Kajian Literatur Sistematis tentang Integrasi Budaya Lokal dalam Asesmen Numerasi Sekolah Dasar
Abstract
Berbagai penelitian terkait asesmen numerasi sekolah dasar memperlihatkan bahwa unsur budaya lokal masih jarang dijadikan landasan dalam merancang instrumen evaluasi numerasi siswa. Studi ini dilakukan untuk menelaah kecenderungan penelitian sebelumnya mengenai pemanfaatan budaya lokal dalam asesmen numerasi sekolah dasar sekaligus menemukan ruang pengembangan instrumen yang lebih kontekstual. Penelitian menggunakan pendekatan semi-systematic literature review melalui penelusuran artikel ilmiah pada Google Scholar dan berbagai sumber akademik lain yang relevan. Artikel diseleksi berdasarkan kriteria inklusi tahun publikasi, relevansi topik, dan kelengkapan sumber sehingga diperoleh 15 artikel utama untuk dianalisis secara deskriptif kualitatif. Hasil kajian menunjukkan bahwa penelitian sebelumnya lebih banyak berfokus pada pengembangan perangkat pembelajaran berbasis budaya lokal dibandingkan pengembangan instrumen asesmen numerasi. Selain itu, integrasi antara standar numerasi internasional seperti Programme for International Student Assessment (PISA), kebijakan nasional melalui Asesmen Kompetensi Minimum (AKM), dan konteks budaya lokal masih belum optimal. Penelitian ini menyimpulkan bahwa penyusunan instrumen penilaian numerasi yang memanfaatkan konteks budaya daerah diperlukan agar proses evaluasi lebih dekat dengan pengalaman belajar siswa sekolah dasar.
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