Content validity analysis on mathematical quantitative literacy instruments in elementary schools

Abstract

This research is part of the development of mathematical quantitative literacy instruments for elementary school students. In this section, the purpose of this study is to analyze the content validity of the instrument. The instruments developed were 40 multiple-choice items constructed from interpretation, representation, calculation, assumptions, analysis, and communication skills. Furthermore, the instrument was assessed qualitatively and quantitatively by 6 experts with assessment aspects including 1) relevance of items to the dimensions of quantitative literacy, 2) relevance of items to item indicators, 3) clarity of items, 4) logicalness of all answer options, 5) fairness the language used, and 6) the functioning of the case descriptions/discourses/figures/tables/graphics in the items. The collected qualitative data were analyzed qualitatively and the collected quantitative data were analyzed using the Content Validity Index (CVI). The results show that 40 items each have a CVI value of more than 0.60 with an average of 0.98, it can be concluded that the items and quantitative literacy instruments for elementary school are valid based on content.