Separation index and fit items of creative thinking skills assessment

Pada, Andi Ulfa Tenri; Kartowagiran, Badrun; Subali, Bambang

doi:10.21831/reid.v2i1.8260

Cited by 7 publications

(5 citation statements)

References 19 publications

(1 reference statement)

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“…Model Match fulfilment indicates that the model matches the empirical data, which means the product developed is very representative with field data. The results of a similar study by Pada (2016) which measures creative abilities; the results show that the creative thinking skills assessment instrument that supports the aspect of biology teacher candidates has a good separation index and all the items fit PCM-1PL.…”

Section: Final Product Review Resultsmentioning

confidence: 84%

Multiple Intelligences-based Creative Curriculum: The Best Practice

Setiawan¹,

Mardapi²,

Aman³

et al. 2020

EUROPEAN J ED RES

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The purpose of this research is: 1) to develop the model and produce the assessment of creative curriculum-based learning program multiple intelligences (MI), 2) to know the characteristics and impacts of developed product models. Research using multi-years by method R & D (Research and Development) with two phases; First phase: 1) Preliminary survey stage, 2) definition stage, 3) design phase, 4) trial stage, and 5) development stage; The second phase: 1) the instrument design stage through the Forum Group Discussion, 2) the product trial phase of 100 children in Sleman Regency, 3) wide-scale implementation of 200 children in Yogyakarta Province, 4) the evaluation phase with construct analysis and achievement of research subjects' performance, 5) the stage of measuring the effectiveness of the product with user perception. The subject comprises 200 children of early childhood and 20 kindergarten teachers in 10 kindergartens in the Yogyakarta province in Indonesia, by the approach of Reflective Measurement Theory (RMT). The results showed that: 1) the MI-based creative curriculum assessment model was developed to meet valid, reliable and conformity criteria of an empirical data model, 2) The implementation of the assessment model had fulfilled the requirements worthy of using three criteria aspect; 1) The results of the assessment using creative instruments based on multiple intelligences on children get "very good" results, 2) the readiness of the teacher in learning is included in the "good" category; 3) teacher performance appraisal shows the "very good" category, and 4) the benefits of the products developed are in the "very good" category. It was concluded that the developed product had tested empirically and practically so that it was useful in learning in early childhood.

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Section: Final Product Review Resultsmentioning

confidence: 84%

Multiple Intelligences-based Creative Curriculum: The Best Practice

Setiawan¹,

Mardapi²,

Aman³

et al. 2020

EUROPEAN J ED RES

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“…Over the years, different sets of criteria of reliability and validity have been adopted. For instance, Aoyama (2007) set the condition of content validity to be 0.77 < MNSQ < 1.30 [6] whereas Pada, Kartowagiran and Subali (2016) used the condition between 0.70 < MNSQ < 1.30 [17]. On the other hand, Zubairi and Kassim (2016) used the condition 0.40 < MNSQ < 1.60 [18] for acceptable fit.…”

Section: Discussionmentioning

confidence: 99%

Using Partial Credit Model to Improve the Quality of an Instrument

Krishnan¹,

Idris²

2018

IJERE

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<p>In using the Rasch model to improve the quality of an instrument, analysis purports to determine if the sample collaborates well with the items in the instrument such that the results are measuring a single underlying variable. The relevant properties of Rasch analysis are reliability and validity which are key indicators of the quality of a measurement instrument. This paper discusses the use of one type of Rasch model that is the Partial Credit Model to investigate reliability and validity of an instrument. By removing or changing items in the instrument when conditions of reliability and validity are not met, the quality of the instrument is improved.</p>

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“…Thereby, in this article creative thinking skill means the ability to construct an idea into a unique pattern or structure. It puts the priority on the element of originality in the idea formed, related to the problems identified (Pada et al, 2016). From this it is realized that one of the important skills possessed by every student is creative thinking.…”

Section: Introductionmentioning

confidence: 99%

Exploration of Creative Thinking Skills of Students in Physics Learning

Asriadi

Istiyono

2020

j. of. sci. technol.

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This study aims to determine the ability of creative thinking high school students in physics learning, know the form of assessment of creative thinking abilities. The study was conducted at SMAN 6 Yogyakrata. This type of research is a survey with a cross-sectional method that is a survey conducted once and at a time. The subjects were the principals, teachers of physics from SMAN 6 Yogyakrata and 30 grade XI students. observations, interviews, and questionnaires were used as data collection techniques. The data analysis method used was the quantitative-qualitative descriptive analysis. The results showed that the creative thinking ability of class XI MIA 1 students at SMAN 6 Yogyakarta can be said to be in the average and quite good category, although there are some students whose level of creative thinking ability is low. In addition, the form of assessment used by physics teachers has not been effective and accurate enough in assessing students 'creative thinking abilities. So it is recommended to use The Torrance Tests of Creative Thinking (TTCT) in physics learning because it has been proven to be accurate in assessing students' creative thinking abilities.

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Separation index and fit items of creative thinking skills assessment

Cited by 7 publications

References 19 publications

Multiple Intelligences-based Creative Curriculum: The Best Practice

Multiple Intelligences-based Creative Curriculum: The Best Practice

Using Partial Credit Model to Improve the Quality of an Instrument

Exploration of Creative Thinking Skills of Students in Physics Learning

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