Validity and Reliability of Digital Games-Featured Instrument Towards Critical Thinking Using the Rasch Model Measurement

Madjapuni, Mad Noor; Harun, Jamalludin

doi:10.5013/ijssst.a.18.02.07

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…However, from the results of construct validity analysis by implementing the Messick validity with the Rasch model approach in the content and substantive aspects, the BCTA instruments have fulfilled the validity criteria. The analysis results are in accordance with the studies previously conducted using the Rasch model to calibrate the test measuring the critical thinking ability (Harjo et al, 2019;Jacob, Duffield, & Jacob, 2019;Japuni & Harun, 2017;Marfu'i, 2019).…”

Section: Discussionsupporting

confidence: 87%

Buddhist critical thinking assessment using Rasch model

2022

KJSS

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There are not many instruments that can be used to measure students 'and adults' critical thinking skills in the real world. Buddhist philosophy teaches 10 indicators to figure out someone's critical thinking ability. This study was intended to; (1) arrange the critical thinking test items based on Buddhist philosophy (Buddhist Critical Thinking Assessment, BCTA); (2) validate the critical thinking test items based on Buddhist philosophy using the Rasch model approach. This study employed the Research and Development approach with ADDIE design. In the development stage, the BCTA test items were tested with 100 respondents from the students of Universitas Pancasakti Tegal, Indonesia consisting of 14 males and 86 females. The BCTA test items were calibrated using the Rasch model with politomos type PCM in three categories. Buddhist Critical Thinking Assessment (BCTA) consists of 10 test items with 10 critical thinking ability indicators based on Buddha in Kalama Sutta. Those 10 items were made in the form of rating scales with three answer choices. The analysis results showed that those BCTA test items have met both content and psychometric validity. The construct validity analysis results showed that all BCTA test items were valid from both content and substantive aspects.

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Section: Discussionsupporting

confidence: 87%

Buddhist critical thinking assessment using Rasch model

2022

KJSS

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“…Problems arising during the implementation of classroom-based assessments make it difficult to implement the system a as whole. The emphasis on the school curriculum is in accordance with the needs of the community environment (Madjapuni & Harun, 2019). The process of implementing the assessment has not been able to comprehensively develop students' potential in terms of physical, emotional, spiritual, and intellectual aspects.…”

Section: Problem Statementmentioning

confidence: 99%

Classroom-Based Assessment System to Improve the Quality of Learning in Malaysia and Indonesia

Poerwanti,

Marmoah,

Supianto

et al. 2023

msd

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Malaysia and Indonesia have introduced their educational systems and are developing human resources using learning evaluation systems. Based on the issues raised, this study aims to portray the learning assessment in primary schools in Indonesia and Malaysia in accordance with the educational program utilized in both countries and the impediments experienced in carrying out classroom-based evaluation in schools. This studyused the research literature survey technique to gather information on a research topic fromnews, official government documents, etc. The analysis was conducted using a compilation of data from several references related to the assessment of primary school learning in Merdeka curricula, or other documents relevant to this study. The results of this study revelead that the assessment used in primaryschools in Indonesia refers to Minister of Education and Culture Regulation No. 21 of 2022, namely formative assessment and summative assessment. The Merdeka curriculum aimsat create a positive, high-quality learning atmosphere in Indonesia. Education system in Malaysia implements the concept of school-based assessment (SBA) in line with the implementation of Lower School Standard Curriculum, known as Primary School Curriculum. The ability to develop classroom-based assessments, the creativity of teachers in designing assessments, and knowledge literacy issues are all barriers to implementing classroom-based assessments in both countries.

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Validity and Reliability of Digital Games-Featured Instrument Towards Critical Thinking Using the Rasch Model Measurement

Cited by 2 publications

References 7 publications

Buddhist critical thinking assessment using Rasch model

Buddhist critical thinking assessment using Rasch model

Classroom-Based Assessment System to Improve the Quality of Learning in Malaysia and Indonesia

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