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All Journal REiD (Research and Evaluation in Education) Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Jurnal Konatif: Jurnal Ilmiah Pendidikan
Siti Nurul Sajdah
Universitas Negeri Yogyakarta
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Development of a Diagnostic Assessment Instrument to Measure the Mathematical Reasoning Ability of Junior High School Students Siti Nurul Sajdah; Kana Hidayati
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 20, No. 3 : Al Qalam (May 2026)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v20i3.5810

Abstract

This study aimed to produce a diagnostic assessment instrument for mathematical reasoning ability of junior high school students, describe the quality of diagnostic assessment instruments, and describe the profile of mathematical reasoning ability of junior high school students in Barru Regency based on the diagnostic assessment developed. This study used a development research approach referencing instrument development procedure from Edi Istiyono. Test and measurement subjects included 534 grade VIII students in Barru Regency. Data analysis included content validity through expert judgement analyzed using Aiken's V coefficient; construct validity through Confirmatory Factor Analysis (CFA); reliability estimation using Cronbach's Alpha coefficient; and item analysis based on item response theory with GPCM model. Results showed: (1) Construction of diagnostic assessment instruments for mathematical reasoning ability developed based on five aspects: compiling conjectures, providing reasons or evidence, drawing conclusions, examining validity of arguments, and finding patterns and making generalizations; (2) Instrument quality reviewed from content validity with V Aiken declared valid; construct validity tested through CFA, resulting in 19 items indicating loading factor > 0.35; instrument reliability using Cronbach Alpha in high category; (3) Mathematical reasoning ability results were categorized as very high (18%), high (21%), low (41%), and very low (20%).
Score conversion methods with modern test theory approach: Ability, difficulty, and guessing justice methods Siti Nurjanah; Muhammad Iqbal; Siti Nurul Sajdah; Yohana Veronica Feibe Sinambela; Shaufi Ramadhani
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.67484

Abstract

The one-parameter logistic (1-PL) model is widely used in Item Response Theory (IRT) to estimate student ability; however, ability-based scoring disregards item difficulty and guessing behavior, which can bias proficiency interpretations. This study evaluates three scoring alternatives derived from IRT: an ability-based conversion, a difficulty-weighted conversion, and a proposed guessing-justice method. Dichotomous responses from 400 students were analyzed using the Rasch (1-PL) model in the R environment with the ltm package. The 1-PL specification was retained to support a parsimonious and interpretable calibration framework consistent with the comparative scoring purpose of the study. Rasch estimation produced item difficulty values ranging from −1.03 to 0.18 and identified 268 unique response patterns. Ability-based scoring yielded only eight score distinctions, demonstrating limited discriminatory capacity. In contrast, the guessing-justice method produced a substantially more differentiated distribution, with approximately 70 percent of patterns consistent with knowledge-based responding and 30 percent indicative of guessing. The findings indicate that scoring models incorporating item difficulty and guessing behaviour provide a more equitable and accurate representation of student proficiency than traditional ability-based conversions. The proposed approach offers a practical and implementable alternative for classroom assessment and can be applied using widely accessible spreadsheet software such as Microsoft Excel.
Visualizing Motion vs. Analyzing Data: A Systematic Review of Technology Integration in Physical Education across Educational Levels Izzul Kiram Suardi; Nurul Aulia Martaputri; Shaufi Ramadhani; Siti Nurul Sajdah; Siti Nurjanah
Jurnal Konatif: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2026)
Publisher : Labschool Cibubur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62203/jkjip.v4i1.181

Abstract

Integrasi teknologi dalam Pendidikan Jasmani sering kali menghadapi tantangan pedagogis karena sifat mata pelajaran yang berbasis aktivitas fisik. Terdapat kesenjangan pemahaman mengenai jenis teknologi yang efektif diterapkan pada jenjang pendidikan yang berbeda. Penelitian ini bertujuan untuk memetakan lanskap kolaborasi teknologi dalam pendidikan jasmani secara global, dengan fokus spesifik pada perbedaan tren penggunaan antara jenjang sekolah (dasar/menengah) dan perguruan tinggi. Menggunakan metode SLR dengan protokol PRISMA, penelitian ini menganalisis 21 artikel terpilih dari pangkalan data Scopus yang diterbitkan antara tahun 2018 hingga 2024. Temuan menunjukkan adanya polarisasi penggunaan teknologi. Pada tingkat sekolah, teknologi didominasi oleh AR dan gamifikasi yang bertujuan meningkatkan keterlibatan fisik dan visualisasi gerak. Sebaliknya, pendidikan tinggi cenderung menggunakan AI dan LMS untuk analisis performa berbasis data dan efisiensi manajemen. Simpulan: Penelitian ini menyimpulkan bahwa kompleksitas teknologi bukan penentu utama keberhasilan pembelajaran. Alat pragmatis dan sederhana terbukti tetap efektif jika disesuaikan dengan kebutuhan pedagogis, menjadikan teknologi sebagai katalis inklusivitas dan modernisasi kurikulum pendidikan jasmani.
Co-Authors Izzul Kiram Suardi Kana Hidayati Muhammad Iqbal Nurul Aulia Martaputri Shaufi Ramadhani Siti Nurjanah Yohana Veronica Feibe Sinambela