Cultural-Based Alternative Assessment Development in Elementary School Mathematics

DOI

10.2991/assehr.k.210312.046How to use a DOI?

Keywords

Alternative Assessment, Culture, Elementary Mathematics

Abstract

Assessment is an integral part o curriculum. Mathematics assessment is a mathematics learning tool that is useful for teachers as a reflection and to determine the competence of their students. However, the assessment applied by the teacher is still not in accordance with what has been tested or standardized. The measurement of student competence is still focused on the aspects of knowledge. The purpose of this research was to design an alternative assessment model based on culture in elementary school mathematics learning. This type of research is the development research of the Borg and Gall model, through the Define, Design, and Develop stages. This stage begins with analyzing the 2013 curriculum, analyzing basic competencies, and analyzing cultural values. Furthermore, designing an alternative assessment draft and validating it to experts, so that it becomes an alternative assessment model based on culture in elementary mathematics learning. The resulting mathematics alternative assessment has proven its validity in terms of material, language, and presentation, with a very good category.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Sukmawarti
AU  - Hidayat
PY  - 2021
DA  - 2021/03/13
TI  - Cultural-Based Alternative Assessment Development in Elementary School Mathematics
BT  - Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020)
PB  - Atlantis Press
SP  - 288
EP  - 292
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210312.046
DO  - 10.2991/assehr.k.210312.046
ID  - 2021
ER  -