Penelitian ini bertujuan untuk mengembangkan instrumen diagnostik literasi matematika
yang mampu memetakan penguasaan atribut kognitif siswa secara spesifik dan akurat pada materi
Sistem Persamaan Linear Dua Variabel (SPLDV). Instrumen dikembangkan dalam bentuk Pilihan
Ganda Kompleks (PGK) dengan penskoran parsial, sehingga memungkinkan identifikasi
penguasaan atribut kognitif secara bertahap dalam satu butir soal. Empat atribut kognitif yang
diukur meliputi: (A1) mengidentifikasi SPLDV, (A2) memodelkan masalah kontekstual ke dalam
SPLDV, (A3) menyelesaikan SPLDV secara prosedural, dan (A4) mengevaluasi serta menafsirkan
solusi.Pengembangan instrumen dilakukan melalui tahapan analisis kebutuhan, perancangan
konstruk dan penyusunan Q-matrix, pengembangan butir soal, validasi ahli, uji coba terbatas, dan
uji coba lapangan. Validitas isi instrumen diuji melalui expert judgment menggunakan koefisien
Aiken’s V dan menunjukkan nilai ≥ 0,80 pada seluruh atribut, yang mengindikasikan validitas isi
yang tinggi. Uji coba terbatas terhadap 200 siswa SMP dianalisis menggunakan Classical Test
Theory (CTT) untuk mengevaluasi konsistensi internal, tingkat kesukaran, dan daya beda butir,
sehingga diperoleh 13 butir final yang memenuhi kriteria kualitas instrumen. Uji coba lapangan
melibatkan 960 siswa SMP kelas VIII dari sekolah-sekolah di wilayah Jakarta, Jawa Barat, dan
Banten. Analisis diagnostik dilakukan menggunakan Cognitive Diagnostic Model berbasis
Generalized Deterministic Input, Noisy “And” gate (G-DINA) untuk mengestimasi pola
penguasaan atribut kognitif siswa. Hasil analisis menunjukkan bahwa 28,54% siswa menguasai
keempat atribut kognitif SPLDV, 17,49% menguasai tiga atribut, 16,78% menguasai dua atribut,
8,44% hanya menguasai satu atribut, dan 28,75% tidak menguasai atribut SPLDV. Distribusi ini
mengindikasikan adanya polarisasi kompetensi yang cukup kuat, serta menunjukkan bahwa
kemampuan menyelesaikan SPLDV secara prosedural (A3) merupakan titik kesulitan utama bagi
sebagian besar siswa. Dengan demikian, instrumen diagnostik yang dikembangkan terbukti valid,
reliabel, dan efektif dalam memberikan informasi diagnostik yang bermakna mengenai
penguasaan atribut kognitif SPLDV, serta dapat dimanfaatkan sebagai dasar perencanaan
pembelajaran remedial dan pengayaan berbasis data.
Kata kunci: instrumen diagnostik, SPLDV, atribut kognitif, Cognitive Diagnostic Model,
G-DINA.
***
This study aims to develop a diagnostic mathematics literacy instrument to accurately and
specifically map students’ mastery of cognitive attributes in the topic of Systems of Linear
Equations in Two Variables (SLETV). The instrument was developed in the form of Complex
Multiple-Choice items with partial credit scoring, allowing for the identification of gradual
mastery of cognitive attributes within a single item. Four cognitive attributes were measured: (A1)
identifying SLETV, (A2) modeling contextual problems into SLETV, (A3) procedurally solving
SLETV, and (A4) evaluating and interpreting solutions. The instrument development followed
several stages, including needs analysis, construct formulation and Q-matrix specification, item
development, expert validation, limited field testing, and large-scale field testing. Content validity
was established through expert judgment using Aiken’s V coefficient, with all attributes obtaining
values ≥ 0.80, indicating high content validity. A limited trial involving 200 junior secondary
school students was analyzed using Classical Test Theory (CTT) to evaluate internal consistency,
item difficulty, and discrimination indices, resulting in 13 final items that met the required quality
criteria. The large-scale field test involved 960 eighth-grade junior secondary school students from
schools in Jakarta, West Java, and Banten. Diagnostic analysis was conducted using a Cognitive
Diagnostic Model based on the Generalized Deterministic Input, Noisy “And” gate (G-DINA)
model to estimate students’ cognitive attribute mastery profiles. The results indicated that 28.54%
of students mastered all four cognitive attributes, 17.49% mastered three attributes, 16.78%
mastered two attributes, 8.44% mastered only one attribute, and 28.75% did not master any
SLETV attributes. This distribution reveals a strong polarization of competencies and indicates
that procedural problem-solving ability (A3) represents the primary learning bottleneck for most
students. In conclusion, the developed diagnostic instrument is valid, reliable, and effective in
providing meaningful diagnostic information on students’ cognitive attribute mastery in SLETV,
and it can serve as a data-driven foundation for remedial instruction and enrichment planning.
Keywords: diagnostic instrument, SLETV , cognitive attributes, Cognitive Diagnostic Model,
G-DINA

20260T1255

PEP/ts T1255

Perpustakaan Pascasarjana UNJ

Available