Pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar ipa siswa kelas VIII SMP/MTs

The aim of this study is to analyze the difference of students learning result on Natural Science subject who study using guided inquiry and conventional learning. The subjects of this study involve the students VIII grade of MTs Negeri Malang III that selected by cluster random sampling. The measurement of students learning result through posttest of multiple choice item which is analyzed is using precondition test and t-test. The result of study showed that there was a difference on students learning result who learnt using guided inquiry learning and those who used conventional learning Penelitian ini bertujuan untuk menganalisis perbedaan hasil belajar IPA peserta didik yang belajar dengan pembelajaran inkuiri terbimbing dan pembelajaran konvensional. Subjek penelitian ini adalah peserta didik kelas VIII MTs Negeri Malang III yang dipilih secara cluster random sampling. Pengukuran hasil belajar peserta didik melalui posttest soal pilihan ganda yang dianalisis menggunakan uji prasyarat dan uji-t. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan hasil belajar peserta didik yang belajar dengan pembelajaran inkuiri terbimbing dan peserta didik yang belajar dengan pembelajaran konvensional.

On the Impact of the Response Options’ Position on Item Difficulty in Multiple-Choice-Items

The multiple-choice item format is widely used in test construction and Large-Scale Assessment. So far, there has been little research on the impact of the position of the solution among the response options and the few existing results are even inconsistent. Since it would be an easy way to create parallel items for group setting by altering the response options, the influence of the response options’ position on item difficulty should be examined. The Linear Logistic Test Model ( Fischer, 1972 ) was used to analyze the data of 829 students aged 8–20 years, who worked on general knowledge items. It was found that the position of the solution among the response options has an influence on item difficulty. Items are easiest when the solution is in first place and more difficult when the solution is placed in a middle position or at the end of the set of response options.

A Comparison of the Two-Option Versus the Four-Option Multiple-Choice Item: A Case for Fewer Distractors

Multiple choice test items typically consist of the key and 3-4 distractors. However, research has supported the efficacy of using fewer alternatives. Haladyna and Downing (1993) found that it is difficult to write test items with more than one plausible distractor, resulting in items with a correct answer and one alternative, also known as the alternate choice (AC) format. We constructed two 32-item tests; one with four alternatives (MC4) and one with two (AC), using an inter-judge agreement approach to eliminate distractors. Tests were administered to 138 personnel working for a U.S. Government agency. Testing time was significantly less and scores were higher for the AC test. However, score differences disappeared when both forms were corrected for guessing. There were no significant differences in test difficulty (mean p-values). The corrected KR-20 reliabilities for both forms, after applying the Spearman-Brown formula, were AC = .816 and MC4 = .893. We discuss the results with respect to the resources spent writing and reviewing test items, and in more broadly sampling a content domain using the AC format due to reduced testing times.

The Development of Computer-Based Test (CBT) Based on Hypertext Preprocessor (PHP)

<p>This study aims to produce design, to know the profile and to determine the level of effectiveness of the Hypertext Preprocessor (PHP) based on Computer-Based Test (CBT) to Test of English For Academic Proficiency (TEAP) IKIP PGRI Pontianak. The development research method is the ADDIE development design model. The research subjects were students of the eighth semester English study program and the lecturers and staff who served at UPT Bahasa of IKIP PGRI Pontianak. Data collection tools used interviews and TEAP user questionnaires then analyzed with the formula from Khabibah. PHP-based CBT profile in the form of a web that can be accessed online and integrated with multiple-choice item analysis. This study found that TEAP requires a system that can automatically be correcting, storing test results, analysing test results and distributing test certificates. The results showed that the effectiveness level of the respondents' opinion of the test participants with a percentage score of 77% in good category and from the opinion of respondents who implement TEAP is very effective and can analyze the level of difficulty, difference power and distractor analysis properly and quickly. This illustrates that PHP-based CBT is suitable for the TEAP program.</p>

The Analysis of Reading Exercise in English Textbook Entitled Pathway to English for The SENIOR High School Grade X

This study is aimed to analyze the types of Reading Exercises on the English textbook used by the first year students of SMA SWASTA METHODIST 7 Medan. The objective of the study is to find out the types of reading exercises on English textbook used by the first year students of SMA SWASTA METHODIST 7 Medan. The design of the study is descriptive qualitative research. The qualitative data were obtained by the steps that mentioned in the procedure of the research, i.e. reading, identification, classification and simplification. The researcher analyzed the exercise in three steps,identifying the topic, clutser the topic, draw explanation. The object of the study is the reading exercises created by Th. M. Sudarwati and Eudia Grace entitled by Pathway To English and published by Erlangga, 2017. The data was collected only by taking documentary analysis. It means that the writer document reading exercises on students� English textbook and analyzed its types of reading exercises. The final result of this study shows that are five types of reading exercises on the English textbook they are Types of reading exercise are Matching Test, True/ False Reading Test, Multiple Choice item test, Completion item tests, and Long and Short answer questions. The result of reading exercise analysis shows that there are controlled exercise and guided exercise. In controlled exercises the researcher didn�t find exercise in Pathway to English textbook. And in guided exercises there are find in multiple choice in vocabulary 2 exercise. Matching cued word matching 3 exercise, matching picture cued sentence 1 exercise, vocabulary matching 5 exercise, matching selected response fill in vocabulary 7 exercise. True or false 3 exercise, completion item in the following of text 1 exercise, completion are in the text itself 9 exercise. In short answer question 6 exercise, long answer question 8 exercise. But, the researcher didn�t find exercise in multiple choice contextualized vocabulary / grammar and multiple choice vocabulary / grammar.

Multiple Choice Item Development Assignment in Lectures: A useful choice for multiple rea-sons

In this workshop report, we present a newly designed multiple-choice item development assignment that draws from open educational resources. The major aim of the assignment was to enhance students´ engagement and content-related learning as well as to help them to reflect on the very nature of multiple-choice questions. Thus a pool of multiple-choice questions was generated that was used as a practice and self-assessment opportunity for the students and from which several questions were picked for the final examination. First, the workflow of the multiple-choice item development assignment is described. Second, we discuss the advantages and disadvantages of this approach.