Studi Simulasi Menggunakan Fuzzy C-Means Dalam Mengklasifikasi Konstruk Tes

Rukli, Rukli

doi:10.21831/pep.v15i1.1090

Cited by 2 publications

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“…The use of simulation methods provides a descriptive and dynamic grouping description of all planned designs. (Rukli, 2011). For this reason, researchers recommend simulation methods should be carried out in an educational environment to improve the learning achievement of prospective teachers.…”

Section: Professional Competencementioning

confidence: 99%

The Effectiveness of Simulation Methods on Prospective Teachers’ Professionalism in Science Learning

Jalil

2019

sceducatia

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Professionalism in teaching is needed in the Curriculum 2013. As many as 54% of the 68 students stated not yet familiar with the scientific approach. The average value of didactic concept mastery is 55 under the minimum completion criteria. The objectives of this research are to (1) test the effectiveness of the application of simulation methods on the professionalism of prospective teachers; and (2) analyze student responses. The research design is Posttest Only with Non-Equivalent Control Group Design. Data of the simulation method was analyzed by a descriptive method. One sample t-test is used to know the achievement of the average mastery of pedagogic competence. The Independent t-test was addressed to know whether the average value of professional competence of the experimental class is higher than the control class. The response was analyzed by Likert scale. The result of the research shows that: (1) the simulation method of science learning on the professionalism of prospective teachers in IAIN Kudus is effective; and (2) Student response to the positive simulation method is 79,00% from 31 students.

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Section: Professional Competencementioning

confidence: 99%

The Effectiveness of Simulation Methods on Prospective Teachers’ Professionalism in Science Learning

Jalil

2019

sceducatia

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“…Previous studies have shown that the determination of DLTI has never been considered, carried out, or used by teachers to present test items to students because teachers have limitations, especially in assessment and computer skills. On the other hand, DLTI is always discussed and complained about by many parties, including students and even parents, when receiving report cards or homeroom meetings when their grades are not good (Rukli, 2011). If this fact continues, it can reduce students' perceptions of mathematics so that motivation and interest in learning are less functional in educating the nation's children.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Students Assessing the Level of Difficulty Test Item on Interest and Motivation in Learning Mathematics

Rukli

Ma'rup

2022

Rand. Inter. Edu. Ling. Sci. J.

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According to Item Response Theory, the difficulty level is a characteristic of the test item. The difficulty level of the test items is a characteristic of the test items that are on a scale with the ability level parameter. However, this relationship has not been studied optimally, especially in students' interest and motivation in learning mathematics. This study examines the impact of student involvement in assessing the level of the difficulty test item on interest and motivation in learning mathematics with the approach of assessment as learning. The study involved 176 students from grade VII in SMP and MTs. High-level reasoning test items were adapted from TIMSS test items, while the interest and motivation instruments used a questionnaire. Data analysis used percentages and paired t test. The results showed the difference between before and after estimating the difficulty level test items to students' interest and motivation in learning mathematics. The interest and motivation of students in learning mathematics increased after estimating the level of difficulty of the test items. Therefore, to increase students' interest and motivation in learning mathematics, teachers can involve students in assessing the level of difficulty of the test items using the approach of assessment as learning.

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Studi Simulasi Menggunakan Fuzzy C-Means Dalam Mengklasifikasi Konstruk Tes

Cited by 2 publications

References 2 publications

The Effectiveness of Simulation Methods on Prospective Teachers’ Professionalism in Science Learning

The Effectiveness of Simulation Methods on Prospective Teachers’ Professionalism in Science Learning

The Impact of Students Assessing the Level of Difficulty Test Item on Interest and Motivation in Learning Mathematics

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