The Development of Mathematical Literacy Instrument: A Case on Indonesian Traditional Game Called “Engklek”

Widaningsih Pitriyani; Alia Nur Arifah; Silvia Nuraini; Usman Aripin

doi:10.22460/jiml.v8i1.28642

Authors

Widaningsih Pitriyani IKIP Siliwangi, Cimahi, Indonesia
Alia Nur Arifah IKIP Siliwangi, Cimahi, Indonesia
Silvia Nuraini IKIP Siliwangi, Cimahi, Indonesia
Usman Aripin IKIP Siliwangi, Cimahi, Indonesia

DOI:

https://doi.org/10.22460/jiml.v8i1.28642

Keywords:

Mathematical Literacy , Engklek , Indonesian Traditional Game , Intstrument Development

Abstract

Mathematical literacy constitutes a fundamental competency that enables learners to apply mathematical concepts in solving problems within everyday contexts. However, a considerable number of students continue to encounter challenges in establishing connections between mathematical knowledge and real-world applications. This circumstance underscores the necessity of developing assessment instruments that are both valid and reliable. Accordingly, the presents study seeks to construct a test instrument designed to assess students’ mathematical literacy skills through an exploratory approach grounded in the Indonesian traditional game Engklek. The research adopted the 4D development framework, consisting of the stages: define, design, develop, and disseminate. During the define stage, a comprehensive needs analysis was conducted, followed by the formulation of assessment indicators. At the design stage, test items were systematically developed by integrating components of mathematical literacy with contextual elements from Engklek. The develop stage encompassed expert validation, wherein several dimensions-namely clarities of instructions, appropriateness of illustrations, diversity and difficulty of test items, application of mathematical concepts, and opportunities for reasoning-were rigorously evaluated. Finally, the disseminate stage comprised limited trials accompanied by the collection of student responses. The expert validation result demonstrated strong feasibility, across the evaluated aspects. Empirical validation produced a validity coefficient of 0,514, categorized as moderate, while reliability test yielded a coefficient of 0,786644, reflecting a high level of reliability. Furthermore, limited trials conducted with Grade 7 and 8 students showed a positive response with an average percentage score of 65%. Based on these findings, the developed test instrument can be regarded as valid, reliable, and pedagogically suitable for assessing students’ mathematical literacy in an engaging and contextually meaningful manner.

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