Evaluasi karakteristik peserta didik dalam menyelesaikan tes kemampuan literasi matematis dan emotional intellegence
Abstract
Indonesian students' mathematical literacy levels are relatively low compared to international standards. To overcome this challenge, it is crucial to implement contextual and applicable questions that can effectively improve students' mathematical literacy skills in a meaningful way. This study aims to analyze student characteristics in solving mathematical literacy problems and emotional intelligence tests using the Rasch model. A quantitative research approach was utilized by conducting a survey involving 280 high school students from grades 10 and 11 across three different schools in Jakarta. The instruments used were descriptive mathematical literacy questions and emotional intelligence questionnaires, both validated in terms of content and construct. The Wright map analysis revealed that variables such as gender, grade level, and school location have an influence on students' mathematical literacy and emotional intelligence levels. Male and grade 10 students demonstrated higher performance, with 25.6% showing better results compared to 11.58% of female and grade 11 students. Additionally, Differential Item Functioning (DIF) analysis revealed bias in certain test items, favoring specific groups like grade 10 and male students. The study highlights the importance of accounting for student characteristics in the development and assessment of educational tools to ensure fairness and representativeness.
Tingkat kemampuan literasi matematis peserta didik di Indonesia masih berada di bawah rata-rata capaian internasional. Sehingga perlu diatasi dengan soal-soal kemampuan literasi matematis yang bersifat kontekstual dan aplikatif untuk mendukung pengembangan keterampilan literasi matematis secara signifikan. Tujuan dari penelitian ini yaitu mengevaluasi karakteristik peserta didik dalam menyelesaikan tes kemampuan literasi matematis dan kecerdasan emosional melalui pendekatan Rasch model. Metode penelitian yang digunakan yaitu kuantitatif melalui desain survei terhadap 280 peserta didik SMA kelas 10 dan 11 di tiga sekolah berbeda di Jakarta. Instrumen yang digunakan berupa soal uraian literasi matematis dan angket kecerdasan emosional yang divalidasi secara isi dan konstruk. Hasil analisis menggunakan Wright map menunjukkan bahwa jenis kelamin, jenjang kelas dan daerah sekolah dapat memengaruhi kemampuan literasi matematis dan kecerdasan emosional. Peserta didik laki-laki serta siswa kelas 10 cenderung menunjukkan tingkat literasi matematis dan kecerdasan emosional yang lebih tinggi, yaitu sebesar 25,6%, dibandingkan dengan peserta didik perempuan dan siswa kelas 11 yang hanya mencapai 11,58%. Selain itu, ditemukan bias item (DIF) yang menunjukkan kecenderungan instrumen lebih menguntungkan kelompok tertentu, seperti kelas 10 dan peserta didik laki-laki. Penelitian ini menekankan pentingnya mempertimbangkan karakteristik peserta didik dalam pengembangan dan evaluasi instrumen pendidikan agar lebih adil dan representatif.
Full text article
References
Crossref
Autore, L., O'Leary, J. D., Ortega-de San Luis, C., & Ryan, T. J. (2023). Adaptive expression of engrams by retroactive interference. Cell Reports, 42(8). https://doi.org/10.1016/j.celrep.2023.112999
Crossref
Ayu, B., & Hanim, A. (2025). Journal of Progressive Mathematics Education Menganalisis Kemampuan Komunikasi Matematis Siswa Berdasarkan Numerasi : Implikasi untuk Pembelajaran Matematika Menganalisis Kemampuan Komunikasi Matematis Siswa. International Journal of Progressive Mathematics Education.
C.A, D. S. F., Edy, S., & Suryanti, S. (2024). Pengaruh Kecerdasan Emosional dan Kemandirian Belajar terhadap Kemampuan Literasi Matematis. Ideguru: Jurnal Karya Ilmiah Guru, 9(2), 909-917. https://doi.org/10.51169/ideguru.v9i2.1009
Crossref
Cobb, C. D., & Mayer, J. D. (2000). Emotional intelligence. Educational Leadership, 58(3), 14-18. https://doi.org/10.2190/dugg-p24e-52wk-6cdg
Crossref
Costa, A., & Faria, L. (2025). Do students' mindsets about emotional intelligence change over secondary school? Developmental paths in adolescence. Social Psychology of Education, 28(1). https://doi.org/10.1007/s11218-025-10031-x
Crossref
D'Amico, A., & Geraci, A. (2022). Sex differences in emotional and meta-emotional intelligence in pre-adolescents and adolescents. Acta Psychologica, 227(September 2021), 103594. https://doi.org/10.1016/j.actpsy.2022.103594
Crossref
Dewi, D. L., & Ekawati, R. (2022). Students' Numeracy Skills in Solving the Fourth Level of Minimum Competency Assessment Question Development on Ratio and Proportion. MATHEdunesa, 11(1), 278-286. https://doi.org/10.26740/mathedunesa.v11n1.p278-286
Crossref
Faisal, A. I. El, & Netrawati, N. (2023). Emotional Intelligence Differences Between Male and Female Adolescents. Educational Guidance and Counseling Development Journal, 6(1), 51. https://doi.org/10.24014/egcdj.v6i1.21427
Crossref
Faradillah, A., & Adlina, S. (2021). Validity of critical thinking skills instrument on prospective Mathematics teachers. Jurnal Penelitian Dan Evaluasi Pendidikan, 25(2). https://doi.org/10.21831/pep.v25i2.40662
Crossref
Majid, A. F., -, S., Shadiq, M. I., & Kurniati. (2025). Inovasi Media Pembelajaran Matematika: Pemanfaatan Android dan Adobe Animate untuk Peningkatan Literasi Siswa pada Relasi dan Fungsi. International Journal of Progressive Mathematics Education, 5(1), 206–224. https://doi.org/10.22236/ijopme.v5i1.19251
Crossref
Farradina, S., & Anugrah, S. (2019). Motivasi belajar pada siswa etnis melayu dan tionghoa. An - Nafs: Jurnal Fakultas Psikologi, 13(2), 108-116.
Fischer, A. H., Kret, M. E., & Broekens, J. (2018). Gender differences in emotion perception and self-reported emotional intelligence: A test of the emotion sensitivity hypothesis. PLoS ONE, 13(1), 1-19. https://doi.org/10.1371/journal.pone.0190712
Crossref
Hasanah, H., & Aini, F. Q. (2025). Pengembangan Instrumen Tes Keterampilan Proses Sains pada Topik Kesetimbangan Kimia : Analisis dengan Model Rasch. 5, 68-82.
Crossref
Hill, J. L., & Seah, W. T. (2023). Student values and wellbeing in mathematics education: perspectives of Chinese primary students. ZDM - Mathematics Education, 55(2), 385-398. https://doi.org/10.1007/s11858-022-01418-7
Crossref
Laskowski, K., Paszkiewicz, J., Szepeluk, A., & Hozyasz, K. K. (2024). Differences in Emotional Intelligence Between Male and Female Nursing Students From a Population With a Low Percentage of Male Nurses. SAGE Open Nursing, 10. https://doi.org/10.1177/23779608241274207
Crossref
Lenaini, I. (2021). Teknik Pengambilan Sampel Purposive Dan Snowball Sampling. HISTORIS: Jurnal Kajian, Penelitian & Pengembangan Pendidikan Sejarah, 6(1), 33-39.
Maesya Firdaus, D., Purwanto, S. E., & Nuriadin, I. (2021). Kontribusi Seft-Efficacy Dan Mathematics Anxiety Terhadap Kemampuan Penalaran Matematika Siswa. International Journal of Progressive Mathematics Education, 1(2), 85–103. https://doi.org/10.22236/ijopme.v1i2.6488
Crossref
Megías-Robles, A., Gutiérrez-Cobo, M. J., Fernández-Berrocal, P., Gómez-Leal, R., & Cabello, R. (2024). The development of ability emotional intelligence during adolescence. Personality and Individual Differences, 224(April). https://doi.org/10.1016/j.paid.2024.112642
Crossref
Mulyono, H., Ningsih, S. K., & Raufi, B. S. (2023). Validating the Academic Writing Creativity and Self-Efficacy Scale: A Rasch Model Analysis. IRJE |Indonesian Research Journal in Education, 7(1), 121-135.
Nabilah, E., Umam, K., Azhar, E., Purwanto, S. E., Azhar, E., & Purwanto, S. E. (2021). Kecemasan Siswa Dalam Menyelesaikan Masalah Modelling Matematika Pada Praktek Kelas Virtual Kecemasan Siswa Dalam Menyelesaikan Masalah Modelling Matematika Pada Praktek Kelas VirtuaL. 8435.
Crossref
Nur, P., & Hanim, A. (2025). Journal of Progressive Mathematics Education Mengintegrasikan Budaya dalam Pembelajaran Matematika Kontekstual : Strategi Peningkatan Kemampuan Numerasi Siswa Sekolah Dasar Mengintegrasikan Budaya dalam Pembelajaran Matematika Kontekstual : Strategi Peningkatan Kemampuan Numerasi Siswa.
Nurjamil, D., Saepulloh, A., & Listyasari, E. (2021). Literasi Matematis Hubungannya dengan Kecerdasan Emosional dan Kecerdasan Spritual. Didactical Mathematics, 3(2), 100-106. https://doi.org/10.31949/dm.v3i2.1987
Crossref
Pekaar, K. A., Bakker, A. B., van der Linden, D., & Born, M. P. (2018). Self- and other-focused emotional intelligence: Development and validation of the Rotterdam Emotional Intelligence Scale (REIS). Personality and Individual Differences, 120(August 2017), 222-233. https://doi.org/10.1016/j.paid.2017.08.045
Crossref
Petrova, K., & Gross, J. J. (2023). The Future of Emotion Regulation Research: Broadening Our Field of View. Affective Science, 4(4), 609-616. https://doi.org/10.1007/s42761-023-00222-0
Crossref
Putri, I. N., & Dahlia, D. (2020). Kecerdasan Emosional Dan Penyesuaian Sosial Pada Remaja Etnis Tionghoa Di Kota Banda Aceh. Seurune : Jurnal Psikologi Unsyiah, 3(1), 48-64. https://doi.org/10.24815/s-jpu.v3i1.15629
Crossref
Raharani, F. A.-N., Junaedi, I., & Dewi, N. R. (2024). Meta Synthesis: Mathematical Literacy Reviewed From Gender in Junior High School Students. Prima: Jurnal Pendidikan Matematika, 8(2), 478. https://doi.org/10.31000/prima.v8i2.11384
Crossref
Ramadhan, S., Purbaningrum, M., Thauzahra, R., & Setyaningrum, W. (2023). Penggunaan Teknologi Untuk Mengembangkan Literasi Matematika Peserta Didik Pada Kurikulum Merdeka. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 12(3), 3231. https://doi.org/10.24127/ajpm.v12i3.7526
Crossref
Ramadhani, R., Saragih, S., & Napitupulu, E. E. (2022). Exploration of Students' Statistical Reasoning Ability in the Context of Ethnomathematics: A Study of the Rasch Model. Mathematics Teaching-Research Journal, 14(1), 138-168.
Rohaizad, N. A. A., Zaibon, S. B., & Hussin, K. C. (2021). An analysis of preschool children emotional intelligence using RASCH model. Journal of Language and Linguistic Studies, 17(2), 1120-1128. https://doi.org/10.52462/jlls.79
Crossref
Siagian, M. D., Suwanto, S., & Siregar, R. (2021). The relationship of students' prior knowledge and emotional intelligence to mathematical connection ability. Jurnal Riset Pendidikan Matematika, 8(1), 61-72. https://doi.org/10.21831/jrpm.v8i1.39182
Crossref
Sommerhoff, D., & Ufer, S. (2019). Acceptance criteria for validating mathematical proofs used by school students, university students, and mathematicians in the context of teaching. ZDM - Mathematics Education, 0(0), 0. https://doi.org/10.1007/s11858-019-01039-7
Crossref
Sosic-vasic, Z., Hille, K., Kröner, J., & Spitzer, M. (2018). When Learning Disturbs Memory - Temporal Profile of Retroactive Interference of Learning on Memory Formation. Front. Psychol., 9(February), 1-9. https://doi.org/10.3389/fpsyg.2018.00082
Crossref
Sugiyono. (2020). Metodologi Penelitian Kuantitatif, Kualitatif dan R & D.
Sukmawati, N. M. H., & Putra, I. G. S. W. (2019). Reliabilitas Kusioner Pittsburgh Sleep Quality Index ( Psqi ) Versi Bahasa Indonesia Dalam Mengukur. Jurnal Lngkungan Dan Pembangunan, 3(2), 30-38.
Suprapto, E., Suryani, N., Siswandari, & Mardiyana. (2023). Students' mathematical literacy skill in term of gender differences: A comparative study. International Journal of Evaluation and Research in Education, 12(4), 2280-2285. https://doi.org/10.11591/ijere.v12i4.27224">Crossref
Crossref
Ully, A. C., & Hakim, D. L. (2022). Kemampuan Literasi Matematis Siswa Pada Penyelesaian Soal Asesmen Kompetensi Minimum Numerasi. Jurnal Educatio FKIP UNMA, 8(4), 1318-1325. https://doi.org/10.31949/educatio.v8i4.3505
Crossref
Yanti, F., & Bayu, P. (2022). Analysis of Learning Difficulties of Class XI Students at SMK Muhammadiyah Kotabumi Analysis of Learning Difficulties of Class XI Students at SMK Muhammadiyah Kotabumi. 8435. https://doi.org/10.22236/ijopme.v2i1.8899
Crossref
Authors
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.