Instrumentasi Kemampuan Pemecahan Masalah Matematis:  Analisis Reliabilitas, Validitas, Tingkat Kesukaran Dan Daya Beda Butir Soal

Son, Aloisius Loka

doi:10.31943/gemawiralodra.v10i1.8

Cited by 20 publications

(21 citation statements)

References 2 publications

(2 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, the length of the questions also affects the stability of a question, a large number of test items by examining several objectives will be more reliable than a small number of items, because it will be more representative. However, the number of test items that are too many will be tiring and interfere with concentration so that the results obtained are no longer correct (Loka Son, 2019).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Procedural Knowledge Instruments for Grade IV Elementary School

Widiastiningsih

Yudiana

Wayan

2021

JERE

View full text Add to dashboard Cite

The assessment process is not far from using the instrument as a tool in measurement. Some schools have not been able to use instruments to measure the ability of students' knowledge dimensions, one of which is procedural knowledge. Many factors influence such as the lack of teacher motivation in assessing students' procedural knowledge and there is no procedural knowledge instrument. This study aims to produce a valid and reliable procedural knowledge instrument on Theme 6 grade IV Elementary School. This research is development research conducted in ten stages, according to Brog & Gall, namely: Researching and collecting information, reading literature, making observations, and preparing reports on development needs; Planning prototype components to be developed, defining, formulating goals, determining the sequence of activities; Develop initial products; Conduct expert team test; Revise the initial based on the results of product trials; Conduct main field trials; Revise the product based on the results of field trials; Conduct operational field trials; Carry out final revision of field test products, and Conduct dissemination and implementation. The subjects in this study were 5 material expert lecturers, 22 students in small groups, and 141 students in large groups. In this study, data collection was carried out by interviews, observation, documentation, questionnaires, validity tests, reliability tests, discriminatory tests, level tests. The difficulty, and distractor analysis. From the results of this study we found that the prototype of the procedural knowledge instrument development was carried out in four stages, the procedural knowledge instrument was declared valid with the criteria pbi > rtable 5%, the procedural knowledge instrument was declared to have reliability (0.934). Based on the results of the study, it can be concluded that the procedural knowledge instrument for fourth-grade elementary school students has met the valid and reliable criteria.

show abstract

Section: Discussionmentioning

confidence: 99%

“…On the other hand, if there is no selection of the distractor installed, then the distractor cannot perform its function properly. The distractor is declared to have functioned properly if the distractor has been selected at least 5% of all test participants (Arifin, 2017;Loka Son, 2019).…”

Section: Discussionmentioning

confidence: 99%

Procedural Knowledge Instruments for Grade IV Elementary School

Widiastiningsih

Yudiana

Wayan

2021

JERE

View full text Add to dashboard Cite

show abstract

“…This type of research is Research and Development (R&D) using the Rasch model research design, which has been modified in its development stage based on the results of Wei's research with ten stages of development, namely, (1) defining the construct, (2) identifying the construct in the form of an indicator question, (3) determine the item result space by compiling item items, scoring rubrics, scoring guidelines, and guidelines for analyzing students' multirepresentation understanding levels, (4) conducting instrument trials, (5) analyzing raw data by applying the Rasch model using Ministep software, (6) reviewing the suitability of item items based on the results of the Rasch model analysis and revision of item items if needed, (7) reviewing the Wright Map, (8) repeating steps 4-7 until all item items match the Rasch model,(9) establish claims for validity, reliability, difficulty index, and differential power of each item, and (10) document the instrument [10].…”

Section: Methodsmentioning

confidence: 99%

“…The developed test instrument is good if it can reveal data by reality, is permanent, and is proven to have validity, reliability, level of difficulty, and discriminatory power to reveal the quality of the items that have been developed [7]. The Rasch model is an analytical model used to perform instrument analysis using a rating scale measurement.…”

Section: Introductionmentioning

confidence: 99%

Development of an assessment instrument to evaluate the concepts of chemical equilibrium at macroscopic, sub-microscopic, and symbolic representation levels using the rasch model

Rizal

Aini

2023

J. Pijar.MIPA

View full text Add to dashboard Cite

This study aims to develop a test instrument that can be used to evaluate the concept of chemical equilibrium at the macroscopic, submicroscopic, and symbolic levels of high school students who are declared valid, reliable, have a difficulty index, and have good item discrimination. This study was designed using the Rasch development model, which Wei has modified with ten research stages. The results of the research to test content validity were analyzed through the minifacets program with five validators consisting of four chemistry lecturers at Padang State University and one teacher at high school SMAN 3 Padang, obtaining fit analysis results seen from the exact agreement value of 89.1%, which is very close to the expected agreement value of 89.7%. The test results on 30 students of SMAN 3 Padang who were analyzed through the ministep program showed valid results for all items because they met the criteria for the MNSQ, ZSTD, and Pt Mean Corr outfit scores. The reliability value obtained for the item is 0.74, which meets the sufficient criteria, and Cronbach's alpha reliability value is 0.74, which meets the good criteria. All question items also do not have DIF based on gender. The analyzed index of difficulty and discriminating power fulfilled the good criteria with the classification of easy, medium, and difficult items.

show abstract

“…Difficulty Level Index (ITK) is an index that shows how easy or difficult an item is for the test takers being tested. The level of difficulty of the items is seen from the ability or ability of students to answer, not from the assumptions of the teacher who composed the questions, because items that are difficult or easy for the teacher are not necessarily difficult or easy for students (Loka Son, 2019). A good item is one that is of sufficient difficulty level, not too easy or too difficult.…”

Section: Introductionmentioning

confidence: 99%

Feasibility Analysis of Items for End of Semester Assesment Questions Class VII Indonesian Subjects of SMPN 1 Ngaglik

Nur Fitriyani,

Hartono

2023

biolae

View full text Add to dashboard Cite

This research is to determine the feasibility of the test items on the Indonesian language PAS questions for class VII at SMP Negeri 1 Ngaglik for the 2021/2022 academic year usingdocument analysis research with a quantitative descriptive approach. Sources of research data, namely the test questions grid, PAS question sheets in the form of student responses. The research subjects were 32 class VII B students at Ngaglik 1 Public Middle School for the 2021/2022 academic year. The research variable is the feasibility of the Indonesian PAS questions which consist of 40 questions. The research instruments were in the form of documentation guidelines, documentation collection techniques, and data analysis techniques in this study using descriptive statistical techniques. The research results show(1) validity level of 40 questions100% valid, (2) the reliability of the test items was 0.807 and declared reliable, (3) ITK, namely there were 6 easy questions, 30 moderate questions, 3 difficult questions, and 1 very difficult question; IDB there are 27 questions that are appropriate and 13 questions that are not feasible. (4) distractor analysis, there are 30 items (92.5%) that have very good distractor quality and 3 items (7.5%) that have poor distractor quality.

show abstract

Instrumentasi Kemampuan Pemecahan Masalah Matematis: Analisis Reliabilitas, Validitas, Tingkat Kesukaran Dan Daya Beda Butir Soal

Cited by 20 publications

References 2 publications

Procedural Knowledge Instruments for Grade IV Elementary School

Procedural Knowledge Instruments for Grade IV Elementary School

Development of an assessment instrument to evaluate the concepts of chemical equilibrium at macroscopic, sub-microscopic, and symbolic representation levels using the rasch model

Feasibility Analysis of Items for End of Semester Assesment Questions Class VII Indonesian Subjects of SMPN 1 Ngaglik

Contact Info

Product

Resources

About