Okky Riswandha Imawan, Heri Retnawati, Haryanto, Raoda Ismail
Mathematical literacy supports the achievement of 21st century skills. Mathematical literacy needs to be trained in students from a young age, namely the elementary school level. Elementary school teachers who have high mathematical literacy skills will be able to educate students better. Therefore, prospective elementary school teachers need to get used to working on math literacy questions. This study aims to: 1) analyze the construct of the mathematical literacy instrument with CFA; 2) analyze the item bias of the mathematical literacy instrument with DIF. This research is descriptive quantitative research. The mathematical literacy instrument consists of 40 multiple choice items. Participants in the mathematical literacy test were 115 prospective elementary school teacher students in Indonesia (Papua Province). The results of the study show that 1) the results of construct validity using CFA indicate that the mathematical literacy instrument has been well structured theoretically, as indicated by an RMSEA value of less than 0.08; 2) DIF was not detected for the gender group, whereas in the senior high school, region, and live groups several items of mathematical literacy instruments were detected which were detected by DIF. In conclusion, the mathematical literacy instrument that has been developed is of fairly good quality, but some items need to be revised because DIF is detected. © 2024 Author(s).
Yogyakarta State University, Yogyakarta, Indonesia; Cenderawasih University, Jayapura, Indonesia
