In order to obtain information on the quality of education and the system education that are underway in various countries, it is conducted international studies called Penentuan sampel dan pengambilan data ditentukan oleh PISA tahun 2012, dengan teknik random sampling yang dilakukan dengan cara multilevel, clustering, dan stratified. Hasil penelitian menunjukkan bahwa faktor-faktor yang memengaruhi prestasi siswa Indonesia pada studi PISA 2012 yaitu latar belakang peserta dari faktor internal yaitu jati diri siswa dan faktor eksternal yaitu kondisi keluarga, kepemilikan sarana belajar, dan kondisi sosial budaya di rumah. Penelitian menyimpulkan bahwa jati diri, kondisi sosial ekonomi dan budaya, kepemilikan komputer, dan buku-buku merupakan faktor utama yang memengaruhi capaian literasi matematika siswa Indonesia peserta PISA 2012.
The purpose of this writing was to review, analyze, and discover the barriers of the implementation of the National Computer-Based Exam. The methodology used was qualitative method with descriptive analysis of the relevant studies and monitoring results of national examinations. The study results show that computer-based test can be implemented in all areas or educational unit when supported by computers and the internet. In order to implement it properly, the schools or educational units must set up the computer hardware, the Internet network and local network computers. The study also reveals that it is saving the printing costs, the security of the script, facilitating the distribution of exam materials, easy to reach the entire area, security, easy to score of the scoring process, and it is possible to print the certificate of test results after completing the exam. The barriers of implementing this model include a wide area or vast territory, computer hardwares, internet facilities, and the support of stakeholders. However, the implementation of computerbased national examinations can be carried out across the region in line with advances in technology information. It conclusion, the implementation of on line computer-based national examinations within a limited area either district/city, provincial, and national levels will shorten the chain of implementation of national examinations that benefits the stakeholders. In addition, implementing online computer based examination enables them to immediately obtain the result after the implementation of the test.
This study aims to examine the role of school exams for mapping the quality of primary schools in the compulsory education. The method used in this study are a descriptive analysis of the implementation document school exams and the results of the monitoring and data processing descriptive analysis. The results showed that: 1) assessment by educators in the context of the learning process can not be used as the quality mapping material of elementary school because the tests used by educators not standard and not the same quality; 2) School Exam results can be used as the quality mapping material of elementary school because the exam using standard tests and are relatively similar between the educational unit; 3) the results of the mapping quality based on school exams can be used as a basis for improving the quality of education in primary school through policy intervention by stakeholders (each school, district/cities education offices, and provinces). The conclusion of study of school examinations can be used as a basis for mapping the quality of primary schools and based on the quality of these schools can be used as a basis for fulfilling the needs school facilities to improve the quality of education in the implementation of compulsory basic education.
Masalah yang menjadi fokus kajian adalah mengenai peranan Teknologi Informasi dan Komunikasi (TIK) dalam pengembangan Bank Soal Daerah sehingga dapat meningkatkan mutu pendidikan di suatu wilayah. Tujuan kajian ini adalah untuk mendeskripsikan peranan TIK dalam pengembangan Bank Soal Daerah untuk meningkatkan mutu pendidikan. Proses pengembangan instrumen penilaian (soal standar) menggunakan internet dan komputer serta perangkatnya. Pengelolaan Bank Soal Daerah dapat dilakukan secara bersama antara satuan pendidikan dengan dinas pendidikan provinsi atau kabupaten/kota. Bank Soal Daerah dengan soal standar membantu para pendidik dalam pelaksanaan penilaian. Hasil penilaian digunakan untuk perbaikan dalam pembelajaran sehingga terjadi peningkatan mutu pendidikan. Permintaan soal oleh satuan pendidikan dilakukan dengan memanfaatkan jaringan teknologi informasi atau melalui internet sehingga kerahasiaan soal terjamin. Kajian ini menyimpulkan bahwa pemanfaatan TIK berperan untuk mewujudkan Bank Soal Daerah dan pengembangan soal standar yang digunakan oleh pendidik pada penilaian internal. Penggunaan soal standar oleh sekolah diharapkan dapat meningkatkan mutu pendidikan melalui upaya sekolah menelusuri dan membandingkan hasil penilaian antarsekolah.
This paper is intended as a contribution of idea to the implementation of final examination at the education unit level. Various problems arising in the implementation of the national final examination require improvement efforts through the establishment of an independent assessment agency and an examination material preparation model. Preparation of test materials is done in two models. The first model is the map of questions is prepared by the school/regional office of education and the question is prepared by the assessment body or the map is prepared by the assessment body while the question is prepared by the school/independent body. The second model, the questions are prepared by the assessment body or the questions are prepared by the school. At each model, the assessment body plays its role to set the score for all examinees so that the scale can be applied nationally. It is therefore the assessment body equalizes the score or grade given by the school so that the score can be used for certification, quality mapping, and enrollment. Determination of score standard is done through a series of considerations with reference to the ability of the examinee. The score standard may be changed pursuant to the student's competence achievement at every year.
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