Analisis Literasi Numerasi Mahasiswa Pendidikan Biologi Berdasarkan Asesmen Kompetensi Minimum

Fitra Ramadhan; Miko Purnomo; Antonius Tuan Tana Ruron; Jonris Tampubolon

doi:10.36312/biocaster.v5i4.680

Authors

Fitra Ramadhan Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Timor, Sasi, Timor Tengah Utara, Nusa Tenggara Timur 85614, Indonesia
Miko Purnomo Program Studi Matematika, Fakultas Pertanian, Sains dan Kesehatan, Universitas Timor, Sasi, Timor Tengah Utara, Nusa Tenggara Timur 85614, Indonesia
Antonius Tuan Tana Ruron Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Timor, Sasi, Timor Tengah Utara, Nusa Tenggara Timur 85614, Indonesia
Jonris Tampubolon Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Timor, Sasi, Timor Tengah Utara, Nusa Tenggara Timur 85614, Indonesia

DOI:

https://doi.org/10.36312/biocaster.v5i4.680

Keywords:

Minimum Competency Assessment, Numeracy Literacy, Biology Education

Abstract

The development of the Industrial Revolution 5.0 requires students, particularly prospective biology teachers, to acquire 21st-century skills, including numeracy literacy, which serves as the foundation for critical thinking, analytical reasoning, and problem-solving. This study aims to analyze the numeracy literacy profile of Biology Education students based on the Minimum Competency Assessment (AKM). The research employed a quantitative descriptive method involving 88 first- and third-semester students of the Biology Education Study Program at the University of Timor, selected using purposive sampling. The research instrument consisted of a numeracy test that referred to the content, context, cognitive processes, and numeracy literacy levels of the AKM. The findings reveal that students’ numeracy literacy is still categorized as Requiring Special Intervention. This condition is influenced by memorization-oriented learning, low learning motivation, and limited integration of numeracy in biology instruction. These results highlight the importance of implementing innovative and contextual learning strategies integrated with numeracy literacy so that prospective biology teachers can not only meet the minimum AKM standards but also develop pedagogical competencies relevant to the challenges of the 21st century.

Downloads

Download data is not yet available.

References

Aini, V., Hidayat, T., Kusnadi, K., Williams, C., & Hadibarata, T. (2024). Analysis Numeracy Literacy Skills of High School Students in Biodiversity Material Based on Minimum Competency Assessment Questions. Jurnal Pendidikan IPA Indonesia, 13(1), 128-136. https://doi.org/10.15294/jpii.v13i1.45679

Andriani, L., Diana, N., & Hidayat, A. (2022). Analysis of Students’ Numeracy Skill in Genetics Topic Based on Minimum Assessment Competency. Assimilation : Indonesian Journal of Biology Education, 5(2), 100-105. https://doi.org/10.17509/aijbe.v5i2.49709

Astuti, R., & Haryadi, R. (2022). Analisis Kesulitan Mahasiswa dalam Menyelesaikan Soal Pemahaman Matematis pada Mata Kuliah Teori Peluang. Axiom : Jurnal Pendidikan dan Matematika, 11(2), 218-227. http://dx.doi.org/10.30821/axiom.v11i2.11452

Ayuningtyas, N., & Sukriyah, D. (2020). Analisis Pengetahuan Numerasi Mahasiswa Matematika Calon Guru. Delta-Pi : Jurnal Matematika dan Pendidikan Matematika, 9(2), 237-247. https://doi.org/10.33387/dpi.v9i2.2299

Devita, D., & Rismaini, L. (2024). Analisis Kemampuan Literasi Numerasi dalam Menyelesaikan Soal Cerita Persamaan Linier Mahasiswa Manajemen. Journal of Education Research, 5(4), 5931-5939. https://doi.org/10.37985/jer.v5i4.1913

Diana, N. (2025). Hubungan Literasi Numerasi dengan Pemahaman Konsep Biologi dalam Praktikum Fisiologi Tumbuhan. Biosfer : Jurnal Pendidikan Biologi, 18(1), 45-54. https://doi.org/10.21009/biosferjpb.49807

Fauzi, A., & Fadilah, M. (2024). Literatur Review: Implementasi Literasi Numerasi pada Pembelajaran Biologi di SMA. Biodik : Jurnal Ilmiah Pendidikan Biologi, 10(2), 132-137. https://doi.org/10.22437/biodik.v10i2.33802

Hendriana, H., & Soemarmo, U. (2017). Penilaian Pembelajaran Matematika. Bandung: Refika Aditama.

Melissa, M. M., & Kristanto, Y. D. (2024). Profil Pengetahuan Numerasi Mahasiswa Calon Guru Matematika. Johme : Journal of Holistic Mathematics Education, 8(1), 116-129. https://doi.org/10.19166/johme.v8i1.8324

Meriana, T., & Murniarti, E. (2021). Analisis Pelatihan Asesmen Kompetensi Minimum. Jurnal Dinamika Pendidikan, 14(2), 110-116. https://doi.org/10.51212/jdp.v14i2.7

OECD. (2023). PISA 2022 Results: What Students Know and Can Do - Volume I. Paris: OECD Publishing.

Pusat Asesmen dan Pembelajaran. (2020). AKM dan Implikasinya pada Pembelajaran. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.

Siskayanti, W. D., Nurhidayati, S., & Safnowandi, S. (2022). Pengaruh Model Problem Based Instruction Dipadu dengan Teknik Probing Prompting terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Kognitif. Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan, 2(2), 94-112. https://doi.org/10.36312/pjipst.v2i2.76

Sugiyono, S. (2018). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: CV. Alfabeta.

Winata, A., Widiyanti, I. S. R., & Cacik, S. (2021). Analisis Kemampuan Numerasi dalam Pengembangan Soal Asesmen Kemampuan Minimal pada Siswa Kelas XI SMA untuk Menyelesaikan Permasalahan Science. Jurnal Educatio, 7(2), 498-508. https://doi.org/10.31949/educatio.v7i2.1090

Wulansari, M., Prasetyowati, D., & Purnamasari, I. A. (2024). Analisis Kemampuan Numerasi Siswa SMA dalam Memecahkan Masalah Ditinjau dari Motivasi Belajar pada Materi Matriks. Journal on Education, 7(1), 2624-2633. https://doi.org/10.31004/joe.v7i1.6796

Yuwono, M. R., Ferryka, P. Z., Setyandari, A., & Munif, F. A. (2024). Analisis Kemampuan Literasi Numerasi Mahasiswa pada Implementasi Program Kampus Mengajar. Jurnal Pembelajaran Matematika Inovatif, 7(1), 111-128. https://doi.org/10.22460/jpmi.v7i1.21595