Enhancing Teacher Competence in Designing Culturally Contextualized Differentiated Mathematics Assessment

DOI

10.2991/978-2-38476-434-1_6How to use a DOI?

Keywords

Mathematics Learning Assessment; Differentiated Learning; Socio-cultural Contexts

Abstract

Differentiated mathematics learning assessment is an essential element that can optimize learning by the principles of the Merdeka Curriculum. This study aims to improve teachers’ ability to develop differentiated mathematics learning assessments, especially those by the Merdeka Curriculum and the socio-cultural context. This descriptive qualitative study uses the explanatory type of Participatory Action Research (PAR) method. The subjects in this study were 24 primary school teachers. The activity was carried out in 3 stages: problem identification, implementation, and evaluation. The instruments used in this study were written tests, questionnaires, and documentation. The data analysis technique used was descriptive statistics for quantitative data, focusing on summarizing and presenting data. This study’s results show increased teachers’ ability to design differentiated assessments based on the socio-cultural context through pretest and posttest results. The average score for the pretest was 51.25, while the average score for the posttest was 79.3, increasing to 28.05. In addition, the achievement of teacher indicators in designing assessments is 93.3%, meaning that most teachers can design differentiated assessments according to the socio-cultural context. Meanwhile, the questionnaire results showed that the participants (teachers) responded positively to implementing the assessment preparation workshop. The overall average score of the questionnaire was 4.08, with the criteria of good. The results of this activity are expected to strengthen the capacity of elementary school teachers to implement differentiated mathematics learning assessments in the Merdeka Curriculum by considering socio-cultural diversity.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yurizka Melia Sari
AU  - Nonik Indrawatiningsih
AU  - Nurus Saadah
AU  - Evangelista Lus Windyana Palupi
PY  - 2025
DA  - 2025/07/03
TI  - Enhancing Teacher Competence in Designing Culturally Contextualized Differentiated Mathematics Assessment
BT  - Proceedings of the 8th International Symposium on Mathematics Education and Innovation (ISMEI 2024)
PB  - Atlantis Press
SP  - 66
EP  - 76
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-2-38476-434-1_6
DO  - 10.2991/978-2-38476-434-1_6
ID  - Sari2025
ER  -