1,720,987 research outputs found
KETERAMPILAN BERPIKIR TINGKAT TINGGI SISWA SEKOLAH MENENGAH PERTAMA DALAM MATA PELAJARAN MATEMATIKA
Full text linkPenelitian ini bertujuan untuk mengukur kemampuan berpikir tingkat tinggi (KBTT) siswa SMP dalam mata pelajaran matematika. Penelitian ini menggunakan teknik testing (pengujian) yang melibatkan 913 siswa SMP di Ibukota Kabupaten Muna. Tes yang digunakan telah diketahui memiliki bukti validitas, reliabilitas tinggi, dan parameter butir yang baik. Data yang diperoleh dalam penelitian ini adalah data kuantitatif. Data dianalisi secara deskriptif kuantitatif. Berdasarkan hasil analisis diperoleh simpulan bahwa: (1) reliabilitas hasil pengukuran sangat tinggi (2) kemampuan higher order thinking siswa SMP dalam mata pelajaran masih rendah yang ditunjukkan oleh persentase siswa yang berada pada kategori kemampuan rendah dan sangat rendah sebanyak 66,05%, sedangkan siswa yang mencapai kategori tinggi dan sangat tinggi hanya sebanyak 33,95%, (3) persentase siswa yang mencapai kemampuan tinggi dan sangat tinggi di SMPN 4 Raha lebih tinggi dibandingkan siswa SMP lainnya, (4) rata-rata skor setiap sekolah berada di bawah rata-rata ideal
Meta-Analisis Hubungan Motivasi Belajar dan Hasil Belajar Matematika Siswa di Indonesia
Full text linkLearning motivation is an essential element for a student in learning mathematics. Mathematics learning achievement is closely related to learning motivation. This study analyzes the relationship between the two variables using a meta-analysis design. Meta-analysis was carried out using the help of the JASP computer program, while data searches used Harzing’s Publih or Perish that was indexing by Google Scholar. The data analyzed as a sample were 11 studies at the elementary, junior high, and high school levels. Based on the results of data analysis, it was found that the effect sizes of the 11 studies analyzed varied. The results of this study found that the correlation coefficient rE was 0.452 with a p-value <0.001 at the 95% confidence level. While the results of the analysis of moderator variables at the school level and study period respectively, obtained p-value = 0.008 with Qb = 9.641 and 0.036 with Qb = 4.441. Based on the results of the data analysis, this study concluded that there was a significant positive relationship between learning motivation and students' mathematics learning outcomes in Indonesia. The relationship differed significantly between school levels and between publication period. The research findings have implications for the need for serious attention from teachers, principals, parents of students, and related parties to always maintain and continue to arouse students' learning motivation in learning mathematics. on increasing student motivation
EFEK TEST LENGTH DAN NUMBER OF EXAMINEES TERHADAP TEST RELIABILITY
Full text linkReliabilitas merupakan salah satu properti tes yang berkaitan dengan kesalahan atau konsistensi pengukuran. Kesalahan pengukuran dalam teori tes klasik dihasilkan perbedaan antara skor tampak dengan suatu skor yang sesungguhnya-tidak tampak (skor murni). Reliabilitas suatu tes terlihat dari koefisien reliabilitasnya. Koefisien reliabilitas dapat diestimasi dengan beberapa cara, salah satunya tergantung pada jenis tes. Hasil estimasi koefisien reliabilitas dapat dipengaruhi oleh beberapa faktor, antara lain panjang tes dan heterogenitas kemampuan peserta tes. Hasil penelitian simulasi ini menunjukkan bahwa semakin panjang suatu tes, koefisien reliabilitasnya semakin tinggi. Sebaliknya semakin pendek suatu tes, koefisien reliabilitasnya semakin rendah. Ditemukan juga bahwa tes yang memiliki tingkat kesukaran tinggi, koefisien reliabilitasnya lebih tinggi dibandingkan dengan koefisien reliabilitas tes yang lebih pendek. Dalam penelitian ini tidak ditemukan pola perubahan koefisien reliabilitas akibat peningkatan atau pengurangan banyak peserta tes
Meta-Analisis Pengaruh Model Problem-Based Learning Terhadap Kemampuan Matematika Siswa
Full text linkSeiring dengan berubahnya paradigma pembelajaran dari teacher-oriented menjadi student-oriented, Problem-Based Learning dirasa cocok digunakan dalam pembelajaran matematika. Kajian terhadap implementasinya juga telah banyak dilakukan dan secara umum dilaporkan efektif. Penelitian ini bertujuan untuk menguji secara simultan pengaruh penerapan PBL dalam pembelajaran matematika di sekolah. Untuk mencapai tujuan tersebut, penelitian ini dilakukan menggunakan metode meta-analisis yang melibatkan 20 studi primer di sekolah dasar hingga sekolah menengah atas dari empat negara. Pengumpulan data dalam penelitian ini menggunakan pencarian Google Scholar dengan bantuan aplikasi Publish or Perish 8. Data dianalisis secara inferensial menggunakan aplikasi JASP 0.16.2.0. Hasil analisis data menunjukkan bahwa penerapan model PBL efektif dalam mencapai hasil belajar matematika (g=2,084; nilai p <0,01). Berdasarkan hasil analisis data variabel moderator ditemukan bahwa tidak terdapat perbedaan efektivitas antar jenjang pendidikan (Qb=203.324; nilai p=7.06>0.05), dalam dan luar negeri (Qb=128.711; nilai p=7.84>0.05), maupun studi antar rentang waktu (Qb=1.822; nilai p=0.18>0.05). Hasil penelitian ini menemukan konsistensi dampak penerapan model PBL terhadap pencapaian kemampuan matematika pada tingkat SD, SMP, dan SMA/SMK. Temuan penelitian ini berimplikasi pada peningkatan pengetahuan dan penerapan model Problem-Based Learning di kelas
Pengembangan Instrumen Penilaian Kemampuan Higher Order Thinking Siswa SMP dalam Mata Pelajaran Matematika
No full textPenelitian ini bertujuan untuk menghasilkan instrumen penilaian kemampuan higher order thinking (HOT) siswa SMP dalam Mata Pelajaran Matematika. Penelitian ini merupakan penelitian pengembangan yang terdiri atas sembilan langkah, yaitu: (1) menyusun spesifikasi tes, (2) menulis soal tes, (3) menelaah soal tes, (4) uji coba pertama, (5) menganalisis hasil uji coba pertama, (6) memperbaiki tes, (7) merakit tes, (8) uji coba kedua, dan (9) menganalisis hasil uji coba kedua. Validitas isi instrumen diperoleh melalui forum focus group discussion (FGD) dan teknik Delpi. Validitas konstruk diperoleh melalui analisis data hasil uji coba. Uji coba instrumen dilakukan dua kali yang melibatkan 264 peserta pada uji coba pertama dan 821 peserta pada uji coba kedua. Kegiatan uji coba dilaksanakan di Provinsi Sulawesi Tenggara. Analisis data dilakukan secara deskriptif. Data kuantitatif dianalisis secara deskriptif kuantitatif. Analisis data kuantitatif dilakukan menggunakan bantuan software komputer. Indeks validitas butir dianalisis menggunakan formula Aiken dan parameter butir dianalisis menggunakan teori tes klasik. Reliabilitas instrumen dianalisis menggunakan formula alpha Cronbach dan formula Kappa dari Cohen. Validitas konstruk instrumen dianalisis menggunakan analisis faktor konfirmatori. Hasil penelitian ini menunjukkan bahwa instrumen penilaian kemampuan HOT siswa SMP dalam Mata Pelajaran Matematika telah memenuhi kriteria yang ditetapkan. Instrumen penilaian kemampuan HOT dalam Mata Pelajaran Matematika yang dihasilkan dalam penelitian ini terdiri dari atas 12 butir dan semua butir berbentuk uraian. Butir-butir tes memiliki tingkat kesulitan yang berada pada rentang 0,30 ≤ Pi ≤ 0,70 dengan indeks tingkat kesulitan yang paling rendah adalah 0,32 dan indeks tingkat kesulitan yang paling tingi adalah 0,61. Instrumen memiliki reliabilitas yang tinggi yaitu sebesar 0,88, dengan konsistensi antarpenilai minimal 0,949. Hasil analisis validitas isi dari para ahli disimpulkan bahwa instrumen valid. Secara kuantitatif validitas isi ditunjukkan oleh indeks validitas setiap butir di atas 0,79. Hasil analisis validitas konstruk menyimpulkan bahwa instrumen valid, yang ditunjukkan oleh nilai χ2 = 67,69 dengan p-value = 0,10; Root Mean Square Error of Approximation (RMSEA) = 0,03; yang didukung oleh Goodness of Fit Index (GFI) sebesar 0,97; Normed Fit Index (NFI) sebesar 0,95 dan Adjusted Goodness of Fit Index (AGFI) sebesar 0,95
Meta-Analisis Komparasi Contextual Teaching and Learning dan Pembelajaran Konvensional
Full text linkContextual Teaching and Learning (CTL) is a learning approach adopted from the United States that began to be implemented in Indonesia starting around the 2000s. Since then, there have been many studies examining the effectiveness of CTL compared to other approaches, one of which is the conventional approach. This study examines the results of comparative studies using meta-analysis. The aim was to describe the significance of CTL's effectiveness compared to conventional approaches by analyzing the effect sizes of 16 published studies. The studies analyzed were obtained from search results using the Publish or Parish application. The 16th study was obtained using the Google Scholar index with the criteria for the publication period of 2014 - 2019, the study contained the sample size, mean, standard deviation or variance of the experimental and control classes. The effect size and standard error of each study were analyzed using MS Excel. Furthermore, heterogeneity testing and combined effect size were analyzed using the JASP application. Based on the results of data analysis using a significance level of α = 0.05, Q = 0.388 was obtained with a p-value = 1.000. This shows that the effect sizes of the 16 studies analyzed are homogeneous or not heterogeneous. Based on the results of data analysis, an effect size of 0.106 was also obtained with a p-value of 0.692 at the 95% confidence level. The effect size is in the weak and insignificant category. Therefore it is concluded that the effectiveness of the application of CTL is not significant compared to the conventional approach.This could be due to the small effect size of some studies. In addition, studies that have large effect sizes also have large standard errors. This finding has implications for increasing teacher competence in implementing CTL
Identifikasi Muatan Differential Item Functioning Pada Data Ujian Nasional Matematika
Full text linkOne of the test criteria used in ability testing is a test that is free from Differential Item Functioning (DIF). Tests containing DIF can harm certain groups and benefit certain groups as well. However, sometimes the standard tests used are unknowingly containing DIF. The National Examination must meet the DIF-free criteria to avoid erroneous decision-making regarding the results of the exam. The purpose of this study is to detect Differential Item Functioning (DIF) through a unidimensional-based item response theory approach using explorative quantitative research. The results of the national mathematics exam as data for detecting DIF. The analysis technique uses the Mantel-Haenszal and Logistic Regression. In addition, DIF detection focused on gender, namely groups of men and women. Estimation of item parameters was carried out with the help of BILOG-MG, and the identification of DIF content using the R program tool. The results of the analysis showed that of the 21 items analyzed using Mantel-Haenszal and Logistic Regression, one item (Number 27) was suspected to contain DIF. This item is likely or suspected to benefit the male group, because in completing it the students first illustrate it in the form of an image, making it easier to calculate the height of the building, so that a long enough analysis is needed to be able to answer it
KALIBRASI TES CAMPURAN DIKOTOMUS 2PLM DAN POLITOMUS GRM MENGGUNAKAN PROSEDUR GRM DAN GPCM
No full textItem parameter estimation is an important step in test development. Estimation of test parameters must pay attention to the suitability of the response characteristics with the calibration procedure to be used. This study has simulated mixed test response data of 35 dichotomous items of 2PLM with 5 polytomous items of GRM. Response data was generated using a sample size of 1500 examinees. Response data were analyzed descriptively from the aspect of correlation coefficient, root mean square difference (RMSD), mean absolute difference (MAD), variance, and bias. The results of this study indicate that the estimation of the slope and threshold parameters of the dichotomous test model 2 logistic parameters using GRM calibration produces correlation coefficients, RMSD, MAD, variance, and estimation bias that are almost the same as those of the GPCM calibration; parameter estimation of the slope and threshold of the GRM model polytomous test using GRM calibration produces a smaller correlation coefficient, RMSD, MAD, variance, and estimation bias compared to the GPCM calibration results; and estimation of the slop parameters and threshold of the mixed dichotomous 2 parameter logistic model (2PLM) test and the GRM polytomous test calibrated using the GRM procedure produced a higher correlation coefficient but had lower RMSD, MAD, variance, and bias compared to the results of calibration using the GPCM procedure. Based on the results of data analysis, this study concluded that the parameter estimation of the 2PLM dichotomous and polytomous GRM mixed test is more precise when calibrated using the GRM procedure
Pengaruh Sample Size terhadap Kestabilan Item Parameter Estimate pada Item Response Theory Model Tiga Parameter Logistik
No full textThis study aims to determine the stability of the parameter estimates of the test items on the modern test theory (IRT) for the three-parameter logistics model (3PL). This study uses a simulation method. Simulation data was generated using the WinGen for Windows program. Estimation stability analysis was carried out using the correlation between true parameters with estimate parameters and RMSE. The results showed that for sample sizes 500, 750, and 1000, the correlation coefficient (ρ) was 0.901, 0.988, and 0.992 respectively with RMSE 0.901, 0.351, and 0.273 for the difficulty parameter (b), correlation coefficient (ρ) of 0.746, 0.807, and 0.830 with an RMSE of 0.746, 0.304, and 0.281 for the power of difference parameter (a), the correlation coefficient (ρ) of 0.642, 0.667, and 0.679 with an RMSE of 0.642, 0.057, and 0.056 for the pseudo-guessing parameter. Based on the results of data analysis it was concluded that the larger the sample size, the more stable the item parameter estimate
Evaluasi Capaian KKM Mata Pelajaran Matematika SD dan SMP melalui Penerapan Cooperative Learnig Tipe Stad: Studi Meta-Analisis
Full text linkThe success of learning is one of the indicators seen from the cut score achievements. Learning is said to be successful if it can lead students to reach or exceed the cut score that has been set. The use of learning methods leads students to achieve the cut score if the method matches the material and student characteristics. In mathematics, the cooperative learning type STAD is often used as alternative learning for this purpose. Much has been done to improve mathematics learning outcomes by applying STAD at the elementary and junior high school levels. This study examines the results of classroom action research (CAR) publications in mathematics involving nine (9) publications as a sample. Research data is collected online through the Publish or Parish application and indexed in the Google Scholar database. Data analysis was performed using Excel and JASP programs. Based on the results of the analysis, it was found that the SE publications studied were homogeneous, both cycle I and cycle II. The results of data analysis also obtained a summary effect size (SES) of 0.654 and SE of 0.031 in cycle I and an SES of 0.918 with an SE of 0.18 in cycle II. Both SES have a p-value <0.01 which indicates that the SES is significant. The results of the analysis also found that SES belongs to the strong classification. Based on the results of this research analysis concluded that the application of cooperative learning in learning mathematics can improve KKM achievement in learning mathematics at the elementary and junior high school levels. Therefore it is suggested that learning mathematics in class apply the STAD cooperative learning model
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