Karakteristik Butir Soal Try Out Teori Kejuruan Akuntansi SMK Berdasarkan Teori Tes Klasik Dan Teori Respons Butir

Purnama, Dian; Alfarisa, Fitri

doi:10.21831/jpai.v18i1.31457

Cited by 2 publications

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“…This analysis also identifies how likely it is for test takers with higher abilities to answer more straightforward questions correctly. The item difficulty level is determined using the Rasch Model by observing the value of item measure output and comparing them with the difficulty level criteria in Table 2 (Darmana et al, 2021;Purnama & Alfarisa, 2020).…”

Section: Resultsmentioning

confidence: 99%

Development of Conceptual Understanding Student Tests to The Basic Physics Subject: a Rasch Model Analysis

Riza Andriani,

Widya,

Nurul Fadieny

et al. 2023

Co-Catalyst

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The use of tests with unknown reliability and validity to measure student achievement was still widely practiced. This study examined the quality tests of conceptual understanding for college students in the basic concept of physics subject. This research was an R&D that used the 4D model. The test consisted of 2 types, namely multiple-choice and true-false tests, which were equipped with reasons. Development stages: 1) defined test grids; 2) designed tests; 3) developed tests; 4) expert validated of the content and construct; and 5) tested the validity, reliability, and level of difficulty. Analysis used the Rasch model assisted by Winstep software. The test results show that 18 multiple-choice and 17 true-false items fit the Rasch model in a range outfit MNSQ of 0.7-1.33 and ZSTD of -0,7-1,9. The reliability test is based on consistency in the range of 0.8-0.91 with good and excellent categories. The difficulty level shows three categories easy, difficult, and very difficult. And based on the results, 15 items are selected for each type of test. This selection is made by considering the similarity of competency outcomes measured by each test item. Both tests can be used for broader data collection to determine the best tests that represent students' conceptual understanding.

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Section: Resultsmentioning

confidence: 99%

Development of Conceptual Understanding Student Tests to The Basic Physics Subject: a Rasch Model Analysis

Riza Andriani,

Widya,

Nurul Fadieny

et al. 2023

Co-Catalyst

View full text Add to dashboard Cite

show abstract

“…Allen and Yen (1979) stated that, in general, the difficulty index of an item should lie within the interval of 0.3 and 0.7. At this interval, the information regarding students' abilities will be maximally obtained (Purnama & Alfarisa, 2020;Salih et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Analysis of the difficulty index of item bank according to cognitive aspects during the Covid-19 pandemic

Fauzie

Pada²,

Supriatno³

2021

Jurnal Penelitian dan Evaluasi Pendidikan

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The Covid-19 pandemic is a major challenge for the education system. The face-to-face learning process shifted to online learning, including the school exams. In Aceh province, the school exams have changed from paper-based and computer-based. This research aims to analyze the difficulty index of an item bank based on cognitive aspects of Bloom’s Taxonomy. The study samples included 850 students. The data were the item bank of a final semester exam consisting of 200 multiple-choice items, answer keys, and students’ answer sheets. The empirical analysis of the item bank using classical test theory (CTT) found that 141 out of 200 items are valid based on content validity and computing data set using the Aiken’s V formula. Item tests have reliability of 0.983. The reliability is calculated using the Kuder-Richardson 21 formula. If the reliability coefficient is r11 ≥ 0.70, then the item is declared reliable. In addition, 62 out of 141 (43.97%) items from the item bank are classified with a moderate difficulty index, and 79 items (56.03%) are categorized with a high difficulty index. The cognitive aspects found in the items are remembering, understanding, applying, and analyzing. Students mostly found items with the cognitive aspects of remembering and understanding are difficult to solve.

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Karakteristik Butir Soal Try Out Teori Kejuruan Akuntansi SMK Berdasarkan Teori Tes Klasik Dan Teori Respons Butir

Cited by 2 publications

References 0 publications

Development of Conceptual Understanding Student Tests to The Basic Physics Subject: a Rasch Model Analysis

Development of Conceptual Understanding Student Tests to The Basic Physics Subject: a Rasch Model Analysis

Analysis of the difficulty index of item bank according to cognitive aspects during the Covid-19 pandemic

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