Test in education, generally, constructed based on multi contents. If every contents viewed as a dimension, hence the test also have multi-dimension too, so that the analysis must be done with the multidimensional model. In reality at some selected tests, we can see that dependence exist between items in different contents. Dependence as referred, make assumption about multidimensional test is not valid anymore so that gives us the opportunity to apply unidimensional models in its analysis, including by using Rasch Model. This matter motivated me to do write this paper with aim to: get Unidimensional Rasch Model based on logistics function, get the item parameter estimation and testee parameter estimation together using the Joint Maximum Likelihood Method, and prove that Unidimensional Rasch Model is the better choice than Multidimensional Rasch Model in condition like this.
Tujuan utama penelitian ini adalah untuk mengetahui robustness Model Logistik 1 Parameter (ML 1-P), Model Logistik 2 Parameter (ML 2-P) dan Model Logistik 3 Parameter (ML 3-P) terhadap pelanggaran Asumsi Independensi Lokal Butir (ILB). Penelitian ini menggunakan data simulasi yang dibangkitkan dengan 40 butir, 500 simuli, dan 10 replikasi untuk setiap model. Skor-skor batas dibangun berdasakan pelanggaran Asumsi ILB 0 - 100% yang dihasil-kan dengan menggunakan 1- 40 kelompok butir sedangkan kategori-kategori skor dibangun berdasarkan dampak pelanggaran Asumsi ILB terhadap struktur dari matriks data. Hasil penelitian ini menunjukkan bahwa model yang paling robust terhadap pelanggaran Asumsi ILB adalah ML 1-P dengan skor batas 31,71% (kategori pelanggaran berat) diikuti ML 2-P dengan skor batas 12,1% (kategori pelanggaran sedang), dan ML 3-P dengan skor batas 7,68% (kategori pelanggaran sedang). Kata kunci: model-model respons butir, robustness, independensi lokal butir ______________________________________________________________ROBUSTNESS MODEL-MODEL RESPONS BUTIR TERHADAP PELANGGARAN ASUMSI INDEPENDENSI LOKAL BUTIRAbstract The primary purpose of this study was to investigate the robustness of the 1-PLM, 2-PLM, and 3-PLM, against violation of the Local Item Independence (LII) Assumption based on cut-off scores and score categories. The investigation used simulated data generated with 40 items, 500 simulees, and 10 replications for each model. The cut-off scores were built based-on 0 – 100% violations of the LII Assumption that were introduced using 1- 40 item clusters. The score categories in this study were built based-on impact of the violations of the LII Assumption to the structure of data matrix. The result showed that the most robust model was 1-PLM with cut-off score 31,71% (heavy violation category) followed by 2-PLM with cut-off score 12,1% (moderate violation category), and 3-PLM with cut-off score 7,68% (moderate violation category). Keywords: item response models, robustness, local item independence
ABSTRAKThis research was conducted to see the effect of the number of testee (sample size), the number of items (test length), the number of options, and index of difficulty to various item discrimination statistics and test reliability. The data used are simulated data and analyzed using the Test Analysis Program (TAP) version 6.65 with a full factorial design. In general, the results show that the number of testee, the number of items, and index of difficulty (except number of options) significantly affect the various item discrimination statistics and test reliability. The statistics are robust to these three factors is only the Mean of Item Discrimination and Spearman Brown's 1-2 Split-Half, while the most sensitive is Split-Half Odd-Even statistic. _____________________________
Tujuan penelitian ini adalah untuk mengungkap: (1) Critical Thinking Skill awal (pre-test) peserta didik kelas kontrol dan kelas eksperimen tanpa menggunakan media pop up book tematik berbasis keislaman dan budaya lokal Pontianak; 2)Penggunaan media pop up book tematik berbasis keislaman dan budaya lokal Pontianak dalam rangka meningkatkan Critical Thinking Skill peserta didik. 3) Critical Thinking Skill peserta didik (post-test)kelas kontrol dan kelas eksperimen menggunakan media pop up book tematik berbasis keislaman dan budaya lokal Pontianak. Penelitian ini termasuk penelitian Kuantitatif metode eksperimen. Sumber data penelitian ini adalah populasi dan sampel. Adapun populasi dalam penelitian ini seluruh kelas V MIN 1 Saigon Pontianak. sampel dalam penelitian ini adalah peserta didik kelas VA dan VD MIN 1 Saigon Pontianak yang masing masing kelas berjumlah 37 peserta didik. Teknik yang digunakan adalah teknik observasi, teknik pengukuran dan studi dokumen. Alat pengumpulan data yang digunakan adalah lembar observasi, tes dan dokumen. Berdasarkan pada analisis yang dilakukan, maka peneliti menyimpulkan bahwa: 1) Pada uji hipotesis data pre-test diperoleh tidak terdapat pengaruh antara variabel bebas terhadap variabel terikat; 2) dari hasil observasi pelaksanaan penggunaan media Pop Up Book tematik berbasis keislaman dan budaya lokal pontianak yaitu 100%. 3)Pada uji hipotesis data pos-test kelas kontrol dan kelas eksperimen hasilnya menunjukan bahwa terdapat perbedaan rata-rata antara kelas eksperimen dan kelas kontrol sehingga terdapat pengaruh dari variabel bebas terhadap variabel terikat.
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