<p class="Default">Pelaksanaan Asesmen Kompetensi Minimum (AKM) yang akan diselenggarakan pada jenjang pendidikan sekolah, khususnya dijenjang pendidikan Sekolah Dasar membutuhkan persiapan dalam rangka menyelenggarakannya. Salah satu komponen yang harus disiapkan diantaranya siswa. Kesiapan aspek siswa dalam hal ini dipandang sangat penting karena sebagai subjek yang akan diujikan dalam pelaksanaan Asesmen Kompetensi Minimum (AKM). Kompetensi mendasar yang diujikan kepada siswa terbagi ke dalam 2 kompetensi yaitu literasi membaca dan numerasi. Salah satu lingkup materi pada AKM Numerasi yang diujikan adalah geometri. Penelitian ini membahas mengenai analisis kemampuan siswa sekolah dasar dalam menyelesaikan soal geometri pada Asesmen Kompetensi Minimum Numerasi. Penelitian ini bertujuan untuk melihat dan mendeskripsikan kemampuan siswa kelas IV dalam menyelesaikan soal geometri pada AKM Numerasi ditinjau dari kualitas respon siswa berdasarkan hasil ketuntasan siswa dalam menyelesaikan tes. Penelitian ini menggunakan metode deskripsi kualitatif. Data diperoleh dari hasil tes dan wawancara dari siswa kelas IV di lingkungan warga RT 04 Pasirjaya Kota Tasikmalaya. Terdapat 1 siswa kelas IV yang menjadi subjek penelitian ini. Hasil penelitian ini menunjukkan bahwa kemampuan siswa tersebut dalam menyelesaikan soal geometri pada Asesmen Kompetensi Minimum Numerasi tergolong rendah yaitu dengan presentase sebesar 17,65%.</p>
The implementation of the Minimum Competency Assessment (AKM) which will be held at the school education level, especially at the elementary school level requires preparation in order to carry it out. One of the components that must be prepared is from the students. The readiness of students in this case is seen as very important because as a subject that will be tested in the implementation of the Minimum Competency Assessment (AKM). The basic competencies that are tested on students are divided into two main components, namely reading literacy and numeracy. In the Numerical Minimum Competency Assessment (AKM), one of the materials tested is geometry. This study discusses the analysis of the ability of fourth grade elementary school students in solving geometry problems in the Numeration Minimum Competency Assessment (AKM). This study aims to see and describe the ability of fourth grade elementary school students in solving geometry problems in the Numeration Minimum Competency Assessment (AKM) in terms of the quality of student responses based on the results of students' completeness in completing tests and interviews. This study uses a qualitative description method. Data were obtained from the results of tests and interviews with fourth grade students in the neighborhood of RT 04 Pasirjaya, Tasikmalaya City. There is 1 grade IV student who is the subject of this research. The results of this study indicate that the student's ability to solve geometry problems in the Numeration Minimum Competence Assessment (AKM) is still low, with a percentage of 17.65%.
Tthis research aims to describe the form of interactive learning media design on the volume material for the fifth grade of elementary school. The materials focused on this research are cubes and blocks. The research method used is Design Based Research (DBR). The data collected is obtained from the results of interviews and documentation studies. The data analysis used is the Miles & Huberman model, which consists of data collection, data reduction, data display, and conclusions. The design of learning media is arranged based on the data obtained in the field. The design of product begins with making a storyboard that is arranged from the beginning to the end of the slides. The application used to create learning media is the Articulate Storyline 3 application and is assisted by the Website 2 APK Builder Pro application so that learning media can be accessed on Android. The final result of the design that has been made can be used as a learning media that can be accessed on Windows and Android. Interactive learning media provides 2-way communication between students and learning media, and users can choose the information they want to know in the application. From this, it is hoped that it can help the students' learning process in understanding the concept of volume building material.
This study aims to see and describe the ability of fourth grade elementary school students in solving geometry problems in the Numeration Minimum Competency Assessment (AKM) in terms of the quality of student responses based on the results of students' completeness in completing tests and interviews. The implementation of the Minimum Competency Assessment (AKM) which will be held at the school education level, especially at the elementary school level requires preparation in order to carry it out. One of the components that must be prepared is from the students. Student readiness in this case is seen as very important because it is a subject that will be tested in the implementation of the Minimum Competency Assessment (AKM). The basic competencies that are tested on students are divided into two main components, namely reading literacy and numeracy. In the Numerical Minimum Competency Assessment (AKM), one of the materials tested is geometry. This study discusses the analysis of the ability of fourth grade elementary school students in solving geometry problems in the Numeration Minimum Competency Assessment (AKM). The research method used is qualitative research. The research subjects were fourth grade students in the neighborhood of RT 04 Pasirjaya Tasikmalaya City. There is 1 grade IV student who is the subject of this research. The instrument used is the AKM Numeration geometry question sheet. Data collection techniques using interviews and documentation. Data analysis was done descriptively. The results of this study indicate that the student's ability to solve geometry problems in the Numeration Minimum Competency Assessment (AKM) is still low, with a percentage of 21.43%.
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