scholarly journals Item Response Theory Utilization for Developing the Student Collaboration Ability Assessment Scale in STEM Classes

2021 ◽  
Vol 26 (4) ◽  
pp. 409-415
Author(s):  
Janu Arlinwibowo ◽  
Heri Retnawati ◽  
Badrun Kartowagiran
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Item Analysis ◽  
Response Analysis ◽  
Assessment Instruments ◽  
Stem Learning ◽  
Product Evaluations ◽  
School Students ◽  
Student Collaboration ◽  
Wide Range

Collaboration is an ability that develops in STEM learning and is very influential in 21st-century life. Thus, students' collaboration abilities must be detected properly. This study aims to produce a quality and easy-to-use instrument for assessing student collaboration skills in STEM classes. The research is development research that contains three steps, namely preliminary research, making prototypes, and conducting product evaluations. Methods of data collection using FGD and questionnaires. The FGD was carried out with experts to produce descriptive data and assessment instruments as well as questionnaires which were also development products with data in the form of graded scales 1, 2, 3, and 4. The study involved 187 junior high school students who took lessons in STEM classes. The instrument is a questionnaire with 4 graded answer choices. To ensure the quality of the instrument, the researcher conducted FGD and expert validation and proved the construct with CFA. The instrument profile was traced using the unidimensional graded response model (GRM) method of response analysis. The results showed that the final instrument containing 17 items was declared valid in terms of content and constructs, as well as reliable. The results of the item analysis show that all items have good sequential step parameters (b1 < b2 < b3), all items have a good discriminant index (0.995 ≤ ai ≤ 1.764), and the instrument is reliable for measuring students with an ability range of -6.15 < θ < 4.05. Thus, this instrument can define students' abilities well in a wide range of abilities.

scholarly journals PENGEMBANGAN SOAL MATEMATIKA MODEL TIMSS UNTUK MENDUKUNG PEMBELAJARAN MATEMATIKA SMP KELAS VII KURIKULUM 2013

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
M. Andy Rudhito ◽  
D. Arif Budi Prasety
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Cognitive Domain ◽  
Assessment Instruments ◽  
School Students ◽  
Problem Model ◽  
Math Problem

Abstrak: Penelitian ini bertujuan untuk menghasilkan soal matematika model TIMSS yang valid dan praktis untuk siswa SMP berdasarkan Kurikulum 2013. Metode penelitian yang digunakan adalah penelitian pengembangan. Proses pendesainan soal sebagai instrumen penilaian dilakukan dengan prototyping. Prototyping meliputi dua tahap. Prototipe I merupakan hasil desain dan penyusunan soal-soal oleh peneliti sendiri, sedang prototipe II revisi dari prototipe I berdasarkan masukan dari pakar, teman sejawat, dan guru matematika, yang berupa catatan validator dan notulensi diskusi. Hasil penelitian menunjukkan bahwa buku soal yang disusun dengan pengelompokan bab mengikuti ranah materi seperti dalam TIMSS, yakni bilangan, geometri, aljabar, data dan peluang. Buku soal untuk siswa tidak perlu ada tulisan mengenai ranah materi, topik pokok, dan ranah kognitif. Masukan untuk perbaikan dari FGD adalah soal sebaiknya diawali dari yang mudah, sedang, baru yang sulit. Penulisan soal pilihan ganda lebih baik tidak menggunakan kalimat tanya, melainkan dengan membuat pernyataan yang memuat titik-titik, baik di tengah atau di akhir kalimat. Soal sebaiknya tidak memuat pernyataan implikasi. Kata kunci: Pengembangan soal, matematika SMP, TIMSS, Kurikulum 2013DEVELOPING THE TIMSS MATH PROBLEM MODEL TO SUPPORT THE MATHEMATICS LEARNING IN GRADE VII USING THE 2013 CURRICULUM Abstract: This study was aimed to produce a valid and practical TIMMS math problem model for junior high school students using the 2013 curriculum. The study used the research and development design. The design process of the problems as assessment instruments was carried out through prototyping involving two stages. Prototype I was the design product and the problem development done by the researchers themselves, while Prototype II was the revision of Prototype I based on the feedback provided by experts, colleagues, and Mathematics teachers in the form of validators’ notes and the minutes taken from discussions. The findings showed that the book of math problems was written by grouping the chapters following the materials domains as those in TIMSS, that is, numbers, geometry, algebra, data, and probability. For the student book, it was not nsecessary to write the materials domain, the essential topics, and the cognitive domain. The feedback from the FGD was that the problems should be arranged from the easiest ones to the most difficult ones. The multiple choice items should not be written in the form of questions, but in the form of incomplete sentences with the blanks in the middle or the end of the sentences. The items should not ask about implication. Keywords: Development of problems, junior high school mathematics, TIMSS, Curriculum 2013

scholarly journals Development of Guided Discovery Learning to Improve Reflective Thinking

2019 ◽  
Vol 2 (2) ◽  
pp. 106
Author(s):  
Ignasius Fandy Jayanto ◽  
Sri Hastuti Noer ◽  
Caswita Caswita
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Discovery Learning ◽  
Assessment Instruments ◽  
Research Subjects ◽  
School Students ◽  
Guided Discovery ◽  
Validity Assessment

This study is a development research that aims (a) to produce valid and practical Guided Discovery learning to improve the ability of reflective thinking, and (b) to determine the effectiveness of Guided Discovery learning to improve the ability to think reflective.  This research is a Research and Development (R & D). The research subjects were seventh grade students of SMP Paramarta 1 Seputih Banyak in the academic yearof 2018 / 2019. The instruments used are observation sheets, interview sheets, validity assessment instruments, trial sheets, and reflective thinking test instruments. The results of this study are (a) Guided Discovery learning has valid and practical criteria and (b) Average N-Gain scores mathematically reflective thinking of students after given Guided Discovery learning bigger than the average N-Gain score of mathematical reflective thinking skills of students who following conventional learning. Suggestions for developing Guided Discovery learning as an alternative to improve the ability of mathematical reflective thinking in junior high school students.

Assessment With Microworlds using MicroDYN: Measurement Invariance and Latent Mean Comparisons

2014 ◽  
Vol 30 (4) ◽  
pp. 304-314 ◽  
Author(s):  
Samuel Greiff ◽  
Sascha Wüstenberg
Keyword(s):  
High School ◽  
High School Students ◽  
University Students ◽  
Measurement Invariance ◽  
Junior High School ◽  
Assessment Instrument ◽  
Dimensional Structure ◽  
Assessment Instruments ◽  
School Students ◽  
Latent Means

Computer-simulated microworlds have witnessed significant international interest over the last decades as assessment vehicles for complex mental skills. This interest strongly contrasts to what is currently known about measurement characteristics of microworlds. In this study measurement invariance and latent means of the MicroDYN measure, a computer-based assessment instrument containing an entire set of dynamic microworlds, were examined in four German subsamples of junior high school students in 8th–10th grade (n = 309), senior high school students in 11th–13th grade (n = 484), university students (n = 222), and blue-collar workers (n = 181). The findings support satisfactory measurement invariance of a two-dimensional structure of the MicroDYN measure with the dimensions knowledge acquisition and knowledge application across all samples, and yield meaningful comparisons between latent means with university students performing best. It is suggested to further explore measurement characteristics of computer-simulated microworlds to fully exploit their potential as means of modern assessment instruments. Implications and limitations are discussed.

Pengembangan Instrumen Penilaian Keterampilan Berpikir Kreatif pada Mata Pelajaran IPA Terpadu Materi Atom, Ion, dan Molekul SMP Islam Al Falah

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siti Marwiyah ◽  
Kamid Kamid ◽  
Risnita Risnita
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
Thinking Skills ◽  
Junior High School Students ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
School Students

The purpose of this study was to develop an assessment instrument to measure creative thinking skills of junior high school students on integrated science of atom, ion, and molecules material. The instrument consists of a number of questions that require creative thinking skills and rubric assessment about material of atoms, ions, and molecules for junior high school students. The results of the experts validation and trials at small and large groups indicate that the product is appropriate and effective to be tested in the field. Assessment instruments were developed to help teachers identify the creative thinking skills of junior high school students on atoms, ions, and molecules.

scholarly journals Importance of development of STEM education for petrology and mineralogy

2018 ◽  
Vol 4 (1) ◽  
pp. 98-103
Author(s):  
Tomohiro Takebayashi ◽  
Yoshisuke Kumano
Keyword(s):  
Earth Sciences ◽  
High School ◽  
High School Students ◽  
Stem Education ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Stem Learning ◽  
School Students ◽  
The Earth

Rocks and minerals are very important materials for studying Earth Sciences. They are used to investigate the planetary history and evolution and are utilized as resources to support our lives. At present, it is critical for all countries to secure a stable supply of mineral resources, and it is necessary to understand the deposits and the growing mechanisms of minerals. In Japan, elementary and junior high school students study igneous and sedimentary rocks and some other kinds of minerals. In this research, we conducted a questionnaire for 154 Japanese junior high school students to investigate their 1) knowledge of minerals, and 2) petrology and mineralogy with respect to usefulness of rocks and minerals to our living. First, about 95% of the students could answer the names of the stone, including those who mainly answered jewel names. However, ~56% students could not answer the benefits of minerals.In high school, 36% students learned Basic Earth Sciences and 1.2% learned Earth Sciences (MEXT 2017). There is concern that most of the Japanese people have few opportunities to learn Earth Sciences. As NGSS showed in 2013, Earth and Space Science are major fields of STEM learning. Conclusively, it is necessary to stop memorizing subjects and instead modify the Earth Sciences with respect to STEM education. In this paper, we discuss the student’s attitudes towards petrology and mineralogy so as to propose the Earth STEM education.

scholarly journals Expressive Writing untuk Keterampilan Mengelola Emosi Marah Siswa

2019 ◽  
Vol 4 (12) ◽  
pp. 1624
Author(s):  
Nurhayani Maudi ◽  
Triyono Triyono ◽  
Dany M. Handirini
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Expressive Writing ◽  
Anger Management ◽  
Junior High School Students ◽  
Assessment Instruments ◽  
Guidance And Counseling ◽  
Management Skills ◽  
School Students ◽  
Analysis Techniques

<p><strong>Abstract:</strong> This study aims to develop a guide to training anger management skills using the expressive writing method for junior high school students. The method used in this study is a research and development model. The trial subjects in this study consisted of instructional media experts, guidance and counseling expertsand prospective users or school counselors. the instruments used are in the form of expert assessment instruments and prospective user assessment instruments. The results of the trial consisted of quantitative data and qualitative data. Data analysis techniques in this research and development are descriptive analysis techniques. The results of the assessment of learning media experts, guidance and counseling experts andprospective users indicate that the developed products are acceptable and feasible to use to improve anger management skills by using expressive writing methods for junior high school students.</p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengembangkan panduan pelatihan keterampilan mengelola emosi marah dengan menggunakan metode <em>expressive writing</em> untuk siswa Sekolah Menengah Pertama. Metode yang digunakan dalam penelitian ini adalah model penelitian dan pengembangan. Subjek uji coba pada penelitian ini terdiri dari ahlimedia pembelajara<strong>n, ahli bimbingan dan konseling serta </strong>calon p<strong>engguna atau konselor sekolah. I</strong>nstrumen yang digunakan berupa berupa instrumen penilaian ahli dan instrumen penilaian calon pengguna. Hasil uji coba terdiri dari data kuantitatif dan data kualitatif. Teknik analisis data dalam penelitian dan pengembangan ini adalah teknik analisis deskriptif. Adapun hasil dari penilaian ahli media pembelajaran, ahli bimbingan dan konselin<strong>g, </strong>dan calon pengguna menunjukk<strong>an bahwa produk yang dikembang</strong>kan dapat diterima dan layak digunakan untuk meningkatkan keterampilan mengelola emosi marah dengan menggunakan metode <em>expressive writing</em> bagi siswa SMP.

Psychometric Properties of the WRAT Math Computation Subtest in Mexican Adolescents

2018 ◽  
Vol 37 (8) ◽  
pp. 957-972 ◽  
Author(s):  
Roberto A. Abreu-Mendoza ◽  
Yaira Chamorro ◽  
Esmeralda Matute
Keyword(s):  
High School ◽  
High School Students ◽  
Psychometric Properties ◽  
Junior High School ◽  
School Students ◽  
Internal Reliability ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Performance Results ◽  
Mexican Adolescents

The goal of this study was to provide normative scores and examine the psychometric properties of the Math Computation subtest of the Wide Range Achievement Test–IV (WRAT-IV) for Mexican adolescents after the completion of junior high school. We group-administered this subtest to 1,318 first-year Mexican high school students. We then obtained its overall internal reliability and examined its underlying factor structure. Finally, we determined its concurrent and criterion validity by evaluating a subsample of 106 students that included adolescents with mathematical difficulty, mathematical talent, and typical performance. Results showed that the subtest has a good internal reliability and appropriate psychometric characteristics, suggesting its appropriateness for the detection of adolescents with particular difficulty or ability in mathematics. The exploratory factor analysis identified three factors: arithmetic, fractions and basic algebra, and rational numbers. There were also sex differences in the number of correct responses, but the effect size was small.

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