Developing a dynamic assessment instrument to assess reasoning skills about bacteria

Khasanah, Mayasari Mahfudhotul; Ramli, Murni; Dwiastuti, Sri

doi:10.21831/pep.v24i1.28815

Cited by 5 publications

(7 citation statements)

References 16 publications

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“…The finding of determining the unidimensional assumption is difficult to fulfill due to the discovery of several new factors that are also measured in one instrument (Khasanah et al, 2020;Kiklhorn et al, 2020). In other words, researchers often use psychological instruments to be multi-dimensional (Abubakar et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…In other words, researchers often use psychological instruments to be multi-dimensional (Abubakar et al, 2022). The high tendency for measurement instruments to be multidimensional is caused by several things, including the characteristics of psychological constructs that tend to lead to multidimensional models, the involvement of aspects in the preparation of measuring multidimensional instruments, the number of items in the instrument being too large, the technique of writing items that have a positive direction (favorable) and negative (unfavorable), and different units of measurement (Khasanah et al, 2020). The results of calculating the reliability of the unidimensional student creativity questionnaire after removing items in the drop category were obtained using the alpha-Cronbach formula.…”

Section: Discussionmentioning

confidence: 99%

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Unidimensional and Multidimensional Reliability Coefficient of Karmapatha Philosophy-based Student Behavior Questionnaire

Puger

2024

indonesian j. educ. res. rev.

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Guidance and Counseling teachers often highlight student behavior, especially in Junior High Schools. This is because many junior high school students' behavior contains anomalies compared to the school rules in the student handbook. The purpose of this research is to create a student behavior questionnaire based on the teachings of karmapatha that has a standard when assessed based on the reliability of the questionnaire. This research is a type of instrument calibration research. The population of this study was all students of grade VIII junior high school, with the sample being the answers of 100 students selected by purposive sampling. Data collection methods with tests. The results of data analysis obtained unidimensional reliability, student behavior questionnaire based on karmapatha teachings before being corrected by spurious overlap effect obtained rxx' coefficient of 0.850 meets the feasibility to be used as a research instrument; and when examined from unidimensional reliability, student behavior questionnaire based on karmapatha teachings after being corrected by spurious overlap effect obtained rxx' coefficient of 0.853. Multidimensional reliability, the karmapatha teaching-based student behavior questionnaire, before being corrected by the spurious overlap effect, obtained an αs coefficient of 0.945. and when examined from multidimensional reliability, the karmapatha teaching-based student behavior questionnaire, after being corrected by the spurious overlap effect, obtained an αs coefficient of 0.942, overall meeting the feasibility to be used as a research instrument.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Unidimensional and Multidimensional Reliability Coefficient of Karmapatha Philosophy-based Student Behavior Questionnaire

Puger

2024

indonesian j. educ. res. rev.

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“…ere is a CA intervention that can be very helpful for students to perform better. e student thinking process to get the correct answer can be observed via CA [31]. e CA fundamentally supports the idea that assessment is also part of teaching and learning which can only be achieved through constant collaboration between teachers and students.…”

Section: Collaborative Assessment (As a Form Of E-assessment)mentioning

confidence: 92%

Students’ Satisfaction towards E-Assessment for Academic Achievement in ESL at Public Schools and Colleges

Asad

Soomro

Shamsy

et al. 2021

Education Research International

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The core aim of this research study is to assess, analyze, and evaluate students’ perception of traditional and electronic assessment, which may affect their academic performance. This research study focuses on students’ perceptions about English as a second language in the context of formal assessment and electronic assessment, which is taken as a problem of this study, i.e., students’ perception of traditional and electronic assessment. This study uses a quantitative research approach, and the data have been obtained through a survey questionnaire from 100 students of SSC and HSC Part- I and II. The research results served descriptively and analytically regarding the two significant types of assessment applied in their classrooms; one is the traditional assessment, which is further subdivided into multiple-choice questions (including fill in the blanks and true and false statements), constructed response questions, and extended response questions. At the same time, the second form of assessment is the electronic assessment which is a computer-based assisted assessment. Electronic assessment is the modern technology that includes all forms of assessments, including collaborative approach-based assessment, interactive assessment, portfolios, and group projects. The result of this study reflects exciting findings. The results for the closed-ended questions (survey questionnaire) bend towards the null hypothesis (Ho), which states that there is no significant difference among students of GSL towards traditional and electronic assessment. However, the results of the two open-ended questions bend towards the alternative hypothesis (Hα), which states that there is a significant difference for the level of difference among students of GSL towards traditional and electronic assessment. Most importantly, teachers are obligated to select an assessment tool with careful consideration to ensure the appropriateness of each assessment tool for the learning objectives. Based on the research findings, some valuable recommendations for the policymakers, curriculum developers, students, and teachers are finally presented.

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“…It indicated that the items were valid. Further, a reliability test was conducted using that generated value of 0.25 > 0.21 which means that the instrument was reliable (Khasanah, Ramli, & Dwiastuti, 2020).…”

Section: Instrumentmentioning

confidence: 99%

Dynamic assessment on high school biology students’ reasoning skills

Ramli

Khasanah

Dwiastuti

2021

Biosfer

Self Cite

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Reasoning skills of students may be improved through a sort of feedback constructed in the dynamic assessment. The research aims to analyze the effect of dynamic assessment on high school biology students' reasoning skills. The research employs a quasi-experimental method with a pretest-posttest control group design. The participants were students of grade X Science Program (N=61), which were selected purposively. Data on reasoning skills was collected by pretest and posttest focused on the concepts of bacteria. with dynamic assessment method. The data analysis technique employs an Independent sample t-test. The research result indicate that Dynamic Assessment provides better effect on students’ reasoning skills in Bacteria material.

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Developing a dynamic assessment instrument to assess reasoning skills about bacteria

Cited by 5 publications

References 16 publications

Unidimensional and Multidimensional Reliability Coefficient of Karmapatha Philosophy-based Student Behavior Questionnaire

Unidimensional and Multidimensional Reliability Coefficient of Karmapatha Philosophy-based Student Behavior Questionnaire

Students’ Satisfaction towards E-Assessment for Academic Achievement in ESL at Public Schools and Colleges

Dynamic assessment on high school biology students’ reasoning skills

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