Keywords
Item Response Theory (IRT)
mathematical literacy
How to Cite
Abstract
The urgency of mathematical literacy measurement tools for number elements is crucial for designing appropriate learning, but the available instruments are not yet standardized. This study aims to develop a mathematical literacy test instrument for number elements for 10th grade students, analyzed using the PCM item response theory model. The research used the Research and Development (R&D) method with test development procedures: overall plan, content definition, test specifications, item development, test design and assembly, test production, test administration, scoring test responses, cut scores, and test score reports. All items were content-valid with Aiken value >0.80. The eight items were construct-valid with SLF ≥0.45 and construct-reliable with CR of 0.75. The items difficulty is in the good category with b value in the interval -2<b<2. There were 2 items with ideal ICC plots and six items with non-ideal ICC plots. The information function shows that the test instrument provides the best and most accurate information for respondents with abilities slightly above average. Item fit analysis shows that there are seven fit items and one unfit item. Person fit analysis shows that 82 of the 195 respondents were detected as not fitting or deviating from the response pattern.
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