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All Journal CAUCHY: Jurnal Matematika Murni dan Aplikasi Jurnal Riset Pendidikan Matematika Indonesian Journal of Educational Assesment International Journal of Robotics and Control Systems Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Apino, Ezi
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Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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WHEN NATIONAL EXAMINATION NO LONGER DETERMINING GRADUATION, WILL STUDENTS ACCOMPLISH IT SERIOUSLY? Retnawati, Heri; Hadi, Samsul; Munadi, Sudji; Hadiana, Deni; Muhardis, Muhardis; Apino, Ezi; Djidu, Hasan; Rafi, Ibnu; Yusron, Eri; Rosyada, Munaya Nikma
Indonesian Journal of Educational Assessment Vol 2, No 2 (2019): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (296.224 KB) | DOI: 10.26499/ijea.v2i2.34

Abstract

The National Examination in Indonesia, which began in 2015, was no longer a determinant of student graduation at the end of the education level. Utilization of the examination results will affect the seriousness of the students in working on it. This study aims to describe the level of seriousness of 12th grade students in working on National   Examinations, when it no longer a determinant of graduation by examining teachers and school principals’ point of view. This research is a qualitative study by using the phenomenology approach. Data was collected using focus group discussions (FGD) conducted 3 times in 3 provinces in Indonesia, consisted of Yogyakarta, South Kalimantan and East Nusa Tenggara. FGD participants were 9 high school principals, 9 vice principal of curriculum, and 54 teachers who teach subjects that are tested on national exam. In each province, three schools were selected, consisted of   two public schools, and one private school. Data were analyzed using data reduction stages, to find relationships between themes, and verification. The results showed that the motivation of 12th grade students in preparing National Examination were reduced.  They no longer focused on preparing the exams, otherwise they preparing themselves for higher education.  Furthermore, students tended to select subjects that were easier and the teacher should motivate students harder to prepare for the National Examination.
Mapping of Difficult Mathematics Topics in Vocational High Schools Based on National Examination Data Retnawati, Heri; Arliani, Elly; Apino, Ezi; Djidu, Hasan; Kartianom, NFN; Santoso, Agus; Rasmuin, NFN
Indonesian Journal of Educational Assessment Vol 3, No 2 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v3i2.83

Abstract

The educational achievement in Indonesia is measured by implementing the National Examination or Ujian Nasional (UN). Throughout its implementation, the UN results shown unsatisfying results, including in mathematics subjects. This fact indicated that there are mathematics topics that are considered to be difficult for students. This study aimed to investigate the difficult topics of mathematics in Vocational High School (VHS) based on UN data. This study was a descriptive research with the quantitative approach by using the UN report results in the level of VHS from Center for Educational Assessment of the Ministry of Education and Culture in the period of 2008 to 2017 (ten years) as a research data source. Data analysis was carried out in a quantitative descriptive by mapping the mathematics topics based on proportion correct answers or “daya serap”. A topic was considered difficult if the proportion correct answer was less than 50%. The results showed that there were 14 difficult mathematics topics in the UN implementation at the VHS level from 2008 to 2017. These topics include the comparison of trigonometric functions, solid figure, limit, measure of data dispersion, permutation and combination, differential, area between two curves, a measure of central data tendentious, probability, logarithm, integral, sequence and series, linear program, and polar coordinates system. The implications of the research findings for learning practice and future research opportunities are discussed.
Meta analysis study: Effectiveness of problem based learning on Indonesian students’ mathematical reasoning ability Fitriyah, Ihda Mutimmatul; Putro, Nur Hidayanto Pancoro Setyo; Apino, Ezi
Jurnal Riset Pendidikan Matematika Vol 9, No 1: May 2022
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v9i1.46447

Abstract

Problem-Based Learning has been studied over three decades in various subjects and schools, This meta-analysis study aimed to synthesize the most recent findings of the effect of Problem-Based Learning (PBL), specifically on students’ mathematical reasoning ability. The data were obtained from relevant primary studies published in national and international journals or proceedings during 2014-2021. Ten effect sizes from eight studies that fulfilled the inclusion criteria were analyzed using a systematic review and meta-analysis. JASP 0.15.0.0 software was used to measure the formula of Hedges g to determine the effect size. The result showed that PBL has a strong effect on students’ mathematical reasoning ability (g­­RE = 2.062, 95% CI [1.436, 2.689], p 0.001) when compared to traditional learning. The results of the analysis of moderator variables revealed that publication year (Qb = 5.460, p 0.05) and sampling technique (Qb = 9.032, p 0.05) had significant effect on the effectiveness of PBL on students’ mathematical reasoning ability, while educational levels (Qb = 1.649, p 0.05), sample size (Qb = 2.081, p 0.05) and publication sources (Qb = 0.573, p 0.05) did not show any significant effect. The result of this study provides important information for further meta-analysis study and the implementation of PBL in mathematics learning.
A Systematic Review of the Use of Technology in Educational Assessment Practices: Lesson Learned and Direction for Future Studies Retnawati, Heri; Kardanova, Elena; Sumaryanto, Sumaryanto; Prasojo, Lantip Diat; Jailani, Jailani; Arliani, Elly; Hidayati, Kana; Susanti, Mathilda; Lestari, Himmawati Puji; Apino, Ezi; Rafi, Ibnu; Rosyada, Munaya Nikma; Tuanaya, Rugaya; Dewanti, Septinda Rima; Sotlikova, Rimajon; Kassymova, Gulzhaina Kuralbayevna
International Journal of Robotics and Control Systems Vol 4, No 4 (2024)
Publisher : Association for Scientific Computing Electronics and Engineering (ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijrcs.v4i4.1572

Abstract

Previous studies have demonstrated that technology helps achieve learning outcomes. However, many studies focus on just one aspect of technology’s role in educational assessment practices, leaving a gap in studies that examine how various aspects affect the use of technology in assessments. Hence, through a systematic work, we analyzed the extent and manner in which technology is integrated into educational assessments and how education level, domain of learning, and region may affect the use of technology. We reviewed empirical studies from two major databases (i.e., Scopus and ERIC) and a national journal whose focus and scope are on educational measurement and assessment, following PRISMA guidelines for systematic reviews. The findings of the present study are directed towards emphasizing the roles of technology in educational assessment practices and how these roles are adapted to varying educational contexts such as the level of education, the three domains of learning (i.e., cognitive, psychomotor, and affective), and the setting in which the assessment was conducted. These findings not only highlight the current roles of technology in educational assessment but also provide a roadmap for future research aimed at optimizing the integration of technology across diverse educational contexts.
Meningkatkan Toleransi Siswa dalam Pembelajaran Matematika Melalui Penerapan Model Guided Discovery Setting Pembelajaran Kooperatif Tipe Think Pair Share Apino, Ezi
Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2016: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk meningkatkan toleransi siswa dalam pembelajaran matematika menggunakan model guided discovery setting pembelajaran kooperatif tipe TPS pada kelas X MIPA 5 MAN Yogyakarta 3. Penelitian ini adalah penelitian tindakan kelas yang dilaksanakan sebanyak 2 siklus, dimana setiap siklusnya terdiri dari tahap perencanaan (planning), tindakan (action), pengamatan (observation), dan refleksi (reflection). Hasil penelitian menunjukkan bahwa untuk meningkatkan toleransi siswa dalam pembelajaran matematika menggunakan model pembelajaran guided discovery setting pembelajaran kooperatif tipe TPS dapat dilakukan dengan cara: (a) pembagian kelompok yang terdiri dari keragaman tingkat kemampuan akademik, gender, suku, ras, dan budaya; (b) mendorong setiap siswa untuk mengemukakan pendapat dalam menyelesaikan masalah, baik secara tertulis maupun lisan; (c) membiasakan siswa membuat kesepakatan untuk menentukan jawaban/penyelesaian terbaik, apabila terdapat perbedaan jawaban/penyelesaian dari suatu masalah; dan (d) menyajikan masalah terbuka yang menuntut beragam cara penyelesaian dan atau beragam jawaban, agar siswa terbiasa saling berargumen, saling mendiskusikan, saling memberi dan menerima saran dan kritik, serta saling menghargai satu sama lain.
Deep-Rasch as an Alternative to Rasch Modeling under Assumption Violations and Small Sample Sizes Santoso, Agus; Afendi, Farit Mochamad; Pardede, Timbul; Retnawati, Heri; Rafi, Ibnu; Apino, Ezi; Rosyada, Munaya Nikma
CAUCHY: Jurnal Matematika Murni dan Aplikasi Vol 10, No 2 (2025): CAUCHY: JURNAL MATEMATIKA MURNI DAN APLIKASI
Publisher : Mathematics Department, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/cauchy.v10i2.36276

Abstract

In certain situations, it may be challenging to fully exploit the advantages of modern test theory, including Rasch modeling and item response theory (IRT), when applied to real data. Although Rasch modeling tends to be more robust than IRT for small sample sizes, it still requires that the assumptions of unidimensionality and local independence be satisfied. In practice, these assumptions are often violated, which can lead to less accurate analyses and reduced validity of the results. Deep-Rasch, which integrates deep learning with Rasch modeling, has been proposed as an alternative measurement framework to overcome these limitations. This study examines the potential of Deep-Rasch as an alternative to Rasch modeling using student response data from 17 final semester examinations at Universitas Terbuka (UT), with sample sizes ranging from 33 to 11,504 students. Most examinations consisted of 30 multiple-choice items. The analyses showed that several datasets violated one or both assumptions of Rasch modeling. Nevertheless, Deep-Rasch performed comparably to conventional Rasch modeling in estimating item difficulty and student ability parameters, as well as in predicting student responses. Remarkably, for the smallest sample size (\emph{n} = 33), Deep-Rasch exhibited slightly better performance than Rasch modeling.
Co-Authors Agus Santoso Agus Santoso Deni Hadiana, Deni Djidu, Hasan Elly Arliani Farit Mochamad Afendi Fitriyah, Ihda Mutimmatul Heri Retnawati Himmawati Puji Lestari Jailani Jailani Jamhari Jamhari Kana Hidayati Kardanova, Elena Kartianom, Kartianom Kassymova, Gulzhaina Kuralbayevna Lantip Diat Prasojo M. Rafi Mathilda Susanti Muhardis Muhardis Nur Hidayanto Pancoro Setyo Putro Pardede, Timbul Rasmuin Rasmuin Rosyada, Munaya Nikma Samsul Hadi Septinda Rima Dewanti Sotlikova, Rimajon Sudji Munadi Sumaryanto Sumaryanto, Sumaryanto Tuanaya, Rugaya Yusron, Eri