Hendra Kartika, Mega Teguh Budiarto, Yusuf Fuad, Kim Jeonghyeon, Ebenezer Bonyah
Background: Assessing prerequisite algebra skills among secondary school students is essential to learning to succeed in formal algebraic classes. Objectives: Therefore, this research aims to develop a prerequisite algebra skills (PAS) instrument in the context of early algebra for seventh grade. Design: It was conducted in quantitative descriptive and cross-sectional design. The PAS instrument developed was in the form of multiple-choice questions. Participants: Three experts were selected, and 85 Grade 7 students in West Java, Indonesia, participated in checking the psychometric evidence. Data Collection and Analysis: Experts filled out an assessment sheet to assess content validity and inter-rater reliability, which was analysed using a content validity index (CVI) and Kappa coefficient (κ). The construct validity and reliability were examined using the Point-Biserial correlation and Kuder-Richardson's 20. Results: The result of content validity revealed that overall instrument evaluation based on the dimensions of substance and construction was valid and reliable. The construct of 23 items indicated valid with various difficulty levels and acceptable discrimination value. The developed instrument was considered reliable based on Kuder-Richardson's 20 value of 0.73. These results indicate that it is recommended to be used as it is relevant, fast and easy to manage. Conclusions: The recommendation for improvement is emphasised in the language clarity aspect. Future study is also widely open about the provision of the test in an online-based format. © 2023 Lutheran University of Brazil. All rights reserved.
Universitas Negeri Surabaya, Doctoral Program in Mathematics Education, Surabaya, Indonesia; Universitas Negeri Surabaya, Department of Mathematics Education, Surabaya, Indonesia; Universitas Singaperbangsa Karawang, Department of Mathematics Education, Karawang, Indonesia; Dankook University, Graduate School of Mathematics Education, Yongin, South Korea; Akenten Appiah Menka University of Skills Training and Entrepreneurial Development, Department of Mathematics Education, Kumasi, Ghana; University of Johannesburg, Department of Mathematics and Applied Mathematics, South Africa
