The Implementation of Project-based Learning using ICT

in Mathematical Proficiency Improvement of High School Students in

the Region of North Maluku at 3T

In H. Abdullah, Karman La Nani, Ikram Hamid, and Ariyanti Jalal

Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Khairun

ikram_hm21@yahoo.co.id ; anthy.nyong@yahoo.com

Keywords: Teaching materials, Mathematical proficiency of students, ICT-Based Project Learning.

Abstract: The purpose of this study is to produce ICT-based project materials and project-based instruments to

improve the mathematical proficiency of high school students in 3T areas in mathematics learning. This

experimental research applies ICT-assisted PBP to improve students 'mathematical skills, beginning with

the development of quality teaching materials and instruments to measure the improvement of students'

mathematical skills through ICT-assisted project-based learning (ICT-assisted PBP). This research develops

ICT-assisted based project-based mathematics teaching materials, test instruments for students'

mathematical skills, observation sheets of teacher and student activities, to be applied in order to improve

the quality of mathematics learning and the quality of regional education 3T. Data analysis techniques use

qualitative and quantitative analysis to express the quality of teaching materials, instruments of students

'mathematical skills tests, and observation sheets of teacher and student activities to measure the

improvement of students' mathematical skills abilities. The results of advance validation, content validation

and empirical validation are limited, that the instructional materials for PBP-based statistical materials with

ICT, students' mathematical proficiency test instruments, and guidelines for observing the activities of

teachers and students are suitable to be used as tools and research instruments to improve the mathematical

proficiency of high school students.

1 INTRODUCTION

The advancement of technology and information

which is increasingly globalized today, encourages

all Indonesian people to try to get information in

abundance, quickly and easily from various sources

and various parts of the world. Likewise for the

community in the 3T area (leading, outermost and

disadvantaged) in preparing themselves to anticipate

the advances in technology, communication and

information (ICT). Anticipating the progress of ICT,

people in the 3T area are required to have the ability

to obtain, select, manage, and follow up on the

progress of ICT to be used in a dynamic,

challenging, and full of competition, especially for

the sake of improving the quality of education and

the quality of the learning process.

The development of the quality of education in

the 3T area in North Maluku requires special

attention from the government, in order to increase

human resources (HR) in anticipating the emergence

of ICT. This fact is in accordance with Luthfiyah

Nurlaela's experience in the book’ Berbagi di Ujung

Negeri [Sharing in the Nation Corner] (2013), that

the problems related to human resources in the 3T

area are a lack of educators (teachers), teacher

distribution is not balanced, mismatch between the

qualifications of educators and the field being

taught. This condition leads to the quality of

education in the 3T area is still below the standard

when compared with other regions nationally.

The creation of reliable human resources for the

3T area, it is necessary to increase the skills of

students as future generations through the

development of quality education in the learning

process in every field of science. Mathematics as a

scientific discipline has important access to the

formation of quality human resources and the

formation of students' mindset skills and can be

284

Abdullah, I., La Nani, K., Hamid, I. and Jalal, A.

The Implementation of Project-based Learning using ICT in Mathematical Proﬁciency Improvement of High School Students in the Region of North Maluku at 3T in Mathematical Proﬁciency

Improvement of High School Students in the Region of North Maluku at 3T.

DOI: 10.5220/0008901002840292

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 284-292

ISBN: 978-989-758-439-8



measured from mathematical skills (Mathematical

Profession).

Mathematical skills which include:

understanding concepts, smooth procedures,

strategic competencies, adaptive reasoning, and

productive character are abilities that are intertwined

with one another. The five mathematical skills are

integrated with each other and are synergistically

balanced in the intellectual development of students.

The process of constructing it, the teacher must not

only emphasize on one or several skills, but must

pay attention to all aspects of mathematical skills.

According to Kilpatrick (2001) mathematical skills

have components that cannot be separated, namely:

(1) conceptual understanding; (2) procedural

smoothness; (3) strategic competence; (4) adaptive

reasoning; and (5) productive disposition. These five

components of mathematical skills are not separate

things, but intertwine into one skill that represents

different aspects of something complex.

Mathematical skills as described above can be

developed through mathematics learning activities.

Mathematics learning in schools according to the

Ministry of National Education (2014) aims to: (1)

train students 'ways of thinking and reasoning in

drawing conclusions, (2) developing students'

creative activities that involve imagination, intuition,

and discovery by developing divergent, original,

curious thoughts. make predictions and predictions,

and experiment, (3) develop problem-solving skills,

and (4) develop the ability to convey information

and communicate ideas. The creation of these

abilities, students must have mathematical skills in

conducting mathematics learning activities.

Improving mathematical skills in learning

mathematics, it is necessary to use innovative

learning models that involve collaborative student

activity in solving real problems, completing

meaningful tasks, constructing knowledge, in

connection with certain material to be studied. One

of the learning that creates this situation is ICT-

assisted project-based learning (ICT-assisted PBP).

According to La Nani (2015), ICT-assisted PBP

can be used as an alternative in learning introductory

statistics. PBP-assisted ICT implementation

provides opportunities for students to learn statistical

concepts from various sources, understand the

implementation of statistics in real life, increase

interaction activities between students, encourage

the creation of a dynamic and conducive learning

atmosphere, and improve mathematical skills. The

application of ICT-assisted PBP is expected to

provide opportunities for students to learn statistical

material from various sources, understand the

implementation of statistics in real life, increase

interaction activities between students, encourage

the creation of a dynamic and conducive learning

atmosphere, and improve students' mathematical

skills.

Based on the above background, the main

problem of this research is, "how is the

implementation of ICT-assisted project-based

learning (PBP Assisted by ICT) to improve the

mathematical skills of students in the 3T area of

North Maluku?" In detail the research problems are

described in the following questions: (1) What is the

achievement and improvement of the mathematical

skills of high school students in 3T areas in North

Maluku through the implementation of ICT-assisted

PBP? (2) How is the effectiveness of PBP

implementation assisted by ICT in improving the

mathematical skills of high school students in 3T

areas in North Maluku? (3) Does the implementation

of PBP Assisted by ICT improve the mathematical

skills of high school students in 3T areas in North

Maluku?

Based on its content, school mathematics

learning is expected to form students' mathematical

skills. The low quality of learning and mathematical

skills of students in learning mathematics, especially

students in South Halmahera district, Morotai island

district and Taliabu district as 3T areas in North

Maluku. South Halmahera Regency, Morotai Islands

and Taliabu as 3T areas in North Maluku have geo-

political and geo-economic potential that can be

developed as catalysts for development and as a

gateway to Pacific axis competition, it is necessary

to prepare human resources through improving

mathematical skills so that the creation of quality

human resources, education and learning, as well as

the quality of mathematics learning.

2 THEORY STUDY

2.1 Mathematical Proficiency

Mathematical skills are the ability to understand

concepts, proficiency in using procedures,

mathematical problem solving, logical thinking

capacity, consisting of five strands with one another

must be established synergistically. Therefore the

mathematical skills themselves are not easily

observed. The formulation of mathematical skills is

as follows: (1) Conceptual Understanding, namely

the ability that includes concepts, operations and

relationships or connections in mathematics.

Understanding a concept in mathematics correctly

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will result in the use of mathematical operations in

various ways it can be done, or students will later

have the ability to use the concept associated with

various circumstances when they encounter

problems related to the concept in different

circumstances. (2) Procedural Fluency, namely the

students' skill in using procedures in a flexible,

accurate, efficient and appropriate manner. (3)

Strategic Competence, namely the student's ability

or ability to formulate, present, and solve

mathematical problems. (4) Adaptive Reasoning

(Adaptive Reasoning) is the ability of students to

think logically about the relationship between

concepts and situations, estimate, reflect, explain

and conclude with validity / validity and ultimately

can justify what they do. (5) Productive Disposition

is a habit that tends to see mathematics as something

that is reasonable, useful, and valuable along with

the belief in perseverance and its success in

mathematics.

The five mathematical skills must be intertwined

with each other and run in a balanced manner, as

teachers cannot only emphasize on one or several

skills. The five mathematical skills are interrelated

so that they are not easily observed in a simple way.

A student who has mastered these five abilities must

be seen as a whole, for example a high school

student who studies trigonometry. Knowing whether

these five mathematical skills are already present in

the student, cannot be easily observed at that time,

because it must be seen when the student uses

trigonometric concepts to solve problems in other

fields, using algorithms, strategies, trigonometric

concept procedures on different problems and

different times too, so that in the end it was able to

use the concept to justify the results of the work

which would lead to a sense of trust in mathematics.

2.2 Regional Education Concern 3T

The Presidential Regulation states that

disadvantaged regions are regencies whose regions

and communities are less developed than other

regions on a national scale. An area is designated as

a Disadvantaged Region based on the criteria of the

community's economy, human resources, facilities

and infrastructure, regional financial capacity,

accessibility and regional characteristics. The

criteria for underdevelopment as intended are

measured based on indicators and sub-indicators.

Provisions concerning indicators and sub-indicators

as referred to are regulated by a Ministerial

Regulation which organizes governmental affairs in

the development of underdeveloped regions, "read

Article 2 Paragraph (2.3) of the Presidential

Regulation.

According to the Presidential Regulation

(Perpres), the Government determines Regions Left

behind every 5 years nationally based on criteria,

indicators, and sub-indicators of regional

underdevelopment. Determination of Disadvantaged

Areas as intended is based on the Minister's proposal

by involving relevant ministries / institutions and

local governments. The establishment, expansion

and merger of regencies; or efforts to overcome

extraordinary circumstances, conditions of conflict,

or natural disasters, according to this Presidential

Regulation, the President can establish a new

Disadvantaged Region. This regulation also affirms,

that the Minister who carries out government affairs

in the field of underdeveloped regional development

by involving other relevant ministries / institutions

to evaluate the Disadvantaged Regions every 1 year.

Evaluation as referred to in paragraph (1) is

carried out using the calculation method: a.

composite index; b. interval value; c. interval; and /

or d. the percentage of underdeveloped villages in

the district. This Presidential Regulation comes into

force on the date of promulgation, "reads Article 8

of the Presidential Regulation Number 131 of 2015

which was promulgated by the Minister of Law and

Human Rights Yasonna H. Laoly on November 9,

2015.

North Maluku Province is an archipelago which

results in differences in culture, customs and quality

of education in each region. In addition to the lack of

education in North Maluku, especially in remote

areas, there is no quality learning that is relevant to

environmental conditions, student needs and subject

matter. Education services in North Maluku

Province have not yet been felt evenly, resulting in

low quality of education from years of exposure,

especially in the 3T (frontier, outermost, and

disadvantaged) regions. This inequality of education

has become a complex problem as if it is difficult to

solve, if it is not immediately resolved by the

provincial government of North Maluku and share

stakeholders in each district of the city.

Addressing the problem of education in the

province of North Maluku, especially in the 3T area

requires the care of the government, both local

government and central government in conducting

scientific studies and research, especially the

implementation of effective and efficient learning to

be able to prepare quality generations so that they

can compete nationally. That is, it is necessary to

carry out learning that is relevant to environmental

conditions (local wisdom), student needs, and

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efficient learning media to encourage student

learning motivation is expected to improve the

quality of mathematics learning. The process of

learning mathematics that is adjusted to

environmental conditions, readiness of students, and

the use of relevant learning media is expected to

motivate students in improving the quality of

learning.

Its relevance to environmental conditions, the

readiness of students in learning and their suitability

with the subject matter of mathematics need to be

applied ICT-assisted project-based learning (PBP

assisted by ICT). PBP-assisted ICT activities that are

student-centered are expected to be able to deliver

students' abilities in learning mathematics.

According to La Nani, K (2015), the application of

ICT-assisted PBP by using an authentic structured

problem type project provides an opportunity for

students to learn the concept of statistics from

various sources, understand the implementation of

statistics in real life or other fields of science,

increase the interaction activity between students,

the interaction of students with relevant experts or

sources, encourages the creation of a dynamic and

conducive learning atmosphere, and enhances

students' reasoning and communication skills.

2.3 Learning Based on ICT- Assisted

Projects

Operationally, the implementation of ICT-assisted

PBP encourages the growth of creativity,

independence, responsibility, confidence, critical

thinking and analytical competence. PBP's Focus on

ICT Assistance lies in mathematical objects,

including: facts, concepts, principles, and skills,

involving students in investigating problem solving

and meaningful task activities, providing

opportunities for students to work autonomously

constructing their knowledge, and culminating in

producing real products ( Thomas, 2000)

PBP Assisted by ICT is a learning model that uses

contextual learning, where students play an active

role in solving problems, making decisions,

presenting, and making report documents. ICT

Assisted PBP designed to be used in complex

problems in carrying out investigations has the

potential to be very large to make learning

experiences more interesting and meaningful for

students. Through PBP Assisted with ICT, students

become active in learning, and the instructor

functions as a facilitator to provide facilities and

evaluate projects on statistical problems related to

daily life.

Santyasa (2006) presents four characteristics of

PBP, namely: content, conditions, activities, and

results. Content characteristics are: (1) complex

problems, (2) students find relationships between

ideas proposed, (3) students face ill-defined

problems, and (4) raise questions that tend to

question real-world problems. The characteristics of

the condition are prioritizing student autonomy.

Activity characteristics are conducting collaborative

group investigations. Garfield and Change (Ying

Cui, et al, 2010) that project learning, authentic

assignments, and criticism are alternative

approaches that can help instructors to gain better

student understanding of mathematical skills.

Therefore, developing ICT-assisted project-

based teaching materials that are authentic and

contextual are expected to guide students in

conducting direct investigations in order to obtain

data, then further processing, presenting, analyzing,

interpreting, drawing conclusions, and presentations.

As a result, students can utilize concepts,

procedures, and processes based on mathematical

rules to improve mathematical skills. The

development of project-based teaching materials to

support school mathematics teaching using ICT-

assisted PBP in this study seeks to: (1) involve

students in complex problems, real-world problems

that are meaningful, and required to use

investigations, research planning skills, critical

thinking and the ability to solve problems when

completing a project; (2) students can learn, apply

the skills and knowledge they have in a variety of

contexts when working on mathematical problem

projects with the help of ICT, to then be revealed

when collaborating, or when discussing.

ICT-assisted project-based learning in this study

is intended to improve the mathematical proficiency

of high school students in 3T areas in North Maluku.

The steps for implementing Learning Based on ICT

Assisted Projects (La Nani, 2015) are as listed in

Table 2 below.

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Table 1: Scenario for the Implementation of ICT-Assisted

PBP Activities.

Stage

Student Activity

Student

Activity

1. Planning

Formulate learning

objectives; determine the

topics to be discussed;

prepare the problem

project and the

instructions for the

investigation; design and

compile LKS and learning

resource needs; grouping

students in 5-6 people

with heterogeneous ability

levels; determine the

allocation of investigation

time; prepare guidelines

and practices for the use

of ICT; and designate

monitoring and evaluation

designs

Identify and

choose context

as a project

assignment;

prepare

everything that

will be needed

in the

investigation

and

investigation

of the problem

project; and

data collection

according to

the problem

project

provided.

2. Implementation

Monitor investigation and

data collection activities;

Direct the outline of the

subject matter; Guiding

and facilitating students in

collaborating; Providing

assistance to students or

groups seeking assistance

as needed; monitoring

student learning and

collaboration activities;

facilitate group

presentation activities and

discuss; together with

students draw conclusions

about the material being

studied.

Investigate or

think with

their abilities

based on

experience;

utilizing SPSS

software;

collaborate

with group

friends;

compile

reports; and

present and

discuss about

the results of

their activities

(in groups).

3. Evaluation

Evaluate the work of each

group; make conclusions

whether these activities

need to be improved or

not, which parts need

improvement, and which

parts can be developed.

Revise reports

based on class

discussion

results; Submit

reports on the

results of

project

activities (in

groups and

individuals).

3 RESEARCH METHODS

This study uses a modified development research

method from the development model of

Sukmadinata, et al (2006), consisting of four stages,

namely: (1) preliminary study, (2) product

development model teaching materials and

instruments and assessment rubric, (3) test products,

and (4) the application of ICT-assisted project-based

learning. Activities in the preliminary study are:

literature study, field survey, drafting of teaching

materials, drafting instruments and assessment

rubrics, and testing of research instruments. The

literature study was partially carried out until the

completion of this proposal, but in principle it will

always be re-analyzed and continued to meet the

research needs. Library search through journals,

textbooks, and research relevant to the problems

developed. Field survey activities, carried out

through documentation studies, direct observation,

and interviews. Data collected in the form of student

learning outcomes and teacher perceptions of the

learning process that has been practiced. Preparation

of draft teaching materials, draft instruments and

assessment rubrics, as well as instrument testing as

the last activity in the preliminary study.

The development of draft teaching materials and

research instruments through several stages: (1)

analyzing competency standards, basic competencies

and indicators of high school mathematics lessons

according to the applicable curriculum (2013

curriculum); (2) compile a concept map based on SK

and KD; (3) compile a matrix of test grid design and

classify it based on indicators that will be developed

as items; (4) write down the item and its settlement;

and (5) determining the scoring rubric or guidelines.

The draft of ICT-assisted project-based

mathematics teaching materials and the

mathematical skills instruments developed before

being tested are validated to the expert team. The

team of experts as validators of teaching materials

and instruments are people who are experts in their

fields (mathematics, mathematics education,

research and education evaluation, etc.). Expert

validation aims to get corrections as input regarding

improvements to draft teaching materials and

instruments and the results of their validation.

Validation tests include content and face validation,

which is intended to examine: readability, linguistic

structure and conformity of concepts to competency

standards (SK), basic competencies (KD), material

indicators, and students' mathematical skills

indicators developed.

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The draft of ICT-assisted project-based

mathematics teaching materials and revised

mathematical skills instruments from the results of

expert validation, followed by a limited trial of

students in several high schools in Ternate City and

South Halmahera Regency. The results of expert

validation analysis and limited trials are then

analyzed to be refined. Indicators of achievement of

ICT-based mathematics teaching projects,

instruments of mathematical skills, and measurable

validation and testing results include: (1) Content

and face validation results, obtained quality

readability of sentences or sentence meanings,

linguistic structure, conformity of concepts in

teaching materials and instruments against

competency standards, basic competencies, and

mathematical material indicators, as well as valid

and reliable student mathematical skills indicators.

Besides the validity and reliability, also obtained the

significance of similarity of validity and reliability

by several expert validators known through Q-

Cochran test statistics. (2) The results of empirical

validation through limited and widespread trials,

obtained the quality of the items that meet the

requirements: validity, reliability, level of difficulty,

and differentiation in good qualifications. (3) The

compilation of ICT-assisted project-based

mathematics teaching materials and students'

mathematical skills instruments that qualify as a

measuring tool to be applied in mathematics learning

and measure the mathematical skills of high school

students.

4 RESULTS AND DISCUSSION

Analysis of Advance Validation Results and Content

of Research Instruments. Before being used, the

project-based teaching materials that are prepared

are reviewed or assessed by 5 (five) validators to

determine their suitability with the learning

objectives and indicators of the mathematical

proficiency of the students studied. Validators who

are trusted to examine the validity of the

instructional material in question are 2 (two)

lecturers of mathematics education, and 3 (three)

high school mathematics teachers who teach in the

3T area in North Maluku who hold an undergraduate

degree. Suitability of teaching materials includes

aspects: (1) clarity in terms of language or editorial;

(2) the language used is standard; and (3)

authenticity of interesting topic topics to be

discussed; (4) suitability of the material with the

topic of the problem given; (5) compliance with

indicators of achievement of learning outcomes; (6)

suitability in fostering students' mathematical

proficiency as measured; and (7) the level of

difficulty for high school students.

Data from the validation of teaching materials by

the validators were analyzed descriptively and

inferentially using Q-Cochran test statistics to

determine the validity uniformity by the validators

on the suitability of teaching materials. Project-

based statistical introductory teaching materials are

prepared for 6 (six) face-to-face meetings. The

results of the conformity analysis of ICT-assisted

project-based instruments are described below.

Advance Validation Results of Mathematical

Proficiency Instrument for Students with Statistical

Material. The frequency of valid and invalid

administration of the five validators is shown in

Table 2 below.

Table 2: Frequency of Valid and Invalid Giving

Instruments by Validator.

Validator

Frequenc

of Validit

Valid (%) Invalid (%)

(

)

(

)

II 8

(

)

(

)

III 9

(

)

(

)

IV 8(80) 2(20)

V 10(100) 0

Total 86.00 14.00

Based on table 2 above, there is one validator stating

that teaching materials (LKPD) meet the

requirements of face validity, three validators say 8

items of questions fulfil the validity requirements

and 2 items of questions are invalid, and one

validator states 9 items of valid items and 3 items of

questions not valid, and one validator states 9 valid

items and 1 invalid item. Overall, six validators who

examined the face validity of 10 items about

students' mathematical proficiency instruments can

be said that 86.00% were declared valid and 14.00%

were invalid. Question items that are declared

invalid will be revised according to the validator's

advice and adjusted to the student's mathematical

proficiency indicators.

Knowing the face validity of mathematical

proficiency instruments students used Q-Cochran

test statistics. The null hypothesis (H0) tested is that

the validators give the same or uniform assessment.

Test criteria: accept H0 if the value is Asymp. Sig

Q-Cochran is more than the significance level α =

5%. The results of the Q-Cochran test of the validity

of the face of the instrument of statistical reasoning

ability as described in Table 3.

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Table 3: Advance Validity Test Instrument Statistic

Reasoning Ability.

Cochran's Q 5.789

df 5

mp. Si

. .327

a. 1 is treated as a success.

Output data in the Test Statistics table

obtained Cochran's value Q = 3.467 with Asymp.

Sig 0.327 is greater than the significance level α =

5%. This shows that 10 students' mathematical

proficiency instruments were rated uniformly by the

validators. This shows that students' mathematical

proficiency instruments are declared to meet the

requirements of face validity with minor

improvements.

Validation Results of Students' Content of

Mathematical Proficiency Instrument Statistical

Material. In the validity, the contents of all

validators do not provide corrections to students'

mathematical proficiency instruments. This shows

that the instrument has fulfilled aspects related to the

material, indicators of achievement, and the

mathematical proficiency of the students to be

achieved. Quantitatively, the frequency of

instrument validity by five validators can be shown

in Table 4 below.

Table 4: Frequency of Validity of Instrument Content by

Validator.

Validator

Frequenc

of Validit

Valid (%) Invalid(%)

I 8 (80) 2 (20)

II 8(80) 2(20)

III 10(100) 0

IV 9(90) 1(10)

V 10(100) 0

Total 90, 00 10, 00

Based on table 4 above, there are two validators

stating that 10 items of questions fulfill the

requirements of content validity, two validators say

8 items of questions fulfill the requirements of

validity (valid) and 2 items of questions are invalid,

and one validator states 9 items of valid items and 1

item of question invalid. Overall, of the five

validators who examined the content validity of the

10 items about students' mathematical proficiency

instruments that 90.00% were declared valid and

10.00% were invalid.

Knowing that the mathematical proficiency

instrument of students fulfilled the requirements for

content validity, the Q-Cochran test statistics were

used. The null hypothesis (H0) tested is that the

validators give the same rating. Test criteria: accept

H0 if the value is Asymp. Sig Q-Cochran is more

than the significance level α = 5%. The results of the

Q-Cochran test validity of the content of students'

mathematical proficiency instruments as described

in Table 5.

Table 5: Validity Test Results of Students' Mathematical

Proficiency Instruments.

Cochran's Q 9.815

df 5

mp. Si

. .081

a. 1 is treated as a success.

Output data in Test Statistics table obtained

Cochran's-Q value = 9.815 with Asymp. Sig = 0.081

is greater than the significance level α = 5%. This

shows that 10 students' mathematical proficiency

instruments were rated uniformly by the validators.

Furthermore, the comment of one of the validators

that the aspect of indicators and indicators of the

measured questions contained synchronization and

operational verbs had indicated the validity of an

instrument. Thus the instrument of statistical

reasoning ability can be stated to fulfill the

requirements of content validity.

4.1 Analysis of Research Instrument

Test Results

After the instrument meets the face validity and

content validation by expert validators, the research

instrument of students' mathematical proficiency

tests is conducted a trial (try out) before being

applied to the research subjects to determine

reliability, validity, level of difficulty (TK) and

differentiation (DP) of the instrument. The trial of

this research instrument was applied to high school

students in Ternate City (not sample classes) who

had studied and experienced the learning process of

statistical material. Data from the results of the

research instrument trial (attached), the description

below.

4.2 Validity and Reliability of Student

Mathematical Proficiency Tests

The process of calculating item validity and

reliability of students' mathematical proficiency test

questions using SPSS for Windows version 20

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software. Test the validity of the items using the

rough number product moment correlation formula

that correlates the score of each item with the total

score. While the reliability test questions using the

Cronbach-Alpha formula. The null hypothesis (H0)

tested is that there is no significant positive

correlation between item item scores and total score.

Test criteria, accept H0 if r count <r table. At the

significant level α = 5% and n = 26 obtained r table

= 0.317. (Usman H., and Akbar S.P., 2011).

Calculation of item validity and reliability of

students' mathematical proficiency tests are

presented in Table 6 below.

Table 6: Validity and Reliability of Students'

Mathematical Proficiency Tests for 15 High School

Students.

Ques

tion

Num

ber

Question Item Validity

Problem

Reliability

𝑟



Interpret

ation

Criteria

𝑟



Interpr

etation

1a 0.784 High Valid

0.695 High

1b 0.414 Mediun Valid

2a 0.583 Mediun Valid

2b 0.699 High Valid

3a 0.455 Mediun Valid

3b 0.595 Mediun Valid

4 0.497 Mediun Valid

5 0.404 Mediun Valid

Description of table 6 shows that the reliability

coefficient is large r

= 0.695. According to

Guilford (Suherman, 2003), an instrument with a

reliability coefficient of 0.60 ≤ r_11 <0.80 is a

classification in the high category. Furthermore, the

validity of item questions in Table 4.5 based on

Guilford (Suherman, 2003) classification shows that:

there are two items of questions (1a, & 2b) in high

interpretation and six items of questions (1b, 2a, 3a,

3b, 4, and 5) in the interpretation of moderate

validity. These results provide an illustration that

students' mathematical proficiency instruments

compiled by the research team are declared valid

and reliable, so that they can be used to measure the

mathematical proficiency of high school students in

the 3T Region in North Maluku. Level of Difficulty

and Distinction of Students' Mathematical

Proficiency Test Calculation of the level of difficulty

and distinguishing power is done manually using

Microsoft Excel, the calculation results are described

in the following table 7.

Table 7: Levels of Difficulties and Differences in

Students' Mathematical Proficiency Tests Trial Results to

15 Students.

Question

Item

Difficulty

Differential

Powe

Ind

Interpre

tation

Index Interpret

ation

1a 0.43 Mediu

0.25 Enou

1b 0.44 Mediu

0.31 Enou

2a 0.39 Mediu

0.32 Enou

2b 0.38 Mediu

0.25 Enou

3a 0.42 Mediu

0.33 Enou

3b 0.32 Mediu

0.25 Enou

40.51Mediu

0.44 Good,

50.34Mediu

0.27 Enou

The results of the calculation of TK and DP tests

of statistical reasoning ability in Table 7 after

adjusting to the classification (Suherman, 2003)

indicate that: eight items in the interpretation as a

problem with moderate difficulty; (2) there is one

item (number 4) in a good interpretation of power

(DP), and seven other items in the interpretation of

DP are sufficient. This shows that the students'

mathematical proficiency test items are considered

to have fulfilled the characteristics that are sufficient

enough to be used in the study.

5 CONCLUSION

Based on the description of the results and

discussion described above, the development of

ICT-assisted project-based statistical material

teaching materials and research instruments to

measure the improvement of students' mathematical

skills can be concluded as follows:

1. Teaching materials (LKPD) ICT-assisted

project-based statistical materials that are

expected to motivate student learning, create

collaboration of individual students in

cooperative groups, shape ICT utilization skills

(SPSS software) as learning aids, and enhance

students' mathematical skills. On teaching

material materials, statistical materials prepared

based on the project by the weighers provide the

same or uniform assessment of the seven aspects

of the assessment of the teaching material. Thus

it can be said that the instructional material of

statistical material compiled based on ICT-

assisted projects is fulfilling the requirements of

face validity and content so that it is considered

The Implementation of Project-based Learning using ICT in Mathematical Proﬁciency Improvement of High School Students in the Region

of North Maluku at 3T in Mathematical Proﬁciency Improvement of High School Students in the Region of North Maluku at 3T

291



feasible to be applied in the learning of statistical

material.

2. Developing a quality statistical test instrument to

be able to measure the improvement of students'

mathematical skills in learning statistical

material that meets the requirements of validity,

meets reliability, has a good level of difficulty,

and has a strong distinguishing power. The

results of expert validation and the results of the

trial showed that the instrument of statistical

reasoning ability after going through several

trials and revisions was stated to have fulfilled

the requirements of validity, reliability in high

categories, good level of difficulty, and strong

differentiation so that it could be used as a

research instrument. The results of expert

validation and the results of the trial showed that

the instrument of statistical communication

ability after going through the trial and revision

showed that there were 8 (eight items that met

the validity requirements.

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