The objective of the study is to develop Computer-Based Professional Competency Test Items. This type of test items is very important for the successful performance of Teachers Professional Education, recalling the fact that the quality of Teachers Professional Education is determined by the Computer-Based National Test which dominant materials are related to Professional Competency. Then, the study was conducted by referring to the research and development model by Borg & Gall with simplification on several stages. After the study has been conducted, there are several findings that might be elaborated. First, the development of Computer-Based Professional Competency Test Items for the participants of Automotive Engineering Teachers Professional Education is conducted through several stages as follows: (a) planning (content, form and number of test items); (b) test items drafting; (c) computer program developing; (d) testing; and (e) evaluating. Second, based on the rational analysis the quality of the research and development results might be categorized as follows: (a) from the aspects of material there are 2 test items that have been incompatible for the Multiple Choice mode; (b) from the aspects of construction there are 5 test items that have been different formulation for the answers; and (c) from the aspects of language there is 1 test item that has incompatible standard for the appropriate Bahasa Indonesia. Third, the value of Difficulty Level might be described as follows: (a) 23 test items belong to “Easy” category; (b) 32 test items belong to “Moderate” category; and (c) 5 test items belong to “Difficult” category. It means that the ratio among the “Easy,” “Moderate,” and “Difficult” will be 38.301 : 53.301 : 8.401. Fourth, the value of Discriminant Capacity might be described as follows: (a) 2 test items belong to “Very Good” category; (b) 17 test items belong to “Good” category; (c) 13 test items belong to “Moderate” category; (d) 21 test items belong to “Poor” category; and (e) 7 test items belong to “Very Poor” category. It means that 28 test items (46.701) have not meet the requirement of a good test item. Fifth, the value of Distractor Effectiveness Distribution might be described as follows: (a) 3 test items have 1 ineffective distractor; (b) 15 items have 2 ineffective distractors; (c) 28 test items have 3 ineffective distractors; and (d) 14 test items have 4 ineffective distractors.
The purpose of this study is to develop a computer-based personality and social competency test questions. This research was carried out with a research and development approach to the Borg and Gall model by simplifying the steps according to the needs and situations that affect the timing of this research, especially the occurrence of the Covid-19 pandemic outbreak. To analyze the quality of the results of this development, the Anates 4.0 program was used, and validity analysis was also carried out using the product-moment correlation coefficient test statistical technique, while the reliability of the items was tested by calculating the Cronbach Alpha correlation coefficient. The results of this study are: (1) the development of computer-based personality and social competency test questions for TPE participants with automotive engineering expertise is carried out through five stages, (2) the main steps in the process of creating a computer program for this personality and social competency in general consist of four stages, (3) the items of the personality and social competency test items have met the requirements, either through rational analysis of the material, construction and language aspects as well as empirical analysis which includes validity, reliability, difficulty level and distinguishing power, although there are still some items that need to be improved.
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