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Penelitian ini bertujuan mengembangkan instrumen tes KPM pada materi barisan dan deret yang valid, reliabel, serta memiliki tingkat kesukaran dan daya pembeda yang baik. Metode development studies dengan tahap preliminary dan formative evaluation, termasuk validasi ahli dan uji coba. Hasil validasi internal rata-rata 97,67% (sangat valid), reliabilitas 0,86 (sangat tinggi), dan diperoleh 13 butir soal valid.",{"@graph":63,"@context":120},[64,81,103],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,72,75,78],{"item":68,"name":69,"@type":70,"position":71},"https://docshare.wps.com","Home","ListItem",1,{"item":73,"name":9,"@type":70,"position":74},"https://docshare.wps.com/id/document/",2,{"item":76,"name":43,"@type":70,"position":77},"https://docshare.wps.com/id/document/ujian/",3,{"item":79,"name":59,"@type":70,"position":80},"https://docshare.wps.com/id/document/development-of-a-mathematical-reasoning-ability-test-instrument-for-grade-xi-sequences-and-series-materials/158195/",4,{"url":79,"name":59,"@type":82,"image":83,"author":88,"headline":59,"publisher":91,"fileFormat":94,"inLanguage":57,"description":61,"dateModified":95,"datePublished":96,"encodingFormat":94,"isAccessibleForFree":97,"interactionStatistic":98},"DigitalDocument",{"url":84,"@type":85,"width":86,"height":87},"https://docshare.wps.com/thumbnails/development-of-a-mathematical-reasoning-ability-test-instrument-for-grade-xi-sequences-and-series-materials/158195.png","ImageObject",300,407,{"name":89,"@type":90},"Riley","Person",{"url":68,"name":92,"@type":93},"DocShare","Organization","application/pdf","2026-09-20","2026-08-29",true,{"@type":99,"interactionType":100,"userInteractionCount":102},"InteractionCounter",{"@type":101},"ViewAction",5,{"@type":104,"mainEntity":105},"FAQPage",[106,112,116],{"name":107,"@type":108,"acceptedAnswer":109},"Penelitian ini bertujuan untuk apa?","Question",{"text":110,"@type":111},"Mengembangkan instrumen tes Kemampuan Penalaran Matematis (KPM) pada materi barisan dan deret yang valid, reliabel, serta memiliki tingkat kesukaran dan daya pembeda yang baik.","Answer",{"name":113,"@type":108,"acceptedAnswer":114},"Model pengembangan yang digunakan dalam penelitian ini bagaimana tahapannya?",{"text":115,"@type":111},"Jenis penelitian adalah development studies dengan tahap preliminary dan formative evaluation. Tahap formative evaluation mengadaptasi langkah Tessmer: self-evaluation, expert review, one-to-one, small group, dan field test.",{"name":117,"@type":108,"acceptedAnswer":118},"Bagaimana hasil validasi dan reliabilitas instrumen tes KPM?",{"text":119,"@type":111},"Skor rata-rata validasi internal mencapai 97,67% dengan kategori sangat valid. 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Bina Widya Simpang Baru, Pekanbaru, Indonesia  \n[thassya.novanka2150@student.unri.co.id](thassya.novanka2150@student.unri.co.id)  \nAbstract  \nMathematical Reasoning Ability (MRA) is a crucial skill in learning mathematics. However, students' MRA is still in the low category due to the lack of test instruments that teachers can use as references in practicing test questions to train students' MRA. This research aims to develop a MRA test instrument on sequence and series material that is valid, reliable, and possesses a high degree of difficulty and differentiating power. This type of research is a development studies type development model which consists of preliminary and formative evaluation stages. The formative evaluation stage adapts Tessmer's steps, self-evaluation, expert review, oneto-one, small group, and field test. The data analysis technique used is a descriptive analysis technique using validation sheet instruments, student response sheets, and MRA test sheets. The subjects of this research were 30 students of class XI MS 2 at Plus Senior Highschool Riau Province. Data was validated by three validatorsand trials of MRA test questions on research subjects at the field test stage. The average internal validation score is 97.67% with a very valid category. Of the 15 internally valid questions, a trial was carried out to obtain 13 externally valid questions, a reliability value of 0.86 in the very high category, 8 medium questions and 5 difficult questions, and 6 questions with sufficient differentiating power, 5 questions with good discriminating power, and 2 questions with very good discriminating power. 13 MRA questions obtained were valid, reliable, and had a good level of difficulty and differentiating power.  \nKeywords: Test Instruments, Mathematical Reasoning Ability, Sequences and Series Materials.  \nAbstrak  \nKemampuan Penalaran Matematis (KPM) merupakan kemampuan yang penting untuk dimiliki peserta didik dalam pembelajaran matematika. Akan tetapi KPM peserta didik masih dalam kategori rendah dikarenakan kurangnya instrumen tes yang dapat digunakan guru sebagai referensi dalam melatihkan soal tes yang dapatmelatih KPM peserta didik. Penelitian ini bertujuan untuk mengembangkan instrumen tes KPM pada materi barisan dan deret yang valid, reliabel, serta memiliki tingkat kesukaran dan daya pembeda yang baik. Jenis penelitian adalah model pengembangan tipe development studies yang terdiri dari tahap preliminary dan formative evaluation. Tahap formative eveluation mengadaptasi langkah Tessmer yakni self evaluation, experts review, one-to-one, small group, dan field test. Teknik analisis data yang digunakan adalah teknik analisis deskriptif yang menggambarkan setiap pengolahan data yang terkumpul dengan menggunakan instrumen lembar validasi, lembar respon peserta didik, dan lembar tes KPM. Subjek penelitian ini adalah 30 pesertadidik kelas XI MS 2 SMAN Plus Provinsi Riau. Data diperoleh dari hasil validasi tiga orang validator dan uji coba soal tes KPM kepada subjek penelitian pada tahap field test. Skor rata-rata validasi internal adalah 97,67% dengan kategori sangat valid. Dari 15 butir soal yang valid secara internal, dilakukan uji coba diperoleh 13 butir soal yang valid secara eksternal, nilai reliabilitas 0,86 kategori sangat tinggi, 8 butir soal sedang dan 5 butir soal sukar, serta 6 soal dengan daya pembeda cukup, 5 soal dengan daya pembeda baik, dan 2 soal dengan daya pembeda sangat baik. Maka diperoleh 13 soal KPM dengan yang valid, reliabel, sertamemiliki tingkat kesukaran dan daya pembeda yang baik.  \nKata kunci: Instrumen Tes, Kemampuan Penalaran Matematis, Materi Barisan dan Deret.  \n Copyright (c) 2024 Thassya Novanka Efendi, Kartini,","cbCaisv88s0qb8CI","https://ap.wps.com/l/cbCaisv88s0qb8CI","pdf",281504,16,"Indonesian","# Pendahuluan\n# Kemampuan Penalaran Matematis (KPM)\n# Kebutuhan Instrumen Tes KPM\n# Pengembangan Instrumen Tes\n## Validasi dan Uji Coba\n## Teknik Analisis Data","[{\"question\":\"Penelitian ini bertujuan untuk apa?\",\"answer\":\"Mengembangkan instrumen tes Kemampuan Penalaran Matematis (KPM) pada materi barisan dan deret yang valid, reliabel, serta memiliki tingkat kesukaran dan daya pembeda yang baik.\"},{\"question\":\"Model pengembangan yang digunakan dalam penelitian ini bagaimana tahapannya?\",\"answer\":\"Jenis penelitian adalah development studies dengan tahap preliminary dan formative evaluation. Tahap formative evaluation mengadaptasi langkah Tessmer: self-evaluation, expert review, one-to-one, small group, dan field test.\"},{\"question\":\"Bagaimana hasil validasi dan reliabilitas instrumen tes KPM?\",\"answer\":\"Skor rata-rata validasi internal mencapai 97,67% dengan kategori sangat valid. Reliabilitas instrumen bernilai 0,86 dengan kategori sangat tinggi, dan diperoleh 13 butir soal yang valid secara eksternal.\"}]","Pengembangan Instrumen Tes Kemampuan Penalaran Matematis pada Materi Barisan dan Deret Kelas XI SMA/MA | PDF",25]