Functional Inverse Material Description Test: Development of Islamic Integrated Communication Ability Instruments

Assessment activities are the most important part of the education system in assessing the effectiveness and percentage of success of teaching and learning activities. Assessment of the process of learning activities can be used as a benchmark to support the improvement of the quality of education where teachers are able to integrate the meaning of the values of the Qur'an contained therein. This research was carried out only for the purpose of explaining the process of developing a test instrument for mathematical communication skills integrated with religious values. This research procedure adapts the ADDIE development model which will be tested at Madrasah Aliyah (MA) Tulungagung. Data was collected through a descriptive technique which is useful for answering ten math questions on inverse function material. Data Acquisition Analysis in this research uses validity, reliability, strength, and difficulty tests. The results of this study indicate that the Social Essay Test Instrument measures high school students' mathematical communication abilities that are integrated with Islamic values. Results 7 items are valid and reliable and 3 items were excluded (invalid). The conclusion from the research that has been done shows that the instrument developed to facilitate the mathematical communication skills of high school students integrated with the values of the Qur'an can meet the criteria of validity, reliability, and have a distinguishing power with the level of difficulty of the questions developed in the medium category. So that it can be used in learning.


Introduction
The assessment process is an important stage in the process of learning activities in schools (Damayanti et al., 2023;Wanzer, 2021;Yahya et al., 2021).The main purpose of the assessment is to measure whether the learning activities are successful (Deriu et al., 2021;Hung & Wang, 2021) or not (Jamaluddin & Faroh, 2020;Wardani et al., 2019).In addition, the assessment process helps teachers determine the level of student development in the cognitive (Verawati & Afifah, 2018), affective (Utomo et al., 2020), and psychomotor fields (Hazarianti et al., 2016).As teachers and students who are studying in the teacher training program, they must understand the procedure for conducting assessments.The assessment process begins with collecting data on student learning achievement (Ramadhani et al., 2021), compiling (Syaifuddin et al., 2022) and developing assessment instruments (Qomariyah et al., 2023), as well as processing the assessment results (Darmayanti, Syaifuddin, Rizki, et al., 2022).Assessment will be right on target if it uses a quality instrument reviewed based on the aspects of validity (Choirudin et al., 2022), reliability (Kamid et al., 2020), discriminatoryness (Otgonbaatar, 2021), and variety of item difficulty (Perdana et al., 2021).If the process has been carried out and the results are good, then the assessment instrument is at the right level to measure students' mathematical abilities.
The assessment to measure integrated mathematical ability has the meaning that learning mathematics can connect mathematics with other sciences (Choirudin et al., 2021), be it the integration of religion (Asikainen et al., 2022), culture (Agustiya et al., 2017), politics (Daryanti et al., 2020), or others.Integration with mathematics is not forced, but mathematics is contextualized in other studies, which in the context of mathematics the Qur'an is part of life based on existing and written religious values (Djono et al., 2020;Hendrawati et al., 2020;Lodge et al., 2018;Park et al., 2017;Yustinaningrum & Lubis, 2021).The abilities that are expected to be embedded in students after studying mathematics are not only practical abilities, so that students can solve problems correctly (Darmayanti, Baiduri, & Inganah, 2022;Nurina Vidyastuti et al., 2018), or be developed further (Meirbekov et al., 2022), but more than that, what is expected can be applied in daily activities (Lou et al., 2016), which can be in the form of communication skills (Beilstein et al., 2021;Sugianto, Darmayanti, et al., 2022), think (Gray et al., 2020;Partono et al., 2021;Rahmah et al., 2022), or the mathematical values of the Qur'an that they indirectly get (Hasanah, Syaifuddin, et al., 2022).If we examine it more deeply, mathematics is not only for mathematics (Humaidi et al., 2022), but is integrated with other subjects (Darmayanti, Baiduri, & Sugianto, 2022), between subjects and the Qur'an.(Fathurrochman et al., 2020;Zaki et al., 2020).This perspective will encourage students to think about how to understand and then interpret the nature of learning mathematics.By understanding and interpreting this nature, students indirectly learn mathematics, which indirectly accompanies the interpretation of the Qur'an which is implemented in their daily activities (Baidowi et al., 2021;Rochmah & Majid, 2020;Surur & Pujilestari, 2021).The comprehensive view of the Qur'an implies the concept of tafakkur (Suriyadi et al., 2021), which is seen as very important in the process of creative thinking for the progress of civilization in every aspect of life.One of them is by integrating mathematical assessment with Al-Quran values which emphasize the development of mathematical communication.
Mathematical communication skills can change the point of view of what mathematics is (Yeh et al., 2019), and how mathematics is (Febriyanti et al., 2021).This is possible if teachers, as well as future mathematics teachers, provide descriptions, descriptions that are common, and make sense, that students are able to reason about mathematics itself.When students have not been able to provide an overview/description of mathematics, it is certain that these students will be mistaken in understanding mathematics.Students' mistakes in mathematics are just influences, and they are the result of their own experiences when learning mathematics.In other words, how the efforts of the mathematics teacher convey messages, goals, what is a concept in communication, what is a structure, and what is a theorem, or even what is a mathematical formula, also influences students' views of mathematics.Permatasari & Prihatnani, (2021)states that students' mathematical ability is very important as a facilitator and mediator of learning.Teachers need to change students' mindsets into their mindset that mathematics is difficult and very abstract if done well.Therefore, it is hoped that students will be able to take advantage of the time during the learning process.This is useful for students to practice their mathematical communication skills, both through oral and written means.
unstructured interviews and observations conducted by researchers with a mathematics teacher at MA Darul Hikmah Tulungagung, obtained information that the communication skills of class XI students in mathematics were not optimal, especially in inverse function material.Students have difficulty communicating information on inverse function material.An example is the inverse of a function that is already known, or when the inverse of a function is known then students are asked to find the initial function, students are still having trouble.The view that learning mathematics is not important for students, has nothing to do with religion, with the majority of students living in boarding schools where almost all of their activities are related to the content of Islamic values, as a result students think that learning mathematics is not important.This makes students reluctant to learn mathematics to the fullest.Another impact observed is when students are working on assignments, or mathematical problems.It was found that students were unable to write down the solution to the problem given by writing down what was known in the problem.In addition, students also have not been able to select the solution given by also writing down what is asked in the question, especially when analyzing pictures, students are still experiencing difficulties.These obstacles arise because most students experience difficulties when writing step by step the solutions, they find to be able to solve these problems using the correct mathematical language.Furthermore, when observations were made during the mathematics learning process, students in interpreting mathematical ideas by presenting them in the form of images, or mathematical models, students also experienced difficulties.However, to provide strategies for how these students are able to solve mathematical problems by providing solutions or answers, they actually do very well when these students will convey arguments or explain ideas.
The same opinion was also conveyed by Sugianto, et al., (2022) that students' mathematical communication abilities were not maximized when students were studying mathematics, how about when they communicated their ideas in written form.Students tend to experience difficulties when faced with mathematical problems if the problem is presented in the form of word problems (Palinussa et al., 2021).Students tend to experience difficulties (Wicaksono et al., 2020), and still feel confused to solve (Valatkevičius et al., 2018).Moreover, students also experience difficulties in making mathematical models (Li, 2022).So to find out the achievement of students' mathematical communication abilities, it is necessary to develop test instruments in the form of questions that require students to use written mathematical communication.
Written communication skills have traditionally been used in the assessment of mathematical knowledge (Sari et al., 2021).However, the questions specifically designed to train students' mathematical communication skills which are integrated with the values of the Qur'an are still very limited.Thus, this study develops a test instrument for mathematical communication skills as a tool to measure the extent to which students' mathematical communication abilities are integrated with the values of the Qur'an.The values of the Qur'an are spelled out in the verses that they often recite while doing something, such as when they go to the mosque or leave the mosque.The values of the Qur'an were also obtained by digging deeper into the history of the place of study, namely MA Darul Hikmah Tulungagung.In addition, the developed test instrument can complement the selection of questions, especially regarding inverse function material.

Research Method
This research was conducted in June 2022.This research used the Research and Development (R&D) method according to the (Darmayanti et al., 2023) ADDIE model (Analysis, Design/design, Develop/Make, Implementation/Implementation, and Evaluation).However, this research only takes place in three steps.The three steps are; first, in the Analyze step.Second, in the Design step.Finally, in the third step, is Develop.These three steps will be presented, and can be seen in Figure 1.
The stages of developing a test instrument for integrating mathematical communication skills with Islamic values are illustrated in Figure 1 Exploration plot design described in Figure 2. Figure 2 shows the stages of the ADDIE model according to the flow or sequence of development which refers to Baranch's theory (Hasanah, In'am, et al., 2022), note which stages are implemented at each stage of the development of the ADDIE model in table 1.This step consists of question verification and content verification (Anwar et al., 2021).(Table 2) Table 1 shows the third step, namely develop, when an assessment is carried out.This stage is for the value given by the validator with the criteria shown in table 2. While the objectives of each validity and validation will be carried out by 6 people which are described in table 3.

Fill
For consideration of the appropriateness of the questions .The suitability of the questions in question is the magnitude, the suitability of the aspects of the mathematical communication ability of the questions with the criteria, and the suitability of the material with the values of the Qur'an.
After the validator assessed the draft (table 3), then the draft was revised based on suggestions or input given by several validators.After the revision stage, the tool was tested on students.However, if the suggestion from the validator states that there is no need to revise the draft, then the next step is to test the draft directly with students.The purpose of this trial is to determine the level of effectiveness of the questions that have been made.In addition to measuring the effectiveness of the questions, the reliability of the questions, the discriminating power, and the difficulty of the questions made based on the scores obtained.
The next step is to test the validation results using the Cochrane's Her Q test with a significance level of alpha = 5 percent (Damayanti et al., 2023).The test subjects in this study used a purposive sampling technique, namely a nonprobability sample in class X, totaling 35 children.
Researchers analyzed test results to measure the efficacy, reliability, discriminatory power, and difficulty of each item (Syaifuddin et al., 2022).

Results and Discussion
The development of an integrated mathematical communication ability instrument for Islamic values that was developed refers to the sequence of stages of the ADDIE model theory.The detailed stages in developing the instrument are described as follows.

Analysis
At this stage, the first step is a preliminary study.Conduct literature studies, interviews, and unstructured observations to find out what obstacles occur in the field.Next, start by gathering references to solve the math communication ability test.Analyzing the material needs for the integration of Islamic values, Alfi Rahma Nisfi Laila, Yus Mochamad Cholily, Mohammad Syaifuddin, Wiwit Kurniawati || Functional Inverse … Delta-Phi: Journal of Mathematics Education, v(1)n(2), 2023, 107-125 the suitability of indicators on the material and values contained in the Qur'an.Researchers can use the results obtained as a guide for designing an integrated mathematical communication problem instrument as a guide.Based on this, in this study the material that is integrated with Islamic values in the context, subject, and material is the inverse function material as shown in table 4.

designing
The second stage is designing the product.This activity aims to design a grid of integrated mathematical communication ability instruments in such a way as to formulate learning objectives, both specific and universal.The instrument grid in making description questions on integrated mathematical communication skills can be seen in table 5. Guided by the grid in table 5, the steps for developing questions (test descriptions) consist of 3 things, namely IST (test indicators, and questions, as well as evaluation tables) which can be seen in table 6.Based on the analysis in table 6 at the material analysis stage, the competencies that will be Basic competencies and achievement indicators to be achieved can be seen in Figure 3.  Alfi Rahma Nisfi Laila, Yus Mochamad Cholily, Mohammad Syaifuddin, Wiwit Kurniawati || Functional Inverse … Delta-Phi: Journal of Mathematics Education, v(1)n(2), 2023, 107-125

Develop
The third stage is product development.From the research results obtained ten instrument designs that describe integrated mathematical communication skills, and assessment instructions.The design of the instrument that describes the integrated mathematical communication ability that has been completed can be seen in Figure 4.
The design of the questions is then validated by the validator.The validation carried out consisted of face validation and content validation.From the issues provided through the validator, editorial adjustments have been made.The consequences of the problems given by the validator are then analyzed using the Q-Cochran examination.The consequences of the assessment of face validation and content material validation are shown in table 7. The next step is to try out the tool on many students who have taken the inverse function material, then correct the student answer sheets according to the assessment guidelines presented in Table 8.Alfi Rahma Nisfi Laila,Yus Mochamad Cholily,Mohammad Syaifuddin,v(1) Students can draw descriptions of ideas, problems, situations, pictures or real objects using mathematical expressions, symbols, models or mathematical expressions from the answers obtained and recheck answers with the final correct answer.

4
Students can draw descriptions of ideas, problems, situations, pictures or real objects using mathematical expressions, symbols, models or mathematical expressions from the answers obtained and recheck answers with wrong final answers.The results of the students' corrected scores were then analyzed (seeing whether each point was valid/invalid), and also checked their reliability, discriminatoryness, and index of difficulty.The results of calculating the correlation coefficient for each object are presented in Table 9.Based on the calculation results in Table 9, it can be concluded that the resulting questions can be used (to measure problems of integrated mathematical communication ability of the Qur'an).The next step is to determine the reliability of the test (Cronbach Alpha).In addition, tables 10 and 11 show the results of calculating the reliability coefficient.From table 11 above it can be seen that the value of r is 0.849.This means that the question is credible and included in the very high category (Wardani et al., 2019).The results of this study produce a tool to measure the ability of mathematical communication skills in the integrated inverse of Al-Qur'an values.Based on the findings above, three levels of validity were carried Alfi Rahma Nisfi Laila, Yus Mochamad Cholily, Mohammad Syaifuddin, Wiwit Kurniawati || Functional Inverse … Delta-Phi: Journal of Mathematics Education, v(1)n(2), 2023, 107-125 out in this study.Look at table 12. Based on the results of the evaluator evaluation analysis in table 12, it can be seen that the integrated mathematical communication ability variable can be classified as very effective (Tarashchin et al., 2016).The revised instrument, tested in a research sample, results are used to test the empirical adequacy (Russell et al., 2020), or criteria (Kao et al., 2018).The aim is to determine the correlation value (Siregar, 2017), and internal consistency between items (Schaufeli et al., 2020).As noted by (Mellinger & Hanson, 2020), the empirical validity value is obtained from the test results given to the respondents being evaluated.This test uses product-moment correlation which is analyzed with SPSS (Mellinger & Hanson, 2020).As a result, there were three Alfi Rahma Nisfi Laila, Yus Mochamad Cholily, Mohammad Syaifuddin, Wiwit Kurniawati || Functional Inverse … Delta-Phi: Journal of Mathematics Education, v(1)n(2), 2023, 107-125 invalid entries for the third item in the mathematically integrated communication ability variable, which reversed the decisions for those three entries.So for the variable ability mathematical communication skills validated 7 items.
After running a series of validity tests, the last step is a reliability test.Reliability test aims to determine feasibility (Selvia et al., 2020), and the effectiveness of an instrument as an evaluation tool (Qomariyah & Darmayanti, 2023).Reliability is done to determine a reliable measuring instrument (Leung, 2015).Reliability aims to see the correlation of equipment items with what is actually measured (Maulida & Lubis, 2018).In this study, using Cronbach's alpha formula to perform reliability calculations in SPSS applications.The results of the analysis show a confidence value of 0.849, so it can be said that the questions developed can be used to measure integrated mathematical communication skills in the inverse function material.
The next step is to determine the discriminatory power (to find out to what extent the questions developed can distinguish students with high (Inganah et al., 2023), medium (Anjarwati et al., 2023)and low abilities (Darmayanti, Sugianto, & Muhammad, 2022)).The results of calculating the discriminating power of each item are presented in Table 14.After knowing the discriminating power of each item, then the difficulty index of the items can be determined in table 15.From Table 13 it can be seen that all items are moderately ranked (items no. 4 and 10), in the easy category (items no. 3 and 6), except for items 1, 7 and 8 which are categorized as difficult questions.Thus it can be concluded that all items can be used to measure the ability of mathematical communication skills .Because the question numbers, namely numbers 2, 5, and 9, have been deleted (because they are invalid/error).
Implementation of Islamic entrepreneurial culture in Islamic boarding schools.

Figure 1 .Figure 2 .
Figure 1.The ADDIE model's flow of steps to develop an Integrated Mathematical Communication Ability Instrument for Al-Qur'an Values Al-Isra': 7 Based on this verse, Zidan is determined to always do good and spread benefits.Zidan started his determination by making a YouTube video about Islam and hopes that it will benefit many people.If the number of people benefiting from Zidan's video follows the function f(x) = 50x + 100, where x is the number of videos.How many videos must Zidan make to benefit 1000 people ?Application in everyday life Stages or steps in and out of the mosque Prayers Entering and Exiting the Mosque: Made the basis for illustrating an example in everyday life Videos An example of an inverse function QS Al-A'raf: 26 Capitalize on knowledge from verses Through QS Al-A'raf: 26, Allah SWT orders us to cover our genitals.Based on that, the researcher created a question with the content of opening a hijab or hijab business tailor to broadcast Islamic law.If a tailor can make f ( x ), with x meters of material.

Figure 3 .
Figure 3. KD and indicators to be achieved in the inverse function material

Figure 4 .
Figure 4.An example of a design display about integrated mathematical communication skills

3
Students can conclude the problem but not quite right.2Students cannot describe ideas, problems, situations, pictures or real objects using mathematical expressions, symbols, models or mathematical expressions of the problem.

Table 1 .
Activity steps in the development flow of the Integrated Communication Capability Instrument

Table 2 .
Scoring Criteria for advance validation

Table 3 .
Validator Objectives and Ratings in advance validation

Table 4 .
Islamic Values Integrated Mathematical Content

Table 5 .
Lattice Instruments of Mathematical Communication Ability Integrated Islamic Values

Table 6 .
Stages of Making a Test Instrument for Mathematical Communication Ability Integrated with Islamic Values the material to be used in the research is "Inverse function".

Table 5 .
Instructions for Assessment of Mathematical Communication Ability Ability Test Instruments n(2), 2023, 107-125the problems but mentions some of what is known and states what is asked of the problem.Does not describe the written text, mathematical ideas, situations, and relationships in the writing of some problems but mentions what is known and does not mention what is asked of the problem.

Table 10 .
Cronbach Alpha Test Results Using SPSS 16 to measure the level of the reliability coefficient

Table 11 .
Cronbach Alpha test results Using SPSS 16 to determine deleted items

Table 12 .
Findings of three levels of validity

Table 14 .
Distinguishing power test results Using SPSS 16 to determine the discriminating coefficient

Table 15 .
Difficulty test results Using SPSS 16 to determine the item difficulty index