ANALISIS KUALITATIF LITERASI ASESMEN MATEMATIKAGURU SEKOLAH DASAR MELALUI PANDITA
DOI:
https://doi.org/10.24260/vrrs0g33Keywords:
Literasi Asesmen Matematika, Analisis Kualitatif Komparatif, Guru Sekolah Dasar, PANDITAAbstract
Literasi asesmen matematika diperlukan agar guru mampu menghubungkan bukti pemikiran siswa, interpretasi kesulitan, dan tindak lanjut pembelajaran. Penelitian ini bertujuan mendeskripsikan pola perubahan literasi asesmen matematika guru sekolah dasar sebelum dan setelah penggunaan PANDITA; penelitian tidak dimaksudkan untuk menguji efektivitas atau hubungan kausal PANDITA. Penelitian menggunakan pendekatan kualitatif deskriptif-komparatif dengan sumber data berupa dokumen respons pretest dan posttest 12 guru dari empat sekolah dasar di Kecamatan Sukamakmur. Sepuluh pasangan indikator dipilih berdasarkan kesamaan konstruk dan dikelompokkan ke dalam lima dimensi: diferensiasi adaptif, penggunaan data, tindak lanjut matematika, integrasi TPACK, dan keputusan berbasis bukti. Data dianalisis melalui pemetaan respons, pengodean berbasis kriteria, perbandingan dalam setiap kasus, dan analisis lintas kasus. Kebaruan penelitian terletak pada analisis berpasangan pada guru yang sama untuk membaca konfigurasi hubungan bukti-interpretasi-tindakan lintas lima dimensi, bukan mereduksinya menjadi satu skor total. Respons yang sesuai meningkat pada seluruh dimensi, terutama tindak lanjut matematika; sembilan guru menunjukkan pola penguatan, dua pola stabil dengan konfigurasi berubah, dan satu pola campuran. Temuan menunjukkan bahwa perkembangan literasi asesmen dapat berupa penguatan maupun reorganisasi antardimensi. Implikasinya, pengembangan profesional asesmen matematika perlu menyediakan scaffolding kognitif, ruang refleksi, dan latihan keputusan berbasis bukti agar guru mampu menghubungkan indikator, data, dan tindak lanjut secara konsisten.
References
Anantharajan, M. (2020). Teacher noticing of mathematical thinking in young children’s representations of counting. Journal for Research in Mathematics Education, 51(3), 268–300. https://doi.org/10.5951/jresemtheduc-2019-0068
Copur-Gencturk, Y., & Rodrigues, J. (2021). Content-specific noticing: A large-scale survey of mathematics teachers’ noticing. Teaching and Teacher Education, 101, 103320. https://doi.org/10.1016/j.tate.2021.103320
Copur-Gencturk, Y., & Tolar, T. (2022). Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills. Teaching and Teacher Education, 114, 103696. https://doi.org/10.1016/j.tate.2022.103696
Gotch, C. M., & McLean, C. (2019). Teacher outcomes from a statewide initiative to build assessment literacy. Studies in Educational Evaluation, 62, 30–36. https://doi.org/10.1016/j.stueduc.2019.04.003
Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292, 114523. https://doi.org/10.1016/j.socscimed.2021.114523
Lamberg, T., Gillette-Koyen, L., & Moss, D. (2020). Supporting teachers to use formative assessment for adaptive decision making. Mathematics Teacher Educator, 8(2), 37–58. https://doi.org/10.5951/mte-2019-0005
Li, M., Vale, C., Tan, H., & Blannin, J. (2025). A systematic review of TPACK research in primary mathematics education. Mathematics Education Research Journal, 37, 281–311. https://doi.org/10.1007/s13394-024-00491-3
Li, Z., Yan, Z., Chan, K. K. Y., Zhan, Y., & Guo, W. Y. (2023). The role of a professional development program in improving primary teachers’ formative assessment literacy. Teacher Development, 27(4), 447–467. https://doi.org/10.1080/13664530.2023.2223595
Maskos, K., Schulz, A., Oeksuez, S. S., & Rakoczy, K. (2025). Formative assessment in mathematics education: A systematic review. ZDM–Mathematics Education, 57, 679–693. https://doi.org/10.1007/s11858-025-01696-x
Meijer, K., Baartman, L., Vermeulen, M., & de Bruijn, E. (2023). Teachers’ conceptions of assessment literacy. Teachers and Teaching, 29(7–8), 695–709. https://doi.org/10.1080/13540602.2023.2190091
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
O’Connor, B., & Park, M. (2023). Exploring the influence of collaborative data-based decision making among teachers in professional learning communities on teaching practice. Disciplinary and Interdisciplinary Science Education Research, 5, 17. https://doi.org/10.1186/s43031-023-00086-1
O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19, 1–13. https://doi.org/10.1177/1609406919899220
Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and Teacher Education, 84, 128–138. https://doi.org/10.1016/j.tate.2019.05.003
Petko, D., Mishra, P., & Koehler, M. J. (2025). TPACK in context: An updated model. Computers and Education Open, 8, 100244. https://doi.org/10.1016/j.caeo.2025.100244
Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE Publications.
Sayac, N., & Veldhuis, M. (2022). Mathematics assessment practices of primary school teachers in France. International Journal of Science and Mathematics Education, 20, 1595–1610. https://doi.org/10.1007/s10763-021-10229-3
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602. https://doi.org/10.1016/j.ijer.2020.101602
Schons, C., Obersteiner, A., Reinhold, F., Fischer, F., & Reiss, K. (2023). Developing a simulation to foster prospective mathematics teachers’ diagnostic competencies: The effects of scaffolding. Journal für Mathematik-Didaktik, 44, 59–82. https://doi.org/10.1007/s13138-022-00210-0
See, B. H., Gorard, S., Lu, B., Dong, L., & Siddiqui, N. (2022). Is technology always helpful? A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools. Research Papers in Education, 37(6), 1064–1096. https://doi.org/10.1080/02671522.2021.1907778
Vattøy, K.-D., & Gamlem, S. M. (2025). Navigating formative assessment as professional development in digital contexts: Insights from teachers’ experiences. Teacher Development, 29(2), 343–360. https://doi.org/10.1080/13664530.2024.2382956
Veldhuis, M., & van den Heuvel-Panhuizen, M. (2020). Supporting primary school teachers’ classroom assessment in mathematics education: Effects on student achievement. Mathematics Education Research Journal, 32, 449–471. https://doi.org/10.1007/s13394-019-00270-5
Yan, Z., & Pastore, S. (2022). Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale. Studies in Educational Evaluation, 74, 101183. https://doi.org/10.1016/j.stueduc.2022.101183
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Mira Amelia Amri, Yurniwati, Wily Wandari, Nina Nurhasanah, Apit Dulyapit
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
