Computers have taken on a large role in education, including testing and evaluation. Traditional tests that aren't comprehensive and don't distinguish between students' beginning talents lead to measurement findings that aren't representative of their true abilities. This study aims to develop and test assessment tool eligibility class that is used as an LMS-based adaptive. This type of research includes development research. The respondents of this study were experts who assessed the validation and students of SMK Electrical Power Installation Engineering Expertise Competencies. The data analysis technique used item response theory, classical test theory and descriptive statistics. Item analysis using the Rasch Model showed 10 items were not fit and the remaining 50 items were fit. Classical test theory analysis items with less validity there are 0 items, moderate there are 55 items, and high there are 5 items, with an Alpha reliability of 0.934. The attitude questionnaire developed consists of 8 items. There are 0 items with less validity, 6 items being moderate, and 2 items high, with an Alpha reliability of 0.731. The developed observation guide contains 16 observations. Items with less validity have 0 items, while there are 15 items, and 1 item high. The use of CAT-assisted learning management systems on research tools greatly facilitates teachers in conducting research accurately and practically.
Kesulitan yang dialami siswa dalam mempelajari kelarutan dan hasil kali kelarutan, masih banyak siswa belum memahami konsep prasyarat, seperti konsep mol, reaksi ionisasi, kesetimbangan kimia, pH larutan asam dan basa. Kesulitan siswa juga dikarenakan kurangnya guru memberikan contoh-contoh tentang reaksi-reaksi yang ada di lingkungan sekitar yang sering dijumpai siswa Penelitian ini bertujuan menganalisis efekktifitas media demonstrasi dan eksperimen berbasis animasi dalam meningkatkan keterampilan pemecahan masalah siswa di era revolusi industri 4.0. Jenis penelitian menggunakan Quasi Eksperimen dengan Nonequivalent Pretest Posttest Control Group Design. Subjek penelitian ini adalah 50 siswa kelas XI MIPA yang dibagi menjadi 27 siswa pada kelas eksperimen dan 24 siswa pada kelas control. Data dikumpulkan menggunakan metode tes. Teknik analisiss data menggunakan analisis kuantitatif. Hasil penelitian menunjukkan uji prasyarat normalitas dan homogenitas diperoleh nilai signifikansi > 0,05. Hasil uji paired sample t-test diperoleh Sig. 0,00 < 0,05 menunjukan pretest dan posttest kelas eksperimen maupun kelas kontrol berbeda signifikan. Hasil uji Independent sample t-test diperoleh Sig. (2-tailed) 0,018 < 0,05 sehingga ada perbedaan rata-rata antara kelas eksperimen dan kelas kontrol untuk meningkatkan keterampilan siswa dalam memecahkan masalah. Perbedaan rata-rata kelas eksperimen > rata-rata kelas kontrol yaitu 80 > 70. Itu berarti bahwa media demonstrasi dan eksperimen berbasis video animasi efektif digunakan pada proses pembelajaran.
The test is a tool to collect information about the achievement of learning objectives so that the test must have good quality in order to be able to measure students' abilities accurately. To determine the quality of the test, it is necessary to do an analysis, one of which is the Rasch model approach. This study aims to analyze the quality of the final semester test results in learning mathematics-sampling using a purposive sampling technique. The subjects of this study were 56 students of Junior High School (SMP) in Yogyakarta, consisting of 25 males and 31 females. The test instrument consists of 40 multiple choice questions with the correct answer given a score of 1 and the wrong answer being given a score of 0. Therefore, the data obtained is dichotomous. The test kits were analyzed by applying the Rasch model. The study results obtained an estimate of the validity of item fit, where the questions analyzed had an INFIT MNSQ value between 0.94 -1.11 and all questions with an OUTFIT value t ≤ 2.00; thus, 40 items fit according to the Rasch model. The characteristics of the test questions based on the Rasch model have a very difficult difficulty level of 0 items by 0%. The difficult category is three items at 7,5%, the medium category is 20 items at 50%, the easy category is 17 items at 42.5%, and 0% for the very easy category. The reliability of the case estimate value is 0.00 in the medium category, and the reliability of the item estimate value is 0.85 in the very high category. The implication of this research is additional knowledge regarding the Rasch analysis of mathematical problem models as a graduation standard.
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