DESIGNING A COGNITIVE DIAGNOSTIC TEST FOR MATHEMATICS: A NEEDS ANALYSIS SURVEY

Abstract

Mapping students' mathematical abilities is crucial for mathematics teachers, especially when dealing with slow learners or those showing signs of being slow learners within a classroom. This step allows teachers to gauge each student's initial understanding and skills, enabling them to design appropriate and effective teaching strategies. By understanding students' initial abilities, teachers can provide additional support and differentiate instruction for slow learners, ensuring they stay engaged and do not fall behind in the learning process. Moreover, mapping abilities aids in designing challenging materials for more advanced students, fostering an inclusive and adaptive learning environment for all ability levels. This research aims to analyze the need for developing a cognitive diagnostic test instrument that can help teachers map students' mathematical abilities in essential topics while serving as an early identification tool for students showing signs of slow learning in mathematics. The study adopts a quantitative approach, collecting data through questionnaire. Respondents, consisting of 122 high school mathematics teachers from various regions in Indonesia, provide their perceptions regarding the need for a cognitive diagnostic test instrument capable of assessing students' mathematical abilities in essential topics and identifying those indicating slow learning in mathematics. Therefore, further research on developing a cognitive diagnostic test instrument capable of assessing students' mathematical abilities in essential topics and identifying those indicating slow learning in mathematics is deemed essential to fulfill these educational needs.