Pengembangan media pembelajaran ipa berbantuan komputer pada materi gerak lurus untuk siswa SMP/MTs kelas VIII

The purpose of this study is to produce Science instructional media of computer-assisted on the subject of linear motion for eighth graders which fit to use. This research is a development being done using 4-D Thiagarajan development model which done to development stage. The research data used is quantitative and qualitative data. Data was collected using a validation and test legibility questionnaires. The data analysis techniques used is qualitative descriptive analysis and averages calculation techniques. Results of media and of material validations obtained that the percentage of media feasibility is 93.33 percent and the percentage of material feasibility is 85,52 percent with the percentage of validity concept is 95,83 percent, while the legible test results showed that the learning media can be accepted by the students. Based on the results of validation and legible test can be concluded that the instructional media developed feasible to use in learning. Tujuan penelitian ini adalah untuk menghasilkan media pembelajaran IPA berbantuan komputer pada materi gerak lurus untuk siswa SMP/MTs kelas VIII yang layak digunakan. Penelitian ini merupakan penelitian pengembangan yang dilakukan dengan menggunakan model pengembangan 4-D Thiagarajan yang dilakukan hanya sampai pada tahap Develop. Data penelitian yang digunakan berupa data kuantitatif dan kualitatif. Data dikumpulkan dengan menggunakan instrumen berupa angket validasi dan angket uji keterbacaan. Teknik analisis data yang digunakan adalah teknik analisis deskriptif kualitatif dan teknik penghitungan rata-rata. Hasil validasi media dan validasi materi diperoleh persentase kelayakan media sebesar 93,33 persen dan persentase kelayakan materi sebesar 85,52 persen dengan persense kebenaran konsep sebesar 95,83 persen, sedangkan hasil uji keterbacaan menunjukkan bahwa media pembelajaran dapat diterima oleh siswa. Berdasarkan hasil validasi dan uji keterbacaan dapat disimpulkan bahwa media pembelajaran yang dikembangkan layak untuk digunakan di dalam pembelajaran.

Test validity defined as d-connection between target and measured attribute: Expanding the causal definition of Borsboom et al. (2004)

This article suggests a modification to the conception of test validity put forward by Borsboom, Mellenberghand van Heerden (2004). According to the original definition, a test is only valid if test outcomes are causedby variation in the target attribute. According to the d-connection definition of test validity, a test is validfor measuring an attribute if (a) the attribute exists, and (b) variation in the attribute is d-connected tovariation in the measurement outcomes. In other words, a test is valid whenever test outcomes inform useither about what has happened to the target attribute in the past, or about what will happen to the targetattribute in the future. Thus, the d-connection definition expands the number of scenarios in which a test canbe considered valid. Defining test validity as d-connection between target and measured attribute situatesthe validity concept squarely within the structural causal modeling framework of Pearl (2009).

ISLAMIC EDUCATION LEARNING STRATEGIES BASED ON MULTIPLE INTELLIGENCES IN ISLAMIC SCHOOL

The objective of this study was to explore and find out the Islamic education learning (PAI) method which is suitable with the dynamics of the students to make them easier in understanding the subject and improve their achievement using multiple intelligences. This study was Classroom Action Research. Classroom Action Research involved the teacher’s attempt (the researcher) in the form of the learning process. Validity concept and instrument reliability used in the data collection. In this research also known as practical validity/reliability, which means that as long as the members of the action research group decide that the instrument is valid and reliable, it can be used. Islamic education learning strategies need to use intelligence by solving the problems faced by the students, developed new problems to be solved, and make something useful in their life. Therefore, multiple intelligences in Islamic education learning is part of an effective strategy to facilitate the subject and improve student achievement.

The Validity Concept in Medical Education: a Bibliometric Analysis

Introduction: Assessment is a critical part of learning and validity is arguably its most important aspect. However, different views and beliefs led to a fragmented conception of the validity meaning, with an excessive focus on psychometric methods and scores, neglecting the consequences and utility of the test. The last decades witnessed the creation of a significant number of tests to assess different aspects of the medical profession formation, but researchers frequently limit their conclusions to the consistency of their measurements, without any further analysis on the educational and social impacts of the test. The objective of this work is to determine the predominant concept of validity in medical education assessment studies. Method: The authors conducted a bibliometric research of the literature about studies on the assessment of learning of medical students, to determine the prevalent concept of validity. The research covered a period from January 2001 to august 2019. The studies were classified in two categories based on their approach to validity: (1)” fragmented validity concept” and (2)” unified validity concept”. To help with validity arguments, the studies were also classified based on Miller’s framework for clinical assessment. Results: From an initial search resulting in 2823 studies, 716 studies were selected based on the eligibility criteria, and from the selected list, of which 693 (96,7%) were considered studies of the fragmented validity concept, which prioritized score results over an analysis of the test's utility, and only 23 studies (3,2%) were aligned with a unified view of validity, showing an explicit analysis of the consequences and utility of the test. Although the last decade witnessed a significant increase in the number of assessment studies, this increase was not followed by a significant change in the validity concept. Conclusions: This bibliometric analysis demonstrated that assessment studies in medical education still have a fragmented concept of validity, restricted to psychometric methods and scores. The vast majority of studies are not committed to the analysis about the utility and educational impact of an assessment policy. This restrictive view can lead to the waste of valuable time and resources related to assessment methods without significant educational consequences.

On Habermas’s differentiation of rightness from truth: Can an achievement concept do without a validity concept?

The metaproblematic of this article is the cognitive structure of morality. In the context of an investigation into Habermas’s theory of validity which respects his strong cognitivism and emphasis on moral knowledge, the focus is on his proposal to treat rightness as ‘justification-immanent’ rather than as ‘justification-transcendent’, as in the case of truth. The imputation of asymmetrical validity bases to rightness and truth is probed in terms of the distinction between achievement and validity concepts which is informed by the mathematical–philosophical conceptual pair of finite and infinite ideal limit concepts. The thrust of the argument is spearheaded by the question whether the process of the discursive construction and justification of rightness is not of necessity required, as in the case of truth, to have recourse to a transcendent – albeit immanently rooted – cognitive property beyond formal-pragmatically backed procedural presuppositions to secure its validity. A final brief coda collates suggestions made in the course of the argumentation towards a cognitive–sociological approach that links up with Habermas’s central concepts and could complement his inspiring vision of the ‘cultural embodiment of reason’.

The construct validity of theh-index

PurposeThe purpose of this paper is to show how bibliometrics would benefit from a stronger programme of construct validity.Design/methodology/approachThe value of the construct validity concept is demonstrated by applying this approach to the evaluation of theh-index, a widely used metric.FindingsThe paper demonstrates that theh-index comprehensively fails any test of construct validity. In simple terms, the metric does not measure what it purports to measure. This conclusion suggests that the current popularity of theh-index as a topic for bibliometric research represents wasted effort, which might have been avoided if researchers had adopted the approach suggested in this paper.Research limitations/implicationsThis study is based on the analysis of a single bibliometric concept.Practical implicationsThe conclusion that theh-index fails any test in terms of construct validity implies that the widespread use of this metric within the higher education sector as a management tool represents poor practice, and almost certainly results in the misallocation of resources.Social implicationsThis paper suggests that the current enthusiasm for theh-index within the higher education sector is misplaced. The implication is that universities, grant funding bodies and faculty administrators should abandon the use of theh-index as a management tool. Such a change would have a significant effect on current hiring, promotion and tenure practices within the sector, as well as current attitudes towards the measurement of academic performance.Originality/valueThe originality of the paper lies in the systematic application of the concept of construct validity to bibliometric enquiry.

Concept analysis: Some limitations and possible solutions

Concepts are the basic building blocks of scientific knowledge or theoretical frameworks for any discipline. The strength of the theories that guide a discipline is dependent on the quality of the concept analysis. Thus, the utilisation of poorly understood concepts in research and theory development will result in questionable reliability and validity. Concept analysis is associated with the research design of philosophical inquiry. The purpose of philosophical inquiry is to perform research using intellectual analysis to clarify meaning. Traditionally, no empirical (qualitative or quantitative) investigations were used to clarify the meaning of concepts. The lack of empirical investigation to clarify concepts, results in certain limitations in the methodology of concept analysis.