Analysis of AKM Instrument Development for Historical Literature Capabilities of History Teachers of East Java

DOI

10.2991/assehr.k.211130.046How to use a DOI?

Keywords

AKM; literacy; history literacy; history resources; high school

Abstract

Reading literacy competence is important in education because it will build the ability to understand text, which is useful for decision making in the real world. Especially for history subjects that have a variety of sources, really need literacy mastery. The low reading literacy of Indonesian children based on the PISA score will be overcome through the AKM whose measurement refers to the PISA benchmark. The AKM measurement was applied to groups of grades 5, 8 and 11 without subject reference. In practice, many history teachers were asked to make history questions using the AKM measurement approach, causing confusion. The existence of abundant historical sources is ideal for developing historical AKM instruments to improve historical reading literacy. Therefore, the purpose of this activity/research is to evaluate the extent to which history teachers understand AKM through analysis of historical questions made and historical literacy through historical sources used. In order to achieve this goal, the method used is a survey with a questionnaire instrument and problem analysis to determine the level of understanding of AKM and observation to determine the use of historical sources. After discussing critical awareness and AKM through an online face-to-face session with 50 history teachers, they were asked to make a PISA literacy model question by including historical sources. The results obtained from the analysis and evaluation of historical literacy questions are, in terms of questions to find, interpret and integrate information, a score of 100% is obtained, while for questions measuring evaluation and reflection, a score of 72% is obtained. In terms of historical literacy as measured by the use of historical sources and the diversity of sources used, the scores were 84% and 78%, respectively. The score is already in the good category, so it can be concluded that the history teacher’s understanding of AKM and historical literacy is good. However, there are still around 20% of history teachers who have not succeeded in developing questions to measure the ability to evaluate and reflect and have not utilized historical sources in the development of the AKM instrument which deserves attention. History teachers need to be encouraged to continue to use historical sources and a variety of historical sources in the development of historical AKM questions to train students’ historical literacy. For the need for training on the development of sustainable historical AKM instruments through collaboration with alma mater universities through a network of alumni associations.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Sri Mastuti Purwaningsih
AU  - Agus Suprijono
AU  - Corry Liana
AU  - Riyadi
PY  - 2021
DA  - 2021/12/03
TI  - Analysis of AKM Instrument Development for Historical Literature Capabilities of History Teachers of East Java
BT  - Proceedings of the International Joined Conference on Social Science (ICSS 2021)
PB  - Atlantis Press
SP  - 262
EP  - 265
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211130.046
DO  - 10.2991/assehr.k.211130.046
ID  - Purwaningsih2021
ER  -