Minimum Competency Assessment: Designing Tasks to Support Students’ Numeracy

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Isnaeni Umi Machromah, Nida Sri Utami, RiniSetyaningsih, Dewi Mardhiyana, Lina Wahyu Sri Fatmawati


Indonesia has introduced a new strategy on national assessment as a substitute for national examinations. Minimum
Competency Assessment is used in national assessments to assess pupils' literacy. This assessment should be prepared by both
students and teachers. However, few instructional methods, learning resources, and evaluation instruments based on Minimum
Competency Assessment have been developed yet. Thus, the focus of this research is on designing task based on Minimum
Competency Assessment in order to aid students' numeracy. The ADDIE methodologies were applied in this research and
development study however the focus was on the analysis, design, and development phases. Literature study and observation
were used to gather data. The findings reveal that the Minimum Competency Assessment framework aligns with the PISA
framework, which includes content, context, and cognitive level. As a result, PISA characteristics could be used to construct
the problems. In addition, this research produced three verified tasks: truss construction as a scientific context, utilization of
empty space under the stairs as sociocultural context, and shortest path at the theme park as personal task. Each task consists of
three questions in various cognitive level, namely understanding, application, and reasoning.

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