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Patterns of Writing Tests in Science Concepts: Development by Teacher Candidates in Elementary Schools Hamdu, Ghullam; Hardiyan, Dessy; Yulianto, Ade
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

The lack of teacher attention to the assessment activities, especially in the manufacture and development of written test questions is the background in this study. Though these written test questions are instruments that teachers often use to identify the results of learning that have been done. Therefore, compiling and developing written test questions are one of the abilities that are important to understand. To be able to develop written test questions, especially science well, several things must be considered, namely variations in the form of questions, suitability with the rules and learning objectives and suitability of questions to explore students' higher-order thinking skills. The qualitative descriptive method is used to describe the pattern of written science test questions developed by prospective teachers in elementary schools. Data is done through documentation and interviews. The findings show that the form of written science test questions that are often developed by 50 participants are multiple-choice forms, short entries, and descriptions. Of the 152 questions developed by the participants, it was found that the questions had met the rules in the preparation of each variation of the form of questions and were by the specified learning objectives. However, the 152 questions analyzed did not meet the criteria for the High Order Thinking Skill. Of the four indicators analyzed there are three indicators (variations in form, rules, and suitability of questions with objectives) must have met the criteria while 1 indicator has not been fulfilled (suitability of questions with High Order Thinking Skill)
How Effective is Mathematical Self-Efficacy Influencing Interpersonal Intelligence of Elementary School Students Yuliyanto, Aan; Yulianto, Ade
International Conference on Elementary Education Vol. 3 No. 1 (2021): Proceedings The 3rd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

The benefits of mathematical self-efficacy as a driver of students in facing their challenges in learning mathematics, and students' interpersonal intelligence as the ability of students to interact with people around them in learning. This research was inspired to provide an understanding of the relationship between mathematical self-efficacy and students' interpersonal intelligence. The research applied the correlational method. Participants as a sample in the study were 27 first-grade elementary school students in Purwakarta. Instruments in measuring mathematical self-efficacy used questionnaires and interpersonal intelligence was measured by observation. The findings of this research inform us that there is no significant relationship between students' mathematical self-efficacy and the interpersonal intelligence of elementary school students. Furthermore, mathematical self-efficacy had a very limited influence on students' interpersonal intelligence. Thus, an increase or decrease in mathematical self-efficacy cannot be guaranteed to also occur in the interpersonal intelligence of elementary school students
Pengungkapan Sebaran Kesukaran Soal Tes Berbasis HOTS melalui Pemodelan Rasch Yulianto, Ade; Widodo, Ari
Indonesian Journal of Primary Education Vol 4, No 2 (2020): Indonesian Journal of Primary Education
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i2.29318

Abstract

Banyak peneliti atau guru yang perlu informasi lebih banyak dan lengkap tentang evaluasi pelaksanaan pembelajaran atau alat pengukuran kemampuan yang digunakan untuk mengetahui seberapa besar hasil belajar yang ditunjukkan oleh siswanya. Pada artikel ini, ditunjukkan bagaimana menganalisis soal berdasarkan pengelompokkan tingkat kesukaran dan kesesuaian item soal tes; khususnya pada soal tes berbasis HOTS (Higher-Order Thingking Skill) yang dikembangkan berdasarkan hirarki kognitif yang diadopsi dari taksonomi Bloom (C4, C5, C6). Proses analisis dilakukan berdasar pada penjelasan Sumintono (2015) tentang kombinasi nilai standar deviasi (SD) dan nilai rata-rata logit (Mean). Selanjutnya melakukan kriteria nilai outfit mean square (MNSQ), nilai outfit Z-standard (ZSTD) serta nilai point measure correlation (Pt. Measure Corr) (Boone et al., 2014). Teknik analisis dilakukan melalui pemodelan Rasch berbantuan aplikasi Winsteps 3.75. Adapun pengelompokkan tingkat kesukaran menurut Sumintono (2015) yakni 1) katgori soal sulit (nilai logit lebih besar +1SD); 2) kategori soal sukar (nilai 0,0 logit +1 SD); 3) kategori soal mudah (nilai 0,0 logit -1 SD); dan 4) kategori soal sangat mudah (nilai lebih kecil dari –SD), serta untuk kriteria yang digunakan untuk mengukur kesesuaian item soal menggunakan, 1) nilai 0,5 MNSQ 1,5; 2) nilai -2,0 ZSTD +2,0; dan 3) nilai 0,4 PT-Measure Corr 0,85, (Boone et al., 2014). Hasil analisis menunjukkan bahwa terdapat keberagaman tingkat kesukaran dan kesesuaian item soal tes berbasis HOTS. Item soal yang dianalisis memiliki tingkat kesesuaian yang dapat diterima dan layak dipertahankan karena seluruh item soal memenuhi ketiga kriteria tersebut. Dengan demikian, kumpulan soal tes berbasis HOTS berkategori baik karena dapat mengidentifikasi berbagai kemampuan siswa dalam berpikir tingkat tinggi dengan tingkat kesukaran yang beragam dan hal ini berimplikasi pada teknik guru dalam menyajikan soal tes tertulis yang berkualitas.
Disclosure of Sustainability Consciousness in Elementary School Students: Application of Education for Sustainable Development through the Introduction of Green Behavior Yulianto, Ade; Widodo, Ari; Syaodih , Ernawulan
International Conference on Elementary Education Vol. 4 No. 1 (2022): Proceedings The 4th International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

After the “2030 Agenda for Sustainable Development” with 17 Sustainable Development Goals (SDGs) has become a global consensus in 2015, its implementation raises questions about the role of education in achieving these goals. Because education clearly covers the content of all the SDGs and provides the skills and competencies needed to face the challenges of a sustainable future. Education for sustainable development (ESD) is the role of education to promote sustainable development, which in this study is applied through the introduction and implementation of green behavior activities in elementary schools. The purpose of this study is to measure the sustainability consciousness of elementary school students through the implementation of ESD in elementary schools. This research is an experimental research in the form of pre-experimental design (single group designs). The instrument used in this research is the Sustainability Consciousness Questionnaire (SCQ) which allows the investigation of students' knowledge, attitudes, and behavior of sustainability. The results of this study indicate that students who have been given an education for sustainable development program through the introduction of green behavior experience a significant increase in sustainability consciousness. The implications of this research provide an overview of cognitive and affective responses to students regarding issues that are the scope of ESD such as global issues, issues related to human sustainability, consciousness of recovery from environmental damage that is happening today, and thinking about how to preservation is able to survive and can fulfill life in the future.