Instrument Assessment of Student Performance as Innovation in Collaborative Problem Solving-Based Mathematics Learning

This study aims to develop an instrument for assessing student performance in mathematics learning based on Collaborative Problem Solving (CPS) and to analyze the content validity and reliability of the instrument. The subjects of this study were 45 students from Mater Dei High School. The instrument is a self-assessment questionnaire with 32 statements based on four dimensions of Collaborative Problem Solving (CPS), namely cognitive, social, emotional, and metacognitive. Content validity in this study uses Aiken's V index test, while internal reliability is analyzed using Cronbach's Alpha. The results showed that most items had fairly good validity with an Aiken's V value ≥ 0.60, but there were 11 items with values below 0.60 that needed improvement. Meanwhile, the reliability value of the instrument was very high with a Cronbach's Alpha value above 0.90 for each dimension and 0.986 overall. These findings confirm that the instrument is suitable for use as a comprehensive measurement tool in supporting mathematics learning transformation based on collaborative problem solving.

Keywords: Performance Assessment, Collaborative Problem Solving, Mathematics Learning