Minimum Competency Assessment: Designing Tasks to Support Students’ Numeracy

Abstract

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