MENENTUKAN HUBUNGAN ANTARA GENDER, SIKAP MATEMATIKA DAN PRESTASI BELAJAR MATEMATIKA: UJI VALIDITAS DAN RELIABILITAS INSTRUMEN
DOI:
https://doi.org/10.46244/numeracy.v3i2.205Keywords:
Tes Kemampuan Matematika, Validitas dan Reliabilitas dan ITEMANAbstract
Penelitian ini bertujuan untuk menguji validitas dan reliabilitas tes kemampuan matematika berbasis UN yang dikembangkan sebagai salah satu instrumen dalam penelitian menentukan hubungan anatar gender, sikap matematika dan prestasi belajar matematika. Tes terdiri dari 30 soal berbentuk pilihan ganda berdasarkan materi yang diuji untuk ujian nasional dengan menyeleksi materi–materi yang telah dipelajari pada kelas satu dan dua saja. Tes yang telah dikembangkan diuji coba kepada 51 siswa kelas X SMA yang tersebar dalam 2 SMA dikota Banda Aceh. Hasil tes dianalisis dengan software Item Analisis (ITEMAN) yang menghasilkan 15 item soal dapat diterima, 8 item soal harus direvisi, sedang sisanya 7 item soal harus dibuang dari instrumen tes karena tidak memenuhi kriteria validitas dan reliabilitas data yang telah ditetukan. Untuk itu peneliti perlu mendesain kembali instrumen penelitian dengan mempertimbangkan data-data tersebut agar hasil penelitian yang dihasilkan benar-benar valid sehingga dapat digunakan untuk mengolah data selanjutnya dengan menggunakan teknik loglinear model untuk menguji hubungan antara gender, sikap terhadap matematika dan prestasi belajar matematika.
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Asmaningtiyas, Y.A. 2012. Kemampuan laki-laki dan perempuan. ejournal.uin-malang. ac.id/index.php/tarbiyah/.../pdf-.
Baker, D. P., & Jones, D. P. (1993). Creating gender equality: Crossnational gender stratification and mathematical performance. Sociology of Education, 66, 91–103.
Bartlett, M. S. (1935). Contingency-table interactions. Journal of the Royal Statistical Society Supplement, 2, 249-252.
Carr, M., & Jessup, D. L. (1997). Gender differences in first grade mathematics strategy use: Social and metacognitive influences. Journal of educational psychology, 89, 318-328.
Field, A. (2009). Discovering Statistics Using SPSS (3th ed). London: Sage Publication.
Gallagher, A. M., & Kaufman, J. C. (2006). Gender differences in mathematics: an integrativepsychological approach. 54(2); 245- 247.
Geary, D. C., Saults, F., Liu, & Hoard, M. K. (2000). Sex differences in spatial cognition, computational fluency, and arithmetical reasoning. Journal of experimental child psychology, 77,337-353.
Hammouri, HindA.M, (2004). Attitudeinal and motivational variables related to mathematics achievement in Jordan, Educational research, 46(3),241- 257.
Hedges, L. V., & Nowell, A. (1995, July 7). Sex differences in mental test scores, variability, and numbers of high-scoring individuals. Science, 269, 41–45.
Hyde, J. S., Fennema, E., & Lamon, S. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107, 139–155.
Hyde, J. S., Fennema, E., Ryan, M., Frost, L. A., & Hopp, C. (1990). Gender comparisons of mathematics attitudes and affect. Psychology of Women Quarterly, 14, 299–324.
IEA (2008). TIMSS 2007 Technical Report. Viewed on 15 March 2011. < http://timss.bc.edu/timss2007/techreport.html>.
IEA (2008). TIMSS 2007 User Guide for the International Database. Viewed on 15 March 2011.< http://timss.bc.edu/timss2007/idb_ug.html>.
IEA (2008). TIMSS 2007 International Mathematics Report; Finding from the IEA’s Trend in International Mathematics and Science Study at the Fourth and Eighth Grades. Viewed on 15 March 2011. < http://timss.bc.edu/timss2007/intl_reports.html>.
IEA (2008). TIMSS 2007 Mathematics Assessment Framework. Viewed on 2 April 2011,< http://timss.bc.edu/timss2007/frameworks.html>.
Kiamanesh, A. R , (2004). Factor affecting Iranian students’ achievement in mathematics. In proceedings of the IRC-2004 TIMSS Vol 1 (ed) C. Papanastasiou. (Cyprus University, Nicosia, 2004). 157-169. Viewed on 26 Mei 2011. <http://www.ieadpc.org/download/ ieahq/IRC2004/kiamanesh.pdf.
Marascuilo, L. A., & Busk, P. L (1987). Loglinear model: a way to study main effect and interactions for multidimensional contingency tables with categorical data. Journal of Counseling Psychology, 34 (4), 433-455.
Norjoharuddeen, M.B (2001) Belief, Attitudes and Emotions in Mathematics Learning. Makalah disajikan pada diklat PM-0917. Penang: Seameo- Recsam.
O’Connor-Petruso, S & K. Miranda. (2004) “Gender Inequalities among the Top Scoring Nations, Singapore, Republic of Korea, and Chinese Taipei, in Mathematics Achievement from the TIMSS-R Study” in Proceedings of the IRC-2004 TIMSS Vol. II (ed.) C. Papanastasiou, (Cyprus University, Nicosia, 2004) 31-47.
Pakpahan (1990). Analissa Soal Berdasarkan Data Empirik. Jakarta: Pusisjian Depdikbud.
Rusgianto, H,S. (2006). Hubungan Antara Sikap Terhadap Matematika, Kecerdasan Emosional Dalam Interaksi Sosial Di Kelas Dengan Hasil Belajar Matematika Siswa Smp Negeri 5 Yogyakarta Tahun 2006, Paper di presentasikan dalam Seminar Nasional Matematika dan Pendidikan Matematika 2006 dengan tema “ Trend Penelitian dan Pembelajaran Matematika di Era ICT “ yang diselenggarakan pada tanggal 24 Nopember 2006.
Sriyanto. (2007). Strategi sukses menguasai Matematika. Jakarta: PT. Buku Kita.
Zubaidah, A.MZ (2013), Perspektif Gender dalam Pendidikan Matematika. Journal Marwah, 12( 1) , 14-31.
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Published
2016-10-31
How to Cite
Fitriati. (2016). MENENTUKAN HUBUNGAN ANTARA GENDER, SIKAP MATEMATIKA DAN PRESTASI BELAJAR MATEMATIKA: UJI VALIDITAS DAN RELIABILITAS INSTRUMEN. Numeracy, 3(2), 11–22. https://doi.org/10.46244/numeracy.v3i2.205
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