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INDONESIA
REiD (Research and Evaluation in Education)
Published by Universitas Negeri Yogyakarta
ISSN : -     EISSN : 24606995     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 136 Documents
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Estimation of ability and item parameters in mathematics testing by using the combination of 3PLM/ GRM and MCM/ GPCM scoring model Abadyo Abadyo; Bastari Bastari
REID (Research and Evaluation in Education) Vol 1, No 1 (2015): June
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v1i1.4898

Abstract

The main purpose of the study was to investigate the superiority of scoring by utilizing the combination of MCM/GPCM model in comparison to 3PLM/GRM model within a mixed-item format of Mathematics tests. To achieve the purpose, the impact of two scoring models was investigated based on the test length, the sample size, and the M-C item proportion within the mixed-item format test and the investigation was conducted on the aspects of: (1) estimation of ability and item parameters, (2) optimalization of TIF, (3) standard error rates, and (4) model fitness on the data. The investigation made use of simulated data that was generated based on fixed effects factorial design 2 x 3 x 3 x 3 and 5 replications resulting in 270 data sets. The data were analyzed by means of fixed effect MANOVA on Root Mean Square Error (RMSE) of the ability and RMSE and Root Mean Square Deviation (RNSD) of the itemparameters in order to identify the significant main effects at level of a = .05; on the other hand, the interaction effects were incorporated into the error term for statistical testing. The -2LL statistics were also used in order to evaluate the moel fitness on the data set. The results of the study show that the combination of MCM/GPCM model provide higher accurate estimation than that of 3PLM/GRM model. In addition, the test information given by the combination of MCM/GPCM model is three times hhigher than that of 3PLM/GRM model although the test information cannot offer a solid conclusion in relation to the sample size and the M-C item proportion on each test length which provides the optimal score of thest information. Finally, the differences of fit statistics between the two models of scoring determine the position of MCM/GPCM model rather than that of 3PLM/GRM model.
Model of affective assessment of primary school students Amir Syamsudin; Budiyono Budiyono; Sutrisno Sutrisno
REID (Research and Evaluation in Education) Vol 2, No 1 (2016): June
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v2i1.8307

Abstract

This study aims to develop an instrument of affective assessment to measure the social competence of elementary school students in the learning process in schools. This study used the development model of Borg Gall’s approach which was modified into five phases, including the need analyses, developing draft of the product conducted by experts, developing an affective assessment instrument, trying out the affective assessment instrument conducted by teachers of primary education in Yogyakarta, and the dissemination and implementation of the developed affective assessment instrument. The subjects were elementary school students whose school implemented Curriculum 2013 in the academic year of 2013/2014. The validity and reliability of each construct of the affective instrument were established using the PLS SEM Wrap PLS 3.0 analysis program. The study finds the following results. First, the construct of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the limited, main, and extended testing has been supported by empirical data. Second, the validity of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the limited, main, and extended testing meets the criteria above 0.70 for each indicator of the loading factor and the criteria below 0.50 for each indicator score of the cross-loading factor. Third, the reliability of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in limited, main, and extended testing meets the criteria above 0.70 for both composite reliability and Cronbach’s alpha scores. Fourth, the number of indicators at preresearch was 53, and 10 indicators were rejected in the limited testing, and four indicators were rejected in the main testing, and one indicator was rejected in the extended testing.
Developing an instrument for measuring the faith of the students of Islamic senior high school Shodiq Shodiq; Zamroni Zamroni; Kumaidi Kumaidi
REID (Research and Evaluation in Education) Vol 2, No 2 (2016): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v2i2.11117

Abstract

The study aims to develop an instrument used to measure  faith of the students of Islamic senior high schools. The study was a research and development study consisting of three steps: pre development, development process, and presentation. The quantitative data analysis was to test the validity and reliability of the instrument and to test the model fit through the Confirmatory Factor Analysis (CFA) using LISREL 8.80 Program. The results of the study show that: (1) the faith instrument of the study is an inventory model of summated rating scale containing 113 items named as Islamic Faith Scale; (2) the instrument validity is considered as the loading factor value (the lowest loading factor value is 0.47 and the highest is 0.89). The instrument reliability regarded as the coefficient of the construct reliability is 0.7, (the coefficient of reliability construct of tashdiq al-qalb is 0.847, and the coefficient of the construct reliability of amal al-qalb is 0.999); (3) the overall model fit produces a fit model indicated by Chi Square (χ2) = 48.23, df = 64, p-value = 0.929 (p 0.05), and Root Mean Square Error of Approximation = 0.000 ( 0.08).
A model of madrasa ibtidaiya quality evaluation Dwi Istiyani; Zamroni Zamroni; Suharsimi Arikunto
REID (Research and Evaluation in Education) Vol 3, No 1 (2017): June
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v3i1.13902

Abstract

The study was to develop a madrasa ibtidaiya quality evaluation model (MIQEM) for measuring the quality of madrasa ibtidaiya (MI), including the input, the process, the short-term outcome, and the long-term outcome. The method implemented in this research was research and development (R D). The subjects of the study were the principals and teachers of state madrasa ibtidaiya. The study concluded that: (1) the a MIQEM was developed through the product selection, review and result analysis, and model draft; (2) the implementation of the developed MIQEM was done by the principals and the teachers by operating the MIQEM instrument; (3) the results of the developed MIQEM implementation showed that it could improve madrasa ibtidaiya quality; (4) the results of the model fitness test indicated that the model was fit into the data.
Evaluation of the bridging course offered at a university to foreign students: Batches of 2012 and 2013 Beatriz Eugenia Orantes Perez; Djemari Mardapi
REID (Research and Evaluation in Education) Vol 1, No 2 (2015): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v1i2.6667

Abstract

This evaluation was a case study of the bridging language program offered at YSU to KNB students, it evaluated the generations 2012/2013. The focus of this evaluation was to evaluate the strengths and weaknesses of the bridging program. This was a summative evaluation used the CIPP method. It was a pragmatic parallel mix-method design research. The analysis technique was descriptive for the qualitative data; and it was descriptive statistical for the quantitative data; Triangulation was used. 15 students, 6 teachers, 10 tutors, 3 administrators were involved. In each component of the evaluation strengths and weaknesses were found. The main strengths were: Clear cultural objectives, experience teachers, tutorials helped students a lot. The main weaknesses were: There is not clear criteria of the level to be reach, tutors lack training and time to prepare, material and assessment needs to be improve, students don’t reach an upper intermediate level of the language.
Determining standard of academic potential based on the Indonesian Scholastic Aptitude Test (TBS) benchmark Idwin Irma Krisna; Djemari Mardapi; Saifuddin Azwar
REID (Research and Evaluation in Education) Vol 2, No 2 (2016): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v2i2.8465

Abstract

The aim of this article was to classify The Indonesian Scholastic Aptitude Test or Tes Bakat Skolastik (TBS) results for each subtest and describe scholastic aptitudes in each subtest. The subject of this study was 36,125 prospective students who took the selection test in some universities. Data analysis began by estimating  testees’ ability using the Item Response Theory, and benchmarking process using the scale anchoring method applying ASP.net web server technology. The results of this research are four benchmarks (based on cutoff scores) on each subtest, characters which differentiate potential for each benchmark, and measurement error on each benchmark. The items netted give a description of the scholastic aptitude potential clearly and indicate uniqueness so that it could distinguish difference in potential between a lower bench and a higher bench. At a higher bench, a higher level of reasoning power is required in analyzing and processing needed information so that the individual concerned could do the problem solving with the right solution. The items netted at a lower bench in the three subtests tend to be few so that the error of measurement at such a bench still tends to be higher compared to that at a higher bench.
Mapping elementary school students' creativity in science process skills of life aspects viewed from their divergent thinking patterns Bambang Subali; Paidi Paidi; Siti Mariyam
REID (Research and Evaluation in Education) Vol 3, No 1 (2017): June
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v3i1.13294

Abstract

The purpose of this study was to map elementary school students’ creativity in science process skills (SPS) of life aspects in science subjects viewed from their divergent thinking patterns using written tests whose items were fitted with Partial Credit Model (PCM). The measurement used a test validated using the IRT approach published in JEE journal in 2015. The trials employed four sets of test, each comprising 20 items completed with anchor items which were fitted referring to PCM. The measurements were performed with larger scale on 14 regional technical implementation unit (RTIU) in Yogyakarta Special Province in five regencies/cities to students of grades IV, V, and VI. The findings showed that the higher the grade level, the higher of the testees’ scores would be. There were some testees who did not have divergent thinking ability and they obtained a score of 0 The divergent thinking ability of the students was not related to the regency/city where an RTIU was located.
A formative assessment model of critical thinking in mathematics learning in junior high school R Rosnawati; Badrun Kartowagiran; Jailani Jailani
REID (Research and Evaluation in Education) Vol 1, No 2 (2015): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v1i2.6472

Abstract

This study aims to obtain a valid and reliable formative evaluation model of critical thinking. The method used in this research was the research and development by integrating Borg Gall's model and  Plomp's development model. The ten steps Borg Gall’s model were modified into five stages as the stages in the Plomp's model. The subjects in this study were 1,446 students of junior high schools in DIY, 14 mathematics teacher, and six experts. The content validity employed was expert judgment, the empirical validity and reliability used were loading factor, item analysis used PCM 1PL, and the relationship between disposition and critical thinking skill used was structural equation modeling (SEM). The developed formative evaluation model is the procedural model. There are five aspects of critical thinking skill: mathematic reasoning, interpretation, analysis, evaluation, and inference, which entirely composed of 42 items. The validity of the critical thinking skill instruments achieves a significance degree as indicated by the lowest and the highest loading factors of 0.38 and 0.74 subsequently, the reliability of every aspect in a good category. The average level of difficulty is 0.00 with the standard deviation of 0.45 which is in a good category. The peer assessment questionnaire of critical thinking disposition consists of seven aspects: truth-seeking, open-minded, analysis, systematic, self-confidence, inquisitiveness, and maturity with 23 items. The critical thinking disposition validity achieves the significance degree as indicated by the lowest and the high factor loading of 0.66 and 0.76 subsequently, and the reliability of every aspect in a good category. Based on the analysis of the structural equation model, the model fits the data.
Separation index and fit items of creative thinking skills assessment Andi Ulfa Tenri Pada; Badrun Kartowagiran; Bambang Subali
REID (Research and Evaluation in Education) Vol 2, No 1 (2016): June
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v2i1.8260

Abstract

This article discusses the evaluation results of the separation index and fit item of creative thinking skills assessment that supports the conation aspect of prospective biology teachers in Aceh. This assessment consists of 37 items of divergent tasks, which is the application of human physiology courses that support the conation aspects. The participants were selected from the Biology Education Program, Faculty of Teacher Training and Education, Syiah Kuala University. The data were analyzed using the Quest software including the separation index and fit item. The results indicate that the creative thinking skills assessment instrument that supports the conation aspect of prospective biology teachers has a good separation index and all the items fit PCM-1PL.
An assessment model of historical thinking skills by means of the RASCH model Ofianto Ofianto; Suhartono Suhartono
REID (Research and Evaluation in Education) Vol 1, No 1 (2015): June
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v1i1.4899

Abstract

This study was conducted to produce a model and instruments of historical thinking skills in the history subject at the senior high school (SHS) and to identify SHS students’ historical thinking skills. The study was conducted in two stages, namely model development and instrument development altogether with a small-scale tryout and a large-scale tryout. The test for each tryout consisted of six and five sub-test sets. Each test set contained 20 anchor items. The sample for each tryout comprised 1573 and 2613 testees. The data was analyzed by means of Partial Credit Model (PCM) using the QUEST program. The overall tryout results indicate that, based on the criteria for an INFIT MNSQ mean of 0.1 and a standard deviation of 1.0, the tests fit the PCM. The reliability coefficients of the tests for the tryouts are moderately good; the Cronbach’s alpha coefficients are, respectively, 0.65 and 0.54. The lowest score of historical thinking skills is -.352 and the highest is +1.21 in an ideal range of -4.0 to +4.0. In overall, the testees’ scores are not satisfactory. Only 5.89% of the testees are above the expected median.

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