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Edumatika
Published by Institut Agama Islam Negeri Kerinci
ISSN : 26208903     EISSN : 26208911     DOI : https://doi.org/10.32939/ejrpm.v1i2.247
Core Subject : Science, Education,
Computer Science & IT Education Mathematics
Focus and Scope Edumatika : Jurnal Riset Pendidikan Matematika e-ISSN: 2620-8911 p-ISSN: 2620-8903 Published by Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Institut Agama Islam Negeri Kerinci The aim of the Edumatika : Jurnal Riset Pendidikan Matematika (EJRPM) is to provide an international or National forum for the sharing,disseminationand discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in mathematics education. The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics: Realistic Mathematics Education (RME) Design Research in Mathematics Education PISA Task Learning Trajectory ICT in Mathematics Education High Order Thinking Skills Mathematical Abilities Ethnomathematics
Arjuna Subject : Matematika - Matematika Komputer
Articles 1 Documents
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Search results for , issue "Vol 8 No 2 (2025): November 2025, Edumatika : Jurnal Riset Pendidikan Matematika" : 1 Documents clear
Developing and Validating MCA-Equivalent Summative Assessment in Combinatorics Using Aiken’s V Method Nabilah, Nurjihan; Sari, Sovy Dia Permata; Sari, Yurizka Melia
Edumatika Vol 8 No 2 (2025): November 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i2.5222

Abstract

This study aims to analyze the content validity of summative assessment items in Combinatorics that are aligned with the Minimum Competency Assessment (MCA) framework. The study was motivated by the need for valid and high-quality assessment tools that support meaningful and sustainable mathematics learning. This study employed a research and development (R&D) design but it focuses primarily on the Develop stage, which aims to obtain a valid summative assessment instrument. The Aiken’s V method was used to measure the content validity of nine multiple-choice items developed according to the MCA numeracy domains, cognitive levels, and contexts. Three mathematics education experts served as validators. The analysis showed that the Aiken’s V indices ranged from 0.64 to 0.73, indicating medium validity. These results suggest that the instrument can be used after minor revisions. The validated instrument provides a reference for educators to design MCA-oriented summative assessments that enhance students’ mathematical literacy and reasoning skills. Future research may apply other validation methods such as Gregory’s analysis to strengthen the evidence of validity.

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