DIAGNOSTIK KEMAMPUAN

ALJABAR – PERUBAHAN DAN HUBUNGAN

Pusat Asesmen dan Pembelajaran – Kemdikbud RI

 SKENARIO
(60 Menit)

Pengerjaan LK 2 Materi Aljabar

Pengantar secara Berkelompok
(5’) (25’)

Refleksi dan Diskusi Kekeliruan

Penguatan Faktual, Teoritik, dan Hipotetik
(15’) (15’)
 Bahan/Media
• LK 2
• Laptop
• Paket Simulasi
• Frameworks PISA
• Hasil Tes Simulasi
• Hasil Observasi dan Wawancara
• Permen No. 37 Tahun 2018 (KI-KD)
 PENGANTAR (5’)
Tujuan:
Mendiagnosa kemampuan siswa konten Aljabar (Spesifikasi Topik: Perubahan
dan Hubungan)

Kegiatan:
1. Mencermati kesalahan siswa pada tes simulasi PISA pada ko
2. Menyusun kemungkinan kesalahan lain yang dilakukan siswa

Tagihan:
Hasil diagnostik kelemahan siswa dari aspek penguasaan konsep dan proses
berfikir matematis
BUTIR TES SIMULASI PISA
PENGISIAN LK 2 (25’)

Diisi topik/sub-topik sesuai dengan Kurikulum

Diisi berdasarkan kesalahan (konsep dan proses) yang

dilakukan siswa pada tes simulasi PISA
Diisi topik/sub-topik sesuai dengan Kurikulum

Diisi dugaan kemungkinan kesalahan (konsep dan

proses) lainnya yang dilakukan siswa berdasarkan
pengamalan guru.
• Menggunakan LK 2 untuk mengidentifikasi kekeliruan
siswa
• Mengunggah LK 2 yang telah dilengkapi di folder kelas
masing-masing dengan terlebih dahulu mengubah nama
dengan format LK2_kelas_kelompok. Contoh: LK2_1_1

SELAMAT BEKERJA
BERKELOMPOK
 DISKUSI (15’)
Perwakilan peserta menyampaikan hasil kerja kelompok

Kemungkinan kesulitan siswa dalam konten geometri:

• Kesalahan dalam memilah informasi (karena ada soal
memuat informasi yang tidak diperlukan)
• Kesulitan dalam menggunakan penalaran keruangan
(spatial reasoning). Contoh: sulit membayangkan
hubungan ataupun posisi antar benda dari sudut pandang
berbeda

Pusat Asesmen dan Pembelajaran – Kemdikbud RI

REFLEKSI DAN PENGUATAN (15’)

REFLEKSI
Peserta menyampaikan refleksi atas hasil diagnostik kesalahan siswa

Kekeliruan siswa mencakup kekeliruan dari aspek konten (materi),

dalam proses berpikir, dan juga pemahaman konteks.
 PENGUATAN
https://pisa2021-maths.oecd.org/#Change-and-Relationships
PENGUATAN
Change and Relationships
changes occur over time
changes in one object or quantity are related to changes in another
modelling the change and the relationships with appropriate functions and
equations
symbolic and graphical representations of relationships
growth of organisms, music, seasonal change and cycles, weather patterns,
employment levels and economic conditions
algebraic expressions, equations and inequalities, tabular and graphical representations, are
central in describing, modelling and interpreting change phenomena
computational tools provide a means to visualise and interact with change and relationships

how and when a computational device can augment and complement mathematical concepts
is an important computational thinking skill.
Representations of data and relationships described using statistics are also used to
portray and interpret change and relationships
relationships arise from geometric measurement e.g. changes in perimeter of a family of shapes
might relate to changes in area
recognise that not all growth is linear,

non-linear growth has particular and profound implications on how we understand certain
situations,

every increase by 1 unit on the Richter scale does not mean a proportional increase in
its effect, but rather by 10, 100, and 1000 times
Functions: The concept of function, emphasising but not limited to linear functions,
their properties, and a variety of descriptions and representations of them.
Commonly used representations are verbal, symbolic, tabular and graphical.

Algebraic expressions: Verbal interpretation of and manipulation with algebraic

expressions, involving numbers, symbols, arithmetic operations, powers
and simple roots.

Equations and inequalities: Linear and related equations and inequalities, simple
second-degree equations, and analytic and non-analytic solution methods.

Co-ordinate systems: Representation and description of data, position

and relationships.

Relationships within and among geometrical objects in two and three dimensions:
Static relationships such as algebraic connections among elements of figures
(e.g. the Pythagorean theorem as defining the relationship between the lengths
of the sides of a right triangle), relative position, similarity and congruence,
and dynamic relationships involving transformation and motion of objects, as well
as correspondences between two- and three-dimensional objects.
Contoh soal PISA
Contoh soal PISA
Terima Kasih