The Teacher's Ability to Develop Diagnostic Instruments in Elementary School Mathematics Education

Authors

  • Inggriani Universitas Muhammadiyah Pringsewu
  • Nanda Nurwati Universitas Muhammadiyah Pringsewu
  • Dera Nurva Universitas Muhammadiyah Pringsewu
  • Anggin Anjosia Universitas Muhammadiyah Pringsewu
  • Evi Nurlaila Universitas Muhammadiyah Pringsewu

DOI:

https://doi.org/10.32585/affective.v1i2.39

Keywords:

Teacher's Ability, Diagnostic, Mathematic Education

Abstract

The purpose of this research is to explain teachers' ability to develop diagnostic instruments in elementary school mathematics education. Mathematics education in elementary school is very important for building students' mathematical understanding and logical and analytical thinking skills. The implementation of the independent curriculum for mathematics lessons in elementary schools aims for students to be able to solve mathematical problems in their daily lives. The diagnostic instrument for mathematics learning is designed to diagnose the strengths and weaknesses of students as well as to identify their learning needs. The teacher's ability to develop diagnostic instruments greatly influences the quality of the evaluation conducted. This research uses a descriptive qualitative method, which collects data through interviews, observations, and documentation of teachers at SDN 4 Suka Agung, Bulok District, Tanggamus Regency. The research results indicate that teachers' ability to create diagnostic instruments in elementary school mathematics education is very low, because some teachers still do not understand the diagnostic instrument, making it difficult to implement it in mathematics learning using the independent curriculum. Therefore, teachers need in-depth training and socialization regarding diagnostic instruments.

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Published

2024-11-30

How to Cite

Inggriani, Nurwati, N., Nurva, D., Anjosia, A., & Nurlaila, E. (2024). The Teacher’s Ability to Develop Diagnostic Instruments in Elementary School Mathematics Education. Affective Development Journal, 1(2), 47–54. https://doi.org/10.32585/affective.v1i2.39

Issue

Vol. 1 No. 2 (2024): November

Section

Articles

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