This study is aimed at estimating the difficulty level of essay tests and the accuracy of students’ ability in Real Analysis essay test using the Rasch model with the QUEST program and R 3.0.3 package eRm program. The population in this study was all students of the Department of Mathematics Education, Universitas Pancasakti Tegal in the academic year 2016/2017, who were enrolled in the Real Analysis course. The data were analyzed using the R 3.0.3 package eRm program and QUEST program. The students’ ability was obtained from the result of the course final exam of the first Real Analysis course. The analysis shows that: (1) by using Rasch model for partial credit scoring, the difficulty level shows that 100% of essay questions in Real Analysis final exam is categorized as difficult, (2) the estimation of students’ ability in Real Analysis course using Rasch Model with CML method is better than the estimation of students’ ability using Rasch Model with JML approach.
This study aimed to find the structure of the theoretical model that can illustrate the achievements of Indonesian students in the field of physics. This study also examines the variables that directly or indirectly influence the physics achievement of Indonesian students. The data in this study are data of TIMSS 2011 on physics test with population involved were 4572 Indonesian students grade 8. This research used path analysis from LISREL 8.30. The physics achievement model of Indonesian students based on TIMSS 2011 results are as follows: (1) physics achievement is directly influenced by self-confidence, interest in learning, and students 'attitudes toward the importance of physics; (2) physics achievement indirectly influenced by students' involvement in physics learning indicated from their interest and confidence in physics learning; (3) attitudes toward the importance of physics have an indirectly positive impact on physics achievement. Students' self-confidence in physics learning has a stronger direct influence on their achievements than their interest in physics.
The emergence of Differential Item Functioning (DIF) indicates an external bias in an item. This study aims to identify items at scientific literacy skills with integrated science (SLiSIS) test that experience DIF based on gender. Moreover, it is analyzed the emergence of DIF, especially related to the test construct measured, and concluded on how far the validity of the SLiSIS test from the construct validity of consequential type. The study was conducted with a quantitative approach by using a survey or non-experimental methods. The samples of this study were the responses of the SLiSIS test taken from 310 eleventh-grade high school students in the science program from SMA 2 and SMA 3 Tegal. The DIF analysis technique used Wald Test with the Rasch model. From the findings, eight items contained DIF in a 95 % level of trust. In 99 % level of trust, three items contained DIF, items 1, 6, and 38 or 7%. The DIF is caused by differences in test-takers ability following the measured construct, so it is not a test bias. Thus, the emergence of DIF on SLiSIS test items does not threaten the construct validity of the consequential type.
Penelitian ini bertujuan untuk menyusun rumusan filsafat dan konstruksi teori pendidikan yang berbasis pada kitab filsafat Jawa Kuno, Sang Hyang Tatwa Jnana dan Sang Hyang Nawa Ruci. Untuk mencapai tujuan penelitian tersebut, dilakukan dengan mengkaji serta menyusun rumusan filsafat dan teori pendidikan yang bersumber dari filsafat Jawa kuno. Penelitian ini menggunakan metode analisis dokumen. Dokumen yang yang digunakan adalah kitab Sang Hyang Tatwajnana dan Sang Hyang Nawa Ruciyang disusun dan di interprestasikan kembali oleh Damar Shashangka dalam bukunya yang berjudul Ilmu Jawa Kuno. Teori Pendidikan Jawa Kuno dapat dirumuskan sebagai berikut: (1) tujuan umum pendidikan adalah melepas egoisme , keserakahan, dan kebencian, (2) Siswa mempunyai kemampuan potensial yang berasal dari pengalaman yang diperoleh dari kelahiran –kelahiran sebelumnya (reinkarnasi), (3) Isi pendidikan terbagi atas dua yaitu softskill dan hardskill. Softskill merupakan pembelajaran yang berkaitan dengan kesadaran, persepsi dan afektif sedangkan hardskill berkaitan dengan kemampuan kognitif dan psikomotor untuk menunjang terpenuhinya kebutuhan hidup, (4) Guru yang ideal pada umumnya adalah orang yang telah mencapai kedewasaan ditandai dengan karakter Satva (stabil dan tenang), (5) Strategi pembelajaran berbasis pada penggunaan meditasi untuk meningkatkan konsentrasi belajar , (6) Ada 5 dimensi yang harus dikembangkan dalam proses pendidikan yaitu kesadaran, persepsi , kognitif , afektif dan psikomotor . Teori pendidikan Jawa Kuno juga dapat menjelaskan hubungan 5 aspek dimensi kemampuan manusia tersebut.
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