Question development of Pythagorean subject in junior high school based on cognitive process and context in minimum competency assessment

• Published in: AIP conference proceedings Vol. 2479; no. 1
• Main Authors: Utami, Nida Sri, Machromah, Isnaeni Umi, Setyaningsih, Rini, Farah, Raja Noor, Sari, Rani Puspita
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Melville American Institute of Physics 26.07.2022
• Subjects: Cognition & reasoning; Context; Design analysis; Learning; Mathematical analysis; Mathematics; Middle schools; Questions
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0099963

Mathematics is a branch of science that is closely related to other branches of science. Mathematics learning and the media used in learning are always changing to improve the quality of learning. Ability student to understand geometry subject less than ability to understand the other subject in mathematics. Pythagorean is one part of geometri that is very important to be understood by students. This study aims to design and develop a cognitive process-based and context-based mathematics learning question in the minimum competency assessment of Pythagoras in junior high school. This development research uses the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, but this article only explain Analysis, Design, and Development procedure. In developed questions, there are three kinds of context: personal context, socio-cultural context, and scientific context. Every context consists of understanding level, application level, and reasoning level. The developed questions had been validated by validator. Based on the result of validation from expert, these questions were declared valid to be used as learning resources.