Development of Mathematical Literacy Test Items in Geometry Content Domain Using Individual and Occupational Contexts for Junior High School (SMP/MTs) Students

This study aims to develop geometry-based mathematical literacy test items using individual and occupational contexts that meet validity and reliability criteria for Grade IX junior high school students. The study employed Tessmer's formative evaluation model, consisting of the preliminary, self-evaluation, prototyping (expert review, one-to-one, small group), and field test stages. The developed instrument consists of 15 multiple-choice items covering cognitive levels C2 to C5. The results indicate that the instrument demonstrates high validity, reliability, appropriate difficulty levels, good discrimination indices, and effective distractors. Therefore, the developed instrument is suitable for measuring students' mathematical literacy skills in geometry.