Development of Numeracy Assessment Based on Ethnomathematics in the Merdeka Curriculum Phase B

: The independent curriculum develops learning according to the interests, learning styles, and abilities of students, which are connected to teacher competencies. The phases of the independent curriculum in elementary school are Phase A, Phase B, and Phase C. In the independent curriculum, there is a Minimum Competency Assessment (MCA), which contains numeracy literacy. This research aims to produce a numeracy assessment product for the phase-B independent curriculum that contains Ethnomathematics. Ethnomathematics is the integration of curriculum, pedagogy, mathematics, and local wisdom. Local wisdom used as ethnomathematics integration makes students trained and able to explore mathematical concepts around the environment. This research method is Research And Development (R&D) with the 4D model (Define, Design, Develop, and Desseminase). The results of material validation are 4.9 with a score of 98% conclusion worth using, the results of language validation are an average of 4.6 with a score of 92% conclusion worth using, and the results of material validation 4.7 with a score of 94% conclusion worth using. The average pretest result of trial-1 was 61, and trial-2 was 62.5. The posttest results from trial-1 were 88.4, and trial-2 were 92. The N-Gain Score results obtained 0.715, which means high, with the interpretation of the effectiveness of N-Gain 71.5%, which means effective. Student response questionnaire results in 83% very satisfied category. It is concluded that the ethnomathematics-based numeracy assessment in the independent curriculum Phase B developed is feasible to use and effective in learning mathematics.


Introduction
The teaching and learning process in education takes place effectively.Education is a very important element in the dignity of social and state life (Susanto et al., 2022) (Krishna et al., 2020).When the Covid-19 pandemic took place, there were many problems in education (Nur, 2022) (Parid et al., 2021), especially the process of teaching and learning activities in schools.Hence, teachers use online and offline learning systems (Maula, 2022) (Mutia et al., 2022) (Ramadani., 2022).The transformation of education in Indonesia after COVID-19 has experienced quite significant changes.The change that has occurred is that there is a new curriculum, namely the Merdeka Learning curriculum (Maulinda, 2022).
Learning in the Merdeka curriculum increases the creativity of students' interests, learning styles and abilities, which are connected to the competence of educators (Merta et al., 2022).In Merdeka curriculum learning in elementary schools, there are 3, namely Phase A, Phase, and Phase C. Implementing the Merdeka curriculum in Madrasah Ibtidaiyah will bring changes in effects for teachers, education staff, learning administration, learning strategies, learning methods, and learning evaluation (Rahimah, 2022).Curriculum changes occur with the aim of improving the quality of education.The aim of the Merdeka curriculum, apart from improving the quality of education, is also to produce a great generation of reliable candidates (Nurohmah et al., 2022).The Merdeka curriculum applies to primary and secondary education.In the merdeka curriculum, the Minimum Competency Assessment (AKM) is implemented by the government (Andikayana, 2021).
Ethnomathematics is used as an integration of curriculum, pedagogy, and mathematics (Alanur et al., 2022) (Islam & Rahmat, 2023) .The use of local wisdom as integration makes students trained and able to explore mathematical concepts that exist in their cultural environment (Irwan et al., 2019) (Widiantari et al., 2022).Local wisdom will make it easier for students to learn because this culture exists in the students' environment (Suciawati et al., 2021) (Ditasona, 2018) (Oktiningrum, 2020) .In this research, the context is local wisdom in Tuban Regency, East Java.The use of numeracy assessments in learning has a big influence on students' learning achievements (Andy, 2017) (Khairiyah, 2019), especially in facing a Merdeka curriculum; Merdeka learning must be carried out (Nasution, 2021).
The novelty of this research lies in the ethnomathematics-based numeracy assessment.Ethnomathematics is needed because it makes it easier for students to understand mathematics in the context of local wisdom for a Merdeka curriculum.
Ethnomathematics is information that combines mathematics with socio-cultural components; the type of relationship can be displayed in the section on the application of numerical ideas in regional local wisdom (Nurrettyo et al., 2022).Previous research that has been carried out regarding numeracy assessments in the Minimum Competition Assessment (AKM) was carried out with variables that are still common.

The first research was entitled Development of ICT-Based Literacy and Numeracy
Instruments for Elementary School Students which took place in class V of SDN Pamulang Barat, South Tangerang.The results of the research showed that the questions developed were very good.The questions are adapted to the context that is relevant to the students there (Andikayana, 2021) The questions created have been validated and the results are good, and the questions are adapted to the Sidoarjo context (Permatasari et al., 2021).These studies have not added Ethnomathematics.This is important because students are trained and able to explore mathematical concepts that exist in their cultural environment (France, 2021).This makes it easier for them to learn because this culture exists in the students' environment.Mathematics is a science that deals with the study of abstract structural forms.Studying mathematics requires an understanding of concepts (Syahputri, 2018).Thus, Ethnomathematics is needed in developing numeracy assessments.
Based on the description above, this research aims to develop an ethnomathematics-based numeracy assessment in the Merdeka curriculum phase B in elementary schools.The resulting ethnomathematics numeracy assessment will fulfil the validity or feasibility of the product.The research development procedure can be seen in Table 1 as follows:

Development
Model This research is Research and Development (R&D).Development is carried out using a 4-D model with the Define, Design, Develop and Disseminate stages.a. Define Stage (Definition)The define stage is carried out by field observation with curriculum analysis, student analysis, task analysis, concept analysis, and learning objectives.b.Design Stage (Designing)The design stage is carried out by selecting a design and format for an ethnomathematics-based numeracy assessment, which is prepared based on curriculum references, including the title, objectives and material presented in the form of assessments in the environment around the students.c.Development Stage (Development)This development stage aims to find a product, namely an ethnomathematicsbased numeracy assessment that has been revised and improved based on expert input and the results of trial 1 (limited) and trial 2 (field).

Table . 1
4D Research FlowFrom the N-Gain values of Trial 1 and Trial 2, it can be concluded that the ethnomathematics-based numeracy assessment in the Phase B independent curriculum developed is effective in learning mathematics.Then, after using the numeracy assessment, students filled out the student response questionnaire and obtained presentation results of 83% in the very satisfied category.This can be seen in Table9as follows: Submitted: 29-12-2023 Accepted: 05-02-2024 Approved: 18-02-2024 Published: 30-03-2024 21

Table 9 .
QuestionnaireMadrasah Ibtidaiyah that was developed is suitable for use and effective in learning mathematics.One of the areas for improvement in the research process for developing this project module was when it was tested on students.In carrying out this numeracy assessment research, several obstacles were experienced, namely adjusting the hours in activities carried out at school because it coincided with the End of Semester (SAS) and class meetings so that the appropriate schedule was prepared with the school and this could be handled well.
Recapitulation (Students)ConclusionBased on the data presented above, it shows that it can be concluded that the ethnomathematics-based numeracy assessment in the Phase B Merdeka curriculum at