ANALYSIS OF STUDENTS' MATHEMATICAL REPRESENTATION ABILITIES USING FORMATIVE ASSESSMENTS

Abstract

Mathematics learning at the junior high school level faces the challenge of low mathematical representation skills of students. The use of formative assessment as a tool to identify aspects of representation has not been optimally utilized. This research is important to provide a contextual and responsive approach to learning diagnosis. This study aims to identify students' mathematical representation abilities through formative assessments on set materials. The qualitative descriptive approach was carried out by giving essay tests and interviews to 30 junior high school students. The analysis was carried out based on three indicators: image representation, symbols, and verbal. The validity and reliability of the instrument are guaranteed through item feasibility testing. As many as 77% of students were in the medium category and were able to represent questions in the form of pictures. Meanwhile, only 10% are able to present it completely in the form of pictures and words. The remaining 13% were in the low category and failed to meet the symbolic and verbal indicators. This pattern shows the dominance of visual representation, but the weakness of students' symbolic and verbal abilities. Formative assessments are able to map in detail the strengths and weaknesses of individual students and provide a basis for learning interventions. These findings confirm the effectiveness of formative assessments in identifying representational abilities. Further research needs to develop digital assessments and cross-level exploration.