The Development of Mathematics Authentic Assessment in the Application of Model Eliciting Activities to Improve Students^ Metacognitive Skills Nurul Husna Lubis
Student of Postgraduate Program of Mathematics Education Study Program, State University of Medan (UNIMED), Jl. Willem Iskandar Pasar V Medan Estate, Medan 1589, Indonesia
Abstract
The root of the problem in this study is that the traditional assessment did not provide real experience for the students- did not make them able to regulate and control their cognitive processes because the assessment did not refer to real world situations. To overcome this problem, a mathematics authentic assessment was developed in the application of Model Eliciting Activities to improve metacognitive skills. The validity of the authentic assessment was reached after the researcher could measure what should be measured. Meanwhile, the effectiveness of the authentic assessment was reached by looking at the completeness of the metacognitive skills. This research was a development study conducted in two stages. The results of the trial I and trial II showed that the mathematics authentic assessment developed in the application of the Model Eliciting Activities has met the valid criteria. Moreover, the assessment has met the effective criteria. It was strengthened by the increase in the students^ metacognitive skills by using the mathematics authentic assessment developed in the application of the Model Eliciting Activities in the trial I and the trial II by 0.245.
Keywords: Mathematics authentic assessment- Model eliciting activities- Metacognitive skills- Development study
