Kisi-Kisi Penulisan Soal

SPECIFICATION OF TEST ITEMS

School Level: Junior High School

Subject: Mathematics

Year / Semester: VII / 2

Question Type: Multiple Choice

Number of Questions: 40 Items

Academic Year: 2012/2013

No. / Competency Standard / Basic Competence / Topic / Indicator / Question Number
Algebra
4. / Usingthe concepts of set theory and Venn diagrams in problem solving. / 4.1Understanding the definition and notation of a set and its expressions. / Set /

Given expressions about groups, students determine whether they are sets or not.
Students determine the elements of a set.
Students determine the number of theset elements.
Given an expression of a set in set builder notation, students express aset by listing its elements.

/ 1
2
3
4
4.2Understanding the concept of a subset. /

Students determine an empty set.
Students determine a subsets of a set.
Students determinethe number of set that have n element.
Students determine the possible universal set of a set.

/ 5
6
7
8
4.3Doing operations of intersection, union, difference, and complement in set. /

Given two sets which intersect each other, students determine the elements of the intersection sets.
Students determine the elements of the union of two sets.
Given two sets, students determine the difference of two sets.
Given a set and a universal set, students determinethe set complement.

/ 9
10
11
12
4.4.Expressing a set in a Venn diagram. /

Students express a set in a Venn diagram.
Student express two sets in a Venn diagram

/ 13
14
4.5Using the concept of set theory in problem solving. /

Students usethe intersection concept in problem solving.
Given a problem related to their hobbies, students use a Venn diagram to solve the problem

/ 15
16
Geometry
5. / Understanding the relationship between line and line, line and angle, and angle and angle, and determining their measures. / 5.1Determining the relationship between two linesand the measure and type an angle. / Lines and Angles /

Given a cuboid, the students determine the relationship of the lines in the cuboid.
Given an angle, students determine the type of the angle.
Given an angle, students determine its supplementary angle
Given a pair of angles, student determinethecomplementary angles.

/ 17
18
19
20
5.2.Understanding the properties of angles formed by a transversal line. /

Given two parallel lines intersected by a transversal line, students determine the pair of equal angles.
Given two parallel linesintersected by a transversal line, students determinethe unknown angle.

/ 21
22
5.3Drawing an angle. /

Given some angles, students determine an obtuse angle.

/ 23
5.4Dividing an angle. /

Given an angle, students determine the steps how to bisect it.

/ 24
5.5Estimating an angle measure. /

Given an angle, students estimate the measure of the angle.

/ 25
5.6Determining the measure of an angle to the nearest unit. /

Given the time, students determine the smaller angle that is formed between the minute hand and the hour hand.

/ 26
6. / Understanding the concept of quadrilateral and triangle, also determining their measurement. / 6.1Identifying the properties of a triangle based on its sides, angles, or both. / Polygon /

Given a triangle with its sides, students determine the type of the triangle.
Given the angle measures of a triangle in algebraic expressions, students determine the type of the triangle.
Given a triangle with its angles in the form of algebraic expressions, students determine the outer angle.

/ 27
28
29
6.2Identifying the properties of a rectangle, square, trapezium, parallelogram, rhombus, and kite. /

Given some properties of a polygon, students mention the type of the polygon.
Given a rhombus with all of its angles in algebraic expressions, students determinetheangle in degrees.
Given a trapezoid with three angles in algebraic expressions, students determine the angles in degrees.

/ 30
31
32
6.3Determining the perimeter and the area of a triangle and a quadrilateral, and using them in problem solving. /

Given a real life situation related to rectangle. Students determine the area if the length, width, and perimeter are known.
Given perimeter a kite and the ratio of two sides, students find its perimeter.
Given two triangles, students find the area of the two triangles.
Given a shaded-figure, students findits perimeter.
Given the perimeter of asquare, students determine its area.
Given a problem related to the area of a quadrilateral, students solve it.
Given a parallelogram with the lengths of each side and height, students find the other height of the parallelogram.

/ 33
34
35
36
37
38
39
6.4Drawing a triangle and its altitude, bisector, median, and perpendicular bisector. /

Given a triangle with a line inside it, students determine one altitude, bisector, median or perpendicular bisector.

/ 40