A COMPARATIVE STUDY OF MINIMUM COMPETENCY ASSESSMENT (MCA) NUMERACY SCORES IN ALGEBRA DOMAIN BETWEEN GRADE XI SCIENCE AND SOCIAL STUDIES STUDENTS Safrina, Jarnawi Afghani Dahlan
Universitas Pendidikan Indonesia
Abstract
This study aims to compare the final scores and the values of individual Minimum Competency Assessment (MCA) numeracy questions in the algebra domain among Grade XI Science (IPA) and Social Studies (IPS) students. This research employs a quantitative approach with a comparative method, involving 165 Grade XI Science students and 57 Grade XI Social Studies students from a high school in Subulussalam City, Aceh Province. The data were analyzed using the non-parametric Mann-Whitney test to determine the differences in scores between the two groups. The results revealed a significant difference in the final scores and in some of the scores for individual MCA numeracy questions in the algebra domain between the Science and Social Studies students. The MCA numeracy scores in the algebra domain of Grade XI Science students were higher than those of their Social Studies counterparts. However, the overall MCA numeracy scores in the algebra domain for Grade XI students were relatively low, with an average score of 64.74. Four subtopics within the algebra domain require further attention and guidance: systems of linear equations in three variables, arithmetic sequences and series, geometric sequences and series, and quadratic equations.
Keywords: MCA (Minimum Competency Assessment), Numeracy, Algebra, Science, Social Studies
