The teacher-made chemistry test must have a good quality, due to the decision taken from the tests has an impact on the students. Therefore, the purpose of the research is to explore the quality of teacher-made chemistry tests such as item fit and person fit, items difficulty, and test reliability. The sample consisted of 356 senior students from senior high schools in Yogyakarta that were selected by cluster random sampling technique. The research used the teacher-made chemistry test consisted of 40 multiple choice items which were collected using documentation technique. Data were analyzed with Rasch Model using Winsteps 3.73 version. The result showed that all items in the teacher-made chemical test were proven to have good quality (fit model, good item difficulty, and good test reliability). Moreover, 18 students were identified as misfit persons. From the findings, the test can be used to assess the students’ learning outcomes, especially for the try-out of the final exam in senior high school. Besides, the students identified as person misfit should be further examined and receive teachers’ guidance.
Considering that students have a lot of experiences using mobile applications in their daily life, teacher should engage mobile application as learning media, thus the student are more motivated to learn independently. As a consequence, the teachers should implement existing mobile learning in the learning process and it is even better if they can develop it themselves. Besides, developing mobile learning is being heavy burden for a teacher as they still lack of skills to design and to develop mobile learning. Therefore, we aimed to explore the quality of Amazing Science application as mobile learning incorporated with a virtual laboratory based game application and to investigate its effect on students’ motivation and self-regulated learning. This research involved 5 sciences teachers and 50 students from five secondary schools in Yogyakarta, Indonesia. The research data were collected through online questionnaires consisting of three instruments, namely; viz product quality questionnaire for product validation, motivation questionnaires and self-regulated questionnaires for product implementation. Product validation data are quality data in the form of categories, so they are converted to data score using the Likert scale. Meanwhile, implementation data consisting of motivation and self-regulated learning data were analyzed with a sample paired t-test to discover the effect of product implementation towards motivation and self-regulated learning. The result revealed that Amazing Science application has a good quality according to the reviewers and students through a preliminary test and limited trial. Moreover, there are significant differences in both students’ motivation and self-regulated learning before and after the implementation of Amazing Science. However, there is no significant correlation between students’ motivation and self-regulated learning. From the findings, it can suggest that Amazing Science should be implemented by combining with the cooperative learning model, so others' skills can be improved. Besides, it can rebuild on another learning material or subject
Penelitian ini bertujuan untuk mendeskripsikan karakteristik instrumen integrated assessment. Penelitian ini menggunakan model pengembangan instrumen tes dari McIntire. Produk awal ditinjau oleh peer reviewers dan divalidasi oleh experts. Tahap uji coba instrumen melibatkan 392 peserta didik kelas XI IPA di tiga SMA di Kota Yogyakarta. Hasil uji coba instrumen berupa data politomus yang dianalisis dengan pendekatan PCM 1-PL menggunakan program Winsteps. Instrumen pengumpulan data meliputi lembar validasi butir soal, lembar angket respon pengguna instrumen, dan instrumen tes berbentuk uraian. Karakteristik instrumen tes terdiri atas validitas isi, validitas konstruk, tingkat kesukaran butir, fungsi informasi tes, kesalahan pengukuran, dan reliabilitas. Hasil ujicoba menunjukkan bahwa instrumen integrated assessment dinyatakan valid secara logis dan konstruk, tingkat kesukaran butir berada pada kategori sedang dan fungsi informasi tes sebesar 6,819 pada kemampuan -0,8 logit dengan kesalahan pengukuran sebesar 0,383 sehingga instrumen integrated assessment dinyatakan reliabel untuk mengukur critical thinking skills dan science process skills peserta didik. The characteristic of an integrated assessment instrument to measure critical thinking skills and science process skills AbstractThe purpose of this study is to describe the characteristics of the integrated assessment instrument. This study used the McIntire development model. The initial product was observed by peer reviewers and validated by experts. The pilot testing involved 392 grade XI students from three senior high schools in Yogyakarta City. The results of the pilot testing were polytomous data which were analyzed by means of the PCM 1-PL approach using Winsteps. The data-collecting instrument included a question item validation sheet, questionnaire of instrument user responses, and essay test. The characteristics of the test instrument consist of logic and construct validity, item difficulty, item information function, standard error measurement, and reliability. the integrated assessment instrument is valid in content and construct, item difficulty of integrated assessment instrument has a medium category, and test information function is obtained at 6.819 on the ability -0.8 logit with standard error of estimation at 0.383, and thus the instrument is reliable to measure students’ critical thinking skills and science process skills.
The COVID-19 pandemic requires lecturers to change learning strategies through online learning. The use of technology which has grown exponentially in the world of education requires students to be proficient in using technology in finding information as a source of knowledge. To be able to prepare competitively students in this 4.0 education era, an instrument is needed to find out to what extent students' digital literacy abilities are. This research is development research (R&D) which aims to develop a Digital Literacy Assessment Scale (DLAS) instrument to measure students' digital literacy skills. The procedure of this research includes determining the construct and specifications of the instrument, writing the items, and analyzing the items. Based on the results, the DLAS instrument has a total of 52 items consisting of 3 aspects including access to information (access), student involvement in academic activities (behavioral engagement), and socio-emotional (socio-emotional). The results of content validity carried out by 5 expert judgments showed that the DLAS instrument was proven to be content valid with the acquisition of Aiken's V index of 0.87.
This study aimed to explore the characteristics of the tests used in measuring students' abilities such as item fit, item difficulty level, and test reliability and to measure students’ ability in electrolyte test takers' reliability, and person misfit. This research involved 260 students from two senior high schools in Bantul, Yogyakarta. The research instruments was integrated assessment instrument for electrolyte and nonelectrolyte solution matter consisted of 8 essay question. The data were analyzed with Rasch model using Winstep software version 3.73. The results revealed that all items on the integrated assessment instrument have been proven to be fit with Rasch model, have good test reliability, and have good difficulty level parameters. Moreover, students' abilities were obtained very diverse, i.e. very low, low, medium, high and very high abilities. Meanwhile, the person reliability were very low and 48 students were identified as person misfit . Thus, further examination can be conducted, so that students who are identified as misfit s can obtain guidance from the teacher.
Good learning media is the media that can make it easier for students to understand a teaching material. The selection of learning media must be in accordance with these characteristics. To simplify the explanation of the atomic structure which has abstract characteristic, a learning media that can realize this material is needed. This research aims to develop interactive animation learning media Chem is Fun based on quantum learning and to determine the quality of the resulting product. The development model used is adapting the ADDIE. This research involved a media expert, a material expert, three peer reviewers and five reviewers (chemistry teacher) to assess product quality. The research instruments consist of two types of instrument, i.e. suggestion sheet and product quality questionnaire. The result show that the product of Chem is Fun has a good quality, so that it can be used as a learning media to help students' learning process on atomic structure.
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