Learning Trajectory of Item Response Theory Course Using Multiple Softwares

Heri, Retnawati

doi:10.15388/ioi.2017.10

Cited by 24 publications

(17 citation statements)

References 5 publications

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“…In addition, the use of decimal numbers and questions that cannot be answered directly by using the value of the obtained variables also plays an important role in the complexity of the third problem. The research results are in line with Retnawati (2017).…”

supporting

confidence: 88%

How to Teach Mathematical Concept Easily? (Learning Trajectory of Two-Variable Linear Equation System Topic in Junior High School)

Retnawati

Sulistyaningsih

Rasmuin

2020

Challenges of Science

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The intention of this study was to find the learning trajectory of two-variable linear equations system in Junior High School. This study was design research using validation study. The participants of this study were Junior High School students in grade IX SMPIT Luqman al-Hakim Yogyakarta Indonesia. Data were collected through observation and interview. Data were analysed using Milles & Huberman model. Result revealed that the learning trajectory of the two-variables linear equation system were to deepen the mastery of algebra and one-variable linear equation system, model the two-variable linear equation system, solve the experiments, complete the two-variable linear equation using graphs, complete two-variable linear equations by substitution, simple elimination, complex elimination, and mixed method, and solve two-variable linear equation system problems. Keywords: learning trajectory, two-variable linear equation system, design research.

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confidence: 88%

How to Teach Mathematical Concept Easily? (Learning Trajectory of Two-Variable Linear Equation System Topic in Junior High School)

Retnawati

Sulistyaningsih

Rasmuin

2020

Challenges of Science

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“…But the data analysis technique applied in this study is a model developed by (Bogdan & Biklen, 1982). This data analysis technique was chosen because it can describe a relationship between themes and get a more detailed understanding (Retnawati, 2017). Regarding the credibility of the findings, the researcher noted the themes, codes, and responses that supported and also did not support, (Lincoln & Guba, 1985Lincoln & Guba, 1985Patton, 1999).…”

Section: Discussionmentioning

confidence: 99%

Beginner Teacher's Perception of Application of Project-Based Learning in Mathematics Learning

Guntur

Retnawati

2020

JIPM

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<p class="JRPMAbstractBody">This research aims to describe the teacher's perception of the application of project-based learning in mathematics learning and how they will apply it using a qualitative case study method. The research subjects in this study amounted to 12 students consisting of 3 men and 9 women, where they were students of post-graduate mathematics education study programs at Yogyakarta State University who were beginner teachers where they had taught between 1 and 3 years. Data collection using interviews with open questions to provoke written perceptions of respondents to the project-based learning approach. The time of the study was carried out starting from December 1, 2018, to January 2, 2019, located at Yogyakarta State University. The data analysis techniques applied in this study are Bogdan, R. C., & Biklen models. The results of this study indicate that: (1) respondents have a good perception of the project-based learning approach, (2) the majority of respondents are interested in using a project-based learning approach after they complete their studies (3) all respondents believe they will find obstacles when applying project-based learning approach later (4) the majority of respondents have less knowledge and experience regarding the project-based learning approach. (5) the need for training and further discussion of the project-based learning approach to the research subjects.</p>

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“…The instructor explains the use of judgment techniques to measure the competency of test-takers from the results of the assessment for different competencies/dimensions. In the principle of measurement, competencies/dimensions that are unidimensional cannot be used as a reference for assessing other dimensions (Retnawati, 2017). Interdimensional composite scores used by the instructor's reference to provide an assessment are a balanced mean, that is, each skill has the same score value for the average participant's learning outcomes.…”

Section: Discussion/analysismentioning

confidence: 99%

Applying Item Responses Theory for Measuring Student’s Ability in Academic Speaking

Sudaryanto

Saddhono

Lina³

2020

HSSR

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Purpose of the study: Every human being is required to be skilled at communicating, skilled at expressing thoughts, ideas, and feelings. This research aims to explain student’s ability in academic speaking based on the framework of item responses theory. Methodology: This research uses a mix method research approach; qualitative and quantitative approaches are used together to answer the formulated problems. A qualitative approach is used for digging up information about the needs to develop the speaking test. The try out subjects was 25 university student taking Bahasa Indonesia subject; while 125 students were used as the measurement subject. The data were students’ responses to the speaking test which was scored by two people (rater). The reliability of the instrument was estimated by the Generalizability theory. Rasch model analysis was used to estimate the item parameter; while the Maximum Likelihood was used to estimate the students’ ability. Main Findings: The value of 𝜎 ̂(𝑜) s influenced by the similarity to the average mean score observed in academic speaking. The value of 𝜎 ̂(𝑝) and 𝜎 ̂(𝑜) suggests that the distribution of variability in person and item is the same and high. A sufficiently large value of 𝜎 ̂(𝑝i) implies the fact that the value involves all residual sources for a variance. Balance alternatives, weigh consequently and decide rationally. Applications of this study: Based on the design proposed for the Indonesian Language Proficiency assessment, other generalizability design (G-Design) used is a cross design because each student (p) becomes the object of observation of two observers (r) who both assess four aspects of observation/indicator. It is used to determine the reliability (i.e., reproducibility) of measurements under specific conditions in academic speaking. Novelty/Originality of this study: Some rater qualifications that must be met include the process of gathering and using the appropriateness of background information before assessing. Measuring the ability of students in academic speaking by applying G theory and conducting an IRT analysis approach needs.

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Learning Trajectory of Item Response Theory Course Using Multiple Softwares

Cited by 24 publications

References 5 publications

How to Teach Mathematical Concept Easily? (Learning Trajectory of Two-Variable Linear Equation System Topic in Junior High School)

How to Teach Mathematical Concept Easily? (Learning Trajectory of Two-Variable Linear Equation System Topic in Junior High School)

Beginner Teacher's Perception of Application of Project-Based Learning in Mathematics Learning

Applying Item Responses Theory for Measuring Student’s Ability in Academic Speaking

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