
d. Penempatan
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a. Kualitas pendidikan di Indonesia, dari tahun ke
evaluasi rendah-rendah
langsung diterima.
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BAB 2
A. Tujuan Pendidikan
sebagai berikut:
1. Ranah kognitif
2. Ranah afektif
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perasaan dan emosi seperti sikap, minat, bakat, cara
3. Ranah psikomotor
persis.
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a. Taksonomi Bloom versi lama
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merupakan suatu kontinum. Keenam tahap berpikir
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pengetahuan yang telah disimpan di dalam skemata
(manipulasi) rutin.
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Rumusan indikator yang dapat mengukur
matematika.
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diharapkan telah memiliki kemampuan untuk memilih,
berlainan.
bagian yaitu :
simetri
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masalah (soal) menjadi bagian-bagian yang lebih kecil
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yang berkaitan dengan tahap ini adalah soal yang
mengelompokan danmenyimpulkan.
berdasarkan suatu
yaitu:
memvalidasi generalasi
daerah efektif.
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3. Ranah Psikomotorik (psychomotorik domain)
matematika adalah :
sebagainya.
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d) Bagi calon guru matematika, bisa berupa keterampilan
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mengklarifikasikan tujuan pendidikan dalam tiga
ini :
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terdahulu tidak berubah jumlahnya karena Lorin
membeberkan dsb.
3. Menerapkan : melaksanakan,
menggunakan,
4. Menganalisis : menguraikan,
membandingkan,
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membandingkan, mengintegrasikan dsb.
menyalahkan, dsb.
menyempurnakan, memperkuat,
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dan mengevaluasi, serta memperbaharui.
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c. Perbandingan Taksonomi Bloom versi Lama dengan
versi Baru
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“analysis” menjadi “analyzing”(menganalisis).
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Perubahan versi lama ke versi baru Taksonomi
berikut :
jangkapanjang);
maupun gambar)
menerjemahkan)
mengelompokan)
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C.2.4 Summarizing (merangkum, meringkas)
menduga, memperkirakan)
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5) Evaluate (making judgments based on criteria and
sifatnya setara.
B. SOAL LATIHAN
psikomotor!
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BAB 3
1. Pertanyaan lisan
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Penskoran pertanyaan lisan dapat dilakukan dengan
2. Pilihan ganda
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9) Kalimat yang digunakan sesuai dengan
tingkat
dan
dignakan rumus.
Skor = x 100
Keterangan ;
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Penskoran dengan koreksi terhadap jawaban
Skor =
Keterangan :
3. Bentuk Uraian
Mengedit pertanyaan.
sebagai berikut :
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2) Apakah data yang digunakan benar;
adalah :
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2) Hindari penggunaan pertanyaan seperti siapa, apa, dan
bagaimana;
ganda;
acuan.
Butir soal :
akar itu.
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1 Rumus abc : 3
Dari persamaan
kuadrat
2 2
diperoleh
. Jadi
2
4 1
5 1
Jadi,
6 1
Skor maksimum 10
Rumus
Keterangan :
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SBS = Skor Butir Soal a = Skor
bobot soal
Contoh :
Skor Skor
No Bobot Skor Butir
Mentah Mentah
Soal Soal Soal
Perolehan Maksimum
1 20 20 30 30
2 20 20 20 20
3 20 40 30 15
4 30 60 20 10
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Keterangan :
Jawaban benar b
= Bobot soal
atau isian.
5. Menjodohkan
6. Portofolio
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Secara umum penskoran untuk masing-masing tugas
efisien.
berikut :
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No Nama Skor Bobot Skor
Tugas akhir
1 Tugas 1
2 Tugas 2
3 Tugas 3
: : : : :
N Tugan n
Skor portofolio
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untuk mendapatkan teorema Phytagoras. Cara
penskorannya dapat dilakukan secara berjenjang
dapat dilakukan.
minimum 20.
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Bila digunakan kategori sebagai berikut :
Skor Kriteria
0 – 20 Tidak berminat
21 – 40 Kurang berminat
41 – 60 Cukup berminat
61 – 80 Berminat
81 – 100 Sangat berminat
D. SOAL LATIHAN
bobot?
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BAB 4
A. TEKNIS TES
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antara individu. Karena adanya aspek psikis yang
dengan
bermacam-macam tes.
1. Pengertian Tes
2. Fungsi Tes
tes, yaitu:
3. Penggolongan Tes
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Sebagai alat pengukur, tes dapat dibedakan menjadi
Didik
yaitu:
1) Tes Seleksi
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materi tes seleksi terdiri atas butir-butir soal yang
2) Tes Awal
3) Tes akhir
tes awal. Jika hasil tes akhir itu lebih baik dari pada tes
4) Tes Diagnostik
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kesukaran yang dihadapi oleh para peserta didik itu
dari ketiganya.
5) Tes Formatif
kategori sukar.
a) Jika materi yang diteskan itu telah dikuasai dengan baik, maka
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b) Jika ada bagian-bagian yang belum dikuasai, maka sebelum
6) Tes Sumatif
ditengah-tengah kelompoknya
Diungkap
yaitu:
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mengetahui tingkat kecerdsan seseorang.
oleh testee.
3) Tes Sikap (Attitude Test), yakni salah satu jenis tes yang
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hasil belajar, yang berbentuk tugas dan serangkain
c. Penggolongan Lain-lain
tertulis, dan;
gerakan tertentu.
B. Teknik Nontes
(Cognitive Domain)
1. Pengamatan (Observation)
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Secara umum, pengertian observasi adalah cara
sebagainya.
penonton belaka.
tersebut.
sistematis.
Contoh 1
Kelas : ……………….
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tersebut di atas sifatnya adalah individual. Setelah selesai, nilai-nilai
Kelas : ……………….
Semester : ……………….
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mana observer atau evaluator dalam melakukan pengamatan
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tingkah laku para siswanya itu selama acara ceramah
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tidak pernah = 1. Sedangkan item 7-8 diberi skor sebagai
sebagai berikut: .
bahwa:
yang senyatanya.
adalah, bahwa:
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pengamatan itu belum diungkap secara tuntas hanya
2. Wawancara (Interview)
(systematic interview)
pertanyaan-
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lebih bermakna, asalkan tidak mempengaruhi atau
kesimpulannya.
3. Angket (Qusetionnaire)
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untuk memberikan jawaban ang diperkirakan akan
penilai.
program pembelajaran.
ranah afektif.
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3. Para ahli agama mengatakan bahwa berdzikir itu dapat
menenangkan hati. Terhadap pernyataan tersebut, saya : a.
Tidak yakin akan kebenaran pernyataan itu.
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2.Sebagai Saya mampu mengendalikan emosi ketika belajar
Tutor Untuk Meningkatkan Kemampuan
matematika, saya :
Berpikir Logia.Sangat setujus dan Self Awareness Siswa
SMA”
b. Setuju
c. Ragu-ragu
d. Tidak setuju
e. Sangat tidak setuju
…………………………….. dan seterusnya ……………………
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1. ORANG TUA SISWA :
A. Ayah :
1. Nama Lengkap :
2. Tempat dan Tanggal Lahir :
3. Jenjang pendidikan : a. ( ) Pendidikan dasar
b. ( ) Pendidikan
Menengah
c. ( ) Pendidikan Tinggi
4. Jenis Pekerjaan : a. ( ) Petani
b. ( ) Pedagang
c. ( ) Pengusaha
d. ( ) Pegawai Negeri Sipil
e. ( ) anggota ABRI
f. ( ) tidak mempunyai pekerjaan
tetap
B. Ibu :
1. Nama Lengkap :
2. Tempat dan Tanggal Lahir :
3. Jenjang pendidikan : a. ( ) Pendidikan dasar
b. ( ) Pendidikan
Menengah
c. ( ) Pendidikan Tinggi
c. ( ) Pengusaha
109 | P a g e
2. SISWA
1. Nama Lengkap :
b. ( ) Wanita
b. ( ) Anak Bungsu
c. ( ) Anak Ke - ….
b. ( ) tidak
menderita sakit ….
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melakukan pemeriksaan terhadap dokumen-dokumen
bersangkutan.
C. LATIHAN SOAL
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a. Skala likert
b. Observasi
c. Wawancara
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BAB 5
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MATEMATKA DAN UJI COBA
117 | P a g e
Validitas rasional adalah validitas yang diperoleh atas
a. Validitas Isi
Validitas isi adalah validitas yang ditilik dari segi isi tes
118 | P a g e
itu sendiri sebagai alat pengukur kemampuan
dilaksanakan.
b. Validitas Konstruksi
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Secara etimologis, kata “konstruksi” mengandung art
susunan,
khusus.
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menunjukan bahwa aspek-aspek berpikir yang diungkap
ketepatan bandingannya.
a. Validitas Ramalan
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pada masa mendatang.
bersangkutan.
124 | P a g e
itu, diramalkan kelak akan menjadi mahasiswa yang
di dalam studi.
126 | P a g e
kemampuan matematika yang sedang diuji validitas
127 | P a g e
nilai-nilai hasil tes seleksi dalam mata ujian Aljabar (= variable
berikut ini:
X Y 6 51 58
1 58 65 7 48 55
2 50 57 8 55 62
3 53 60 9 53 60
4 49 56 10 57 64
11 49 63 31 48 57
12 55 58 32 53 56
13 55 57 33 54 58
14 52 61 34 53 60
15 53 60 35 50 55
16 55 56 36 52 57
128 | P a g e
17 53 55 37 54 61
18 54 56 38 56 65
19 52 61 39 53 60
20 53 59 40 54 61
21 57 64 41 51 58
22 49 55 42 52 56
23 54 55 43 53 55
24 55 63 44 54 58
25 51 64 45 54 59
26 53 59 46 48 55
27 55 60 47 49 58
28 53 57 48 51 58
29 49 56 49 48 55
30 53 60 50 52 60
No Nilai 51 56 63
X Y 52 48 57
53 55 62 73 55 55
54 55 59 74 50 59
55 51 61 75 53 61
56 53 60 76 51 62
57 48 56 77 50 62
58 53 57 78 54 60
59 53 55 79 53 61
129 | P a g e
60 50 64 80 53 59
No Nilai 81 49 56
X Y 82 53 60
61 48 56 83 56 64
62 50 55 84 49 58
63 52 59 85 56 63
64 56 63 86 53 60
65 52 59 87 57 64
66 50 57 88 55 62
67 56 53 89 51 58
68 52 59 90 50 57
69 57 64 91 58 63
70 49 56 92 52 59
71 54 61 93 54 57
72 54 56 94 57 64
130 | P a g e
95 55 62 99 53 57
96 52 59 100 52 58
97 54 56 (sumber data:
Widaningsih, 2013)
98 54 55
sebagai berikut:
telah diketahui
y’ atau
131 | P a g e
telh diketahui
Langkah IV :
Telah diketahui : i = 1
Langkah V :
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Telah diketahui
Langkah VI :
rumus :
Telah diketahui :
Dengan demikian
133 | P a g e
Langkah VII :
134 | P a g e
Langkah VIII :
Menarik kesimpulan
meyakinkan.
135 | P a g e
diperoleh.Adapun dikatakan sebagai validitas ada
ada di tangan.
136 | P a g e
validitas alat pengukur yang sedang diteliti. Jika
validitas bandingan.
137 | P a g e
tertera berikut ini:
1 A 3 8 H 2
2 B 5 9 I 4
3 C 7 10 J 6
4 D 4 11 K 12 L 6
5 E 7 13 M 6
6 F 7 14 N 5
7
7 G 7
Nomor Nama
Nilai
Urut Siswa
15 O 7
16 P 4
17 Q 6
18 R 4
19 S 5
20 T 7
138 | P a g e
Satu bulan kemudian, 20 orang siswa SMA tersebut
1 A 7 G 8
2 B 8 H 4
3 C 9 I 6
4 D 10 J 7
5 E 11 K 8
6 F 12 L 7
Nomor Nama
Urut Siswa
13 M
14 N 8
15 O 7
16 P 5
17 Q 7
139 | P a g e
18 R 6
19 S 7
20 T 8
140 | P a g e
formatif yang sedang diuji validitas bandingannya itu
diujikan. Selain dari itu uji coba juga bisa diberikan pada
kesukaran.
141 | P a g e
evaluasi disebut valid apabila alat tersebut mampu
soal.
dalam soal.
berikut:
(Arikunto,
Menurut (Arikunto, 2010) klasifikasi untuk
142 | P a g e
menginterpretasikan besarnya koefisien korelasi adalah
sebagai berikut.
berbeda.
(Arikunto, 2010)
143 | P a g e
Keterangan:
sebagai berikut:
Sangat rendah
Rendah
Sedang
Tinggi
Sangat tinggi
144 | P a g e
belum/kurang menguasai materi berdasarkan kriteria
Keterangan :
: Daya pembeda
: Jumlah benar untuk kelompok atas
: Jumlah benar untuk kelompok bawah
: Jumlah siswa kelompok atas
Interpretasi perhitungan daya pembeda dengan
Sangat Rendah
Rendah
Cukup/Sedang
Baik
Sangat Baik
145 | P a g e
c. Analisis Tingkat Kesukaran
TK
Keterangan :
TK : indeks kesukaran
butir uraian.
146 | P a g e
1 2 3 4 5 6 Y
Siswa 5 10 6 7 8 4 40 1600
1 A1 2 1 3 3 1 3 13 169
2 A2 4 0 5 5 7 4 25 625
3 A3 5 5 6 7 5 4 32 1024
4 A4 2 0 5 4 3 3 17 289
5 A5 3 2 6 7 4 4 26 676
6 A6 4 1 5 7 6 4 27 729
7 A7 4 2 6 7 5 4 28 784
8 A8 2 0 2 2 0 1 7 49
9 A9 2 3 1 4 5 4 19 361
10 A10 2 0 2 6 5 1 16 256
11 A11 2 0 2 6 5 3 18 324
12 A12 2 0 5 6 3 3 19 361
13 A13 4 0 6 5 6 4 25 625
14 A14 4 4 6 7 6 4 31 961
15 A15 3 3 2 7 6 4 25 625
16 A16 1 0 5 4 5 0 15 225
17 A17 3 0 5 6 3 3 20 400
18 A18 2 0 4 4 5 3 18 324
19 A19 4 0 5 5 1 0 15 225
20 A20 4 5 6 7 7 4 33 1089
21 A21 5 5 6 7 3 4 30 900
22 A22 2 0 5 6 4 3 20 400
23 A23 5 5 6 7 6 4 33 1089
24 A24 3 0 6 7 6 4 26 676
147 | P a g e
DATA SKOR TERURUT HASIL UJI COBA
148 | P a g e
24 S8 2 0 2 2 0 1 7 49
Jumlah 74 36 110 136 107 75 538 13186
Rata-rata 3,08 1,50 4,58 5,67 4,46 3,13 22,42 549,42
Uji
Validitas Soal
Soal no. 1
149 | P a g e
Karena nilai maka soal
nomor 1 valid.
Soal no. 2
150 | P a g e
Karena nilai maka soal
nomor 2 valid.
Soal no. 3
Soal no.5
152 | P a g e
Karena nilai maka soal
nomor 5 valid.
Soal no.6
153 | P a g e
Karena nilai maka soal
nomor 6 valid.
154 | P a g e
Perhitungan Reliabilitas Soal Kemampuan
Berpikir Logis
Sko
r No.2
No Na No.1 (x1) No.3 (x3) No.4 (x4) No.5 (x5) No.6 (x6)
Tot (x2) y^2
. ma al
(y) x1 x1^2 x2 x2^2 x3 x3^2 x4 x4^2 x5 x5^2 x6 x6^2
1 S20 33 4 16 5 25 6 36 7 49 7 49 4 16 1089
2 S23 33 5 25 5 25 6 36 7 49 6 36 4 16 1089
3 S3 32 5 25 5 25 6 36 7 49 5 25 4 16 1024
4 S14 31 4 16 4 16 6 36 7 49 6 36 4 16 961
5 S21 30 5 25 5 25 6 36 7 49 3 9 4 16 900
6 S7 28 4 16 2 4 6 36 7 49 5 25 4 16 784
7 S6 27 4 16 1 1 5 25 7 49 6 36 4 16 729
8 S5 26 3 9 2 4 6 36 7 49 4 16 4 16 676
9 S24 26 3 9 0 0 6 36 7 49 6 36 4 16 676
10 S2 25 4 16 0 0 5 25 5 25 7 49 4 16 625
11 S13 25 4 16 0 0 6 36 5 25 6 36 4 16 625
12 S15 25 3 9 3 9 2 4 7 49 6 36 4 16 625
13 S17 20 3 9 0 0 5 25 6 36 3 9 3 9 400
14 S22 20 2 4 0 0 5 25 6 36 4 16 3 9 400
15 S9 19 2 4 3 9 1 1 4 16 5 25 4 16 361
16 S12 19 2 4 0 0 5 25 6 36 3 9 3 9 361
17 S11 18 2 4 0 0 2 4 6 36 5 25 3 9 324
18 S18 18 2 4 0 0 4 16 4 16 5 25 3 9 324
19 S4 17 2 4 0 0 5 25 4 16 3 9 3 9 289
20 S10 16 2 4 0 0 2 4 6 36 5 25 1 1 256
21 S16 15 1 1 0 0 5 25 4 16 5 25 0 0 225
22 S19 15 4 16 0 0 5 25 5 25 1 1 0 0 225
23 S1 13 2 4 1 1 3 9 3 9 1 1 3 9 169
155 | P a g e
24 S8 7 2 4 0 0 2 4 2 4 0 0 1 1 49
11 13 10 1318
Jumlah 538 74 260 36 144 566 822 584 75 273
0 6 7 6
156 | P a g e
+ 1,61
157 | P a g e
, maka reliabilitas soal tinggi
158 | P a g e
Siswa 1 2 3 4 5 6
5 10 6 7 8 4 40
1 S20 4 5 6 7 7 4 33
2 S23 5 5 5 7 6 4 33
3 S3 5 5 6 7 5 4 32
4 S14 4 4 6 7 6 4 31
5 S21 5 5 6 7 3 4 30
6 S7 4 2 6 7 5 4 28
7 S6 4 1 5 7 6 4 27
8 S5 3 2 6 7 4 4 26
9 S24 3 0 6 7 6 4 26
10 S2 4 0 5 5 7 4 25
11 S13 4 0 6 5 6 4 25
12 S15 3 3 2 7 6 4 25
Jumlah 48 32 66 80 67 48 341
159 | P a g e
Nomor soal/Skor maks Skor Total
Y
No Nama
1 2 3 4 5 6
Siswa 5 10 6 7 8 4 40
1 S17 3 0 5 6 3 3 20
2 S22 2 0 5 6 4 3 20
3 S9 2 3 1 4 5 4 19
4 S12 2 0 5 6 3 3 19
5 S11 2 0 2 6 5 3 18
6 S18 2 0 4 4 5 3 18
7 S4 2 0 5 4 3 3 17
8 S10 2 0 2 6 5 1 16
9 S16 1 0 5 4 5 0 15
10 S19 4 0 5 5 1 0 15
11 S1 2 1 3 3 1 3 13
12 S8 2 0 2 2 0 1 7
Jumlah 26 4 44 56 40 27 193
Soal no. 2
Soal no. 3
161 | P a g e
Soal no. 5
Soal no. 6
1 0,37 Cukup
2 0,23 Cukup
3 0,31 Cukup
4 0,29 Cukup
5 0,28 Cukup
6 0,44 Baik
Siswa 5 10 6 7 8 4 40
1 S20 4 5 6 7 7 4 33
162 | P a g e
2 S23 5 5 5 7 6 4 33
3 S3 5 5 6 7 5 4 32
4 S14 4 4 6 7 6 4 31
5 S21 5 5 6 7 3 4 30
6 S7 4 2 6 7 5 4 28
7 S6 4 1 5 7 6 4 27
8 S5 3 2 6 7 4 4 26
9 S24 3 0 6 7 6 4 26
10 S2 4 0 5 5 7 4 25
11 S13 4 0 6 5 6 4 25
12 S15 3 3 2 7 6 4 25
13 S17 3 0 5 6 3 3 20
14 S22 2 0 5 6 4 3 20
15 S9 2 3 1 4 5 4 19
16 S12 2 0 5 6 3 3 19
17 S11 2 0 2 6 5 3 18
18 S18 2 0 4 4 5 3 18
19 S4 2 0 5 4 3 3 17
20 S10 2 0 2 6 5 1 16
21 S16 1 0 5 4 5 0 15
22 S19 4 0 5 5 1 0 15
23 S1 2 1 3 3 1 3 13
24 S8 2 0 2 2 0 1 7
Jumlah 74 36 110 136 107 75 538
163 | P a g e
Soal no. 1
Soal no.2
Soal no.3
Soal no.4
164 | P a g e
Soal no.5
Soal no.6
Tingkat
No. Soal Kesukaran Interpretasi
1 0,62 Sedang
2 0,15 Sukar
3 0,76 Mudah
4 0,81 Mudah
5 0,56 Sedang
6 0,78 Mudah
Tinggi
4 Cukup Mudah Valid Terpakai
LATIHAN SOAL
seminggu. (=variabel X) :
43 36 44 47 40 38 42 38 42 38 44 41 43 40 39 46 40 46 45 38
37 43 46 40 45 47 41 47 43 46 39 40 44 46 47 41 45 43 42 41
45 40 42 39 46 47 45 41 39 44 38 43 42 39 41 44 40 45 39 49
166 | P a g e
49 41 39 46 40 45 38 44 43 44 41 39 40 42 47 40 38 42 38 39 48
40 42 45 43 40 42 43 42 43 45 39 42 44 43 41 38 40 39 43
58 65 62 65 58 56 63 59 62 58 57 60 59 64 58 65 59 60 63 59
56 60 64 56 61 65 57 65 56 56 63 58 57 56 65 59 60 63 58 63
62 59 60 57 64 64 62 56 58 63 56 57 60 56 58 65 56 63 57 60
59 64 61 58 65 63 56 60 58 64 65 56 58 63 58 63 59 59 58 64 65
57 60 61 60 63 59 56 60 61 58 60 64 63 58 57 56 61 59 61
validitas ramal?
2.
Nilai Hasil Tes
(X) (Y)
167 | P a g e
1 5 5
2 10 9
3 5 6
4 3 7
5 6 8
6 7 8
7 6 7
8 5 4
9 7 9
10 6 5
11 8 10
12 6 4
13 7 8
14 5 5
15 9 8
16 4 7
17 6 3
18 7 7
19 4 8
20 3 5
Tugas :
168 | P a g e
Lakukanlah penganalisisan terhadap data hasil tes
belum.
Tugas:
Urut
Siswa
1 2 3 4 5 6789 10 11 12 13 14 15
1 1 1 0 0 0 0 0 0 1 0 1 0 1 0 1
2 1 0 1 1 1 0 1 1 0 0 0 0 0 0 1
3 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1
4 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0
5 1 0 0 0 1 1 1 1 0 0 0 0 0 0 0
169 | P a g e
6 0 0 1 1 1 1 1 0 1 1 1 1 1 1 1
7 1 1 0 0 1 0 0 1 0 1 1 1 0 1 1
8 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0
9 0 0 1 1 0 0 1 1 0 1 1 1 1 1 1
10 1 1 0 0 1 1 0 0 0 0 1 1 0 0 1
11 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0
12 0 1 1 1 1 1 1 1 0 1 1 1 0 1 1
13 0 0 0 0 0 0 1 1 0 0 1 1 0 0 0
14 0 0 0 0 1 1 1 1 1 1 0 0 0 1 1
15 1 0 0 0 0 0 1 1 1 0 0 0 0 0 1
16 0 0 1 0 1 0 1 0 1 1 1 0 1 1 0
17 0 0 1 1 0 1 0 0 1 0 1 1 0 1 1
18 0 0 1 0 1 0 1 1 1 1 0 0 0 0 0
19 1 0 0 0 0 0 1 1 0 0 0 0 0 0 0
20 0 0 0 0 1 0 0 1 0 0 1 0 0 0 0
21 0 1 1 1 0 0 0 0 0 1 0 1 1 0 1
22 11 1 0 1 1 0 0 0 1 0 1 0 1 0
23 01 0 1 0 1 0 1 1 0 0 0 0 1 1
170 | P a g e
BAB 6
KEMAMPUAN-KEMAMPUAN
MATEMATIKA
171 | P a g e
Istilah kegiatan matematis (doing math) diartikan
matematik yang lebih tinggi dari doing math yang juga termuat
2006.
173 | P a g e
A. Pemahaman Matematis
rendah.
tingkat tinggi.
174 | P a g e
a) Pemahaman komputasional: menerapkan rumus dalam
tergolong pada
175 | P a g e
a) Knowing How to : Mengerjakan suatu perhitungan secara
tinggi.
konsep/prinsip matematika
masalah
176 | P a g e
2. Membuat model matematik dari suatu situasi atau masalah
jawaban
tinggi.
ditanyakan?
177 | P a g e
c) Bagaimana kondisi soal? Mungkinkah kondisi dinyatakan
beberaapapertanyaan :
lain?
ini?
178 | P a g e
3) Kegiatan melaksanakan perhitungan. Kegiatan
ini
meliputi:
diperoleh?
masalah lain?
antara lain :
179 | P a g e
bekerja,
C. Koneksi Matematis
180 | P a g e
akan membantu siswa dalam menyusun model
yang diberikan.
lainnya.
D. Komunikasi Matematis
181 | P a g e
tabel, diagram atau ekspresi matematis untuk memperjelas
berikut:
matematika.
matematika tertulis..
182 | P a g e
E. Berpikir Statistik
F. Berpikir Logis
184 | P a g e
dasar pemikiran atau realitas tempat berpijak, (b)
berikut:
masuk akal.
185 | P a g e
kecakapan tersebut adalah:
dan fungsional.
matematis
sebagai berikut:
prosedur
dan akurat.
maupun informal
belum di bahas dalam tulisan ini. Hal ini akan dijadikan sebagai
SOAL LATIHAN
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188 | P a g e
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189 | P a g e
Kemampuan
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.
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.
d. reflektif matematis
..............................................................................................
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..
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..
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190 | P a g e
Kemampuan
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f. elaborasi matematis
191 | P a g e
Kemampuan
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.
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192 | P a g e
Kemampuan
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h. analitis matematis
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193 | P a g e
Kemampuan
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.
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.
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194 | P a g e
Kemampuan
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j. representasi matematis
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..
195 | P a g e
Kemampuan
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196 | P a g e
Kemampuan
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m. Kemampuan pembuktian
matematis
..............................................................................................
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197 | P a g e
Kemampuan
.............................................................................................
.
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.
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198 | P a g e
n. Kemampuan generalisasi matematis
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199 | P a g e
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200 | P a g e
BAB 7
PENETAPAN KRITERIA KETUNTASAN
MINIMAL (KKM)
201 | P a g e
Pada acuan norma, kurva normal sering digunakan
202 | P a g e
kriteria ketuntasan ideal. Target capaian ketuntasan secara
sekolah.
berikut:
203 | P a g e
yang tepat terhadap pencapaian kompetensi dasar baik
sekolah.
204 | P a g e
mengikuti belajar agar mencapai nilai sesuai atau di
205 | P a g e
mengikuti pembelajaran di sekolah dan mengerjakan
penilaian di sekolah.
semester I.
Kriteria Ketuntasan Minimal
Kriteria Ketuntasan KKM
Kompetensi Dasar / Indikator
Sarana Penentuan
Pencapaian Komplek Intake
Penduk Jumlah KKM
sitas Siswa
ung
1.1 Membaca data dalam bentuk 68,50
tabel dan diagram batang,
garis, lingkaran dan ogive.
• Membaca sajian data
76 75 55 206 68,67
dalam bentuk diagram
garis dan diagram
206 | P a g e
batang.
• Mengidentifikasi nilai 75 75 55 205 68,33
suatu data yang
ditampilkan pada tabel
dan diagram.
1.2 Menyajikan data dalam 68,67
207 | P a g e
1.3 Menghitung ukuran 68,13
pemusatan, ukuran letak,
dan ukuran penyebaran data,
serta penafsiran.
76 75 55 206 68,67
• Membaca sajian data
dalam bentuk tabel
distribusi frekuensi dan
histogram. 68,33
75 75 55 205
• Menyajikan data dalam
bentuk tabel distribusi
frekuensi dan histogram.
79 75 55 209 69,67
• Menentukan rataan,
median, dan modus.
• Memberikan tafsiran 70 75 5 200 66,67
terhadap ukuran
pemusatan. 67,33
72 75 55 202
• Menentukan simpangan
rata-rata dan simpangan
baku.
1.4 Menggunakan aturan 64,17
208 | P a g e
perkalian, permutasi dan
kombinasi dalam
pemecahan masalah
1.5 Menentukan ruang sampel 66,84
suatu percobaan.
• Menentukan banyak 66,67
75 70 55 200
kemungkinan suatu
kejadian dari berbagai
situasi.
• Menuliskan himpunan 76 70 55 201 67
kejadian dari suatu
percobaan.
1.6 Menentukan peluang suatu 63,34
kejadian dan penafsirannya.
• Menentukan peluang 65
70 70 55 195
suatu kejadian.
• Menentukan tafsiran
60 70 65 185 61,67
peluang suatu kejadian.
2.1 Menggunakan rumus sinus 66,67
dan cosinus jumlah dua
sudut, selisih dua sudut, dan
sudut ganda untuk
menghitung sinus dan
cosinus sudut tertentu.
Menggunakan rumus 75 70 55 200 66,67
209 | P a g e
sinus jumlah dan selisih 75 70 55 200 66,67
dua sudut.
• Menggunakan
rumus cosinus
jumlah dan selisih 75 70 55 200 66,67
dua sudut.
• Menggunakan
rumus sinus, cosinus
dalam sudut ganda.
2.2 Menurunkan rumus jumlah 63,33
dan selisih sinus dan cosinus.
• Menggunakan perkalian 65,67
72 70 55 197
sinus dan cosinus dalam
jumlah atau selisih sinus
atau cosinus.
65 70 55 190 63,33
• Menggunakan
rumus trigonometri
jumlah dan selisih
dua sudut dalam
pemecahan masalah.
• Membuktikan 65 70 55 185 61,67
rumus trigonometri
jumlah dan selisih
dua sudut.
• Membuktikan 60 70 55 185 61,67
rumus trigonometri
jumlah dua selisih
dari sinus dan
cosinus dua
210 | P a g e
Kriteria Ketuntasan KKM
Sarana Penentuan
Pencapaian Komplek Intake
Penduk Jumlah KKM
sitas Siswa
ung
sudut.
211 | P a g e
garis singgung yang
61 70 55 186 62,00
KKM SK 1
KKM SK 2
KKM SK 3
212 | P a g e
SOAL LATIHAN
1. Buatlah penetapan KKM baik tingkat SMP atau SMA
ditulis di atas)
213 | P a g e
DAFTAR PUSTAKA
214 | P a g e
Dahlan, J. A. (2011). Analisis Kurikulum Matematika.
Depdiknas. (2006). Kurikulum Tingkat Satuan Pendidikan
(KTSP). Jakarta: Depdiknas.
215 | P a g e
_______________(2010). Dasar-Dasar Penelitian Pendidikan
dan Bidang Non-Eksakta Lainnya. Bandung: Tarsito.
216 | P a g e