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All Journal Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Journal of Advanced Sciences and Mathematics Education
Arcat
Universitas Pasir Pengaraian, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Evaluating the reliability of mathematical literacy assessment for pre-service teachers: A generalizability theory approach Lusi Eka Afri; Nurrahmawati; Arcat
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.3585

Abstract

Reliable assessment of pre-service teachers' mathematical literacy skills is crucial to ensure their readiness to teach. However, conventional reliability indices often fail to disentangle various sources of measurement error simultaneously. This study applies Generalizability Theory (G-Theory) to evaluate and diagnose the reliability of a mathematics literacy instrument. A two-facet nested design, denoted as , was employed involving 30 undergraduate students (p) with six open ended essay item (i) evaluated by three independent raters (r). A G-study was conducted to estimated variance components, revealing that the largest source of variance originated from raters (92.8%). The initial analysis yielded d generalizability coefficient of 0.27 and dependability coefficient of 0.01, indicating low reliability due to substantial rater inconsistency. A D-study was conducted to evaluate alternative designs, however the results showed that even by increasing the number of items and raters, the G-coefficient 0.38 above the threshold of 0.80. These findings highlight that rater effects pose a major threat to measurement stability and suggest that the current instrument requires fundamental refinement of its scoring rubrics and procedures. This study serves as a critical diagnostic for teacher education programs, providing an empirical basis for optimizing assessment design and institutionalizing rater calibration to improve the evaluation of future educators.
From ethnomathematics to school geometry: Developing an iceberg-based learning trajectory through the Raja Rokan palace Nurrahmawati; Lusi Eka Afri; Arcat
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1470

Abstract

Background: Ethnomathematics has emerged as an effective approach for connecting cultural heritage with school mathematics. Nevertheless, most existing studies focus primarily on identifying mathematical ideas embedded in cultural artefacts without transforming them into systematic instructional designs that support classroom learning. Aims: This study aimed to develop an Iceberg-based Learning Trajectory (ILT) that translates ethnomathematical concepts embedded in the Raja Rokan Palace into meaningful geometry learning for junior high school students and to design a prototype student worksheet aligned with the proposed trajectory. Method: A qualitative educational design approach grounded in ethnomathematics was employed. Data were collected through observations, documentation, and previous ethnomathematical findings. The identified mathematical concepts were analysed using content analysis and mapped onto the four levels of the Iceberg Model to construct an ILT comprising learning objectives, learning activities, anticipated students’ thinking, instructional scaffolding, and worksheet design. Results: The findings identified four geometric concepts rectangles, triangles, trapezoids, and semicircles which were systematically transformed into an ILT that supports students’ progressive transition from contextual cultural experiences to formal geometric reasoning. The study also produced a culturally responsive worksheet prototype and instructional design principles for developing Iceberg-based learning trajectories. Conclusion: The proposed ILT provides a transferable framework for integrating cultural heritage into geometry learning and contributes to the advancement of culturally responsive mathematics education. Future studies should examine its classroom implementation and effectiveness.
Co-Authors Lusi Eka Afri Lusi Eka Afri Nurrahmawati