Throughout the COVID-19 pandemic, it is hoped that all elements of education can still facilitate learning so that children remain active even though they are online. The Indonesian policy of the government in dealing with the spread of the COVID-19 outbreak is to prevent it by imposing social distancing. This policy impacts all lives, Education is one of them., especially in the online learning process. Physics is one of the specialization subjects given to high school students. The purpose of this research is to determine impact of online learning Physics on student learning outcomes and the things that affect this impact. This type of research is a mixed-method—qualitative data obtained by observation, documentation, and interview techniques. Quantitative data comes from evaluating student achievement before the application of online learning (before the pandemic) and after the implementation of online learning (during the pandemic). Participants in this quantitative study were 116 students, and qualitative participants were 5 students' parents. The result of this study is that there is a significant impact or difference between the effects of learning Physics before and after the pandemic. This can be seen from the effects of Pillai's trace, Wilks lambda, Hoteling's trace, and Roy's most enormous root test results stating that the significance value at 0.000 is smaller than 0.05. It can also be seen from the average before the pandemic, 80,04 and after the pandemic, 82.11 This is caused by that there is excessive parental participation in completing each student's task at home.
Collapsing Likert scale length on attitudinal measurement toward learning and instruction can be an option by physics education researchers (PER) while interpreting categorical responses from participants. Psychometric evaluation of the different scale length, however, has inconclusive results to date. Item response theory (IRT) offers advanced information at the item level that has been approached in this simulation study to explore psychometric properties of five different Likert scale lengths. The total of 1000 artificial data were generated within five scale variations based on the underlying marginal distribution and inter item correlation matrix. Three parameters (item parameters, global fit indices, and test information functions (TIFs)) from Graded Response Model (GRM) were calculated to compare psychometric behaviors of the observed Likert scale length. Our findings demonstrated the discrimination indices among the five scale lengths remain constant. Global fit indices have no distinguishable information to differentiate the varying points. Based on item endorsement and TIFs, our simulation results confirmed previous works that more information will be raised by the greater number of Likert scale points. The implication intended by this study should provide a key recommendation for a case from attitudinal measurement on the PER community or even beyond the psychometric field.
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