Eminita, Viarti
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N-Level Structural Equation Models (nSEM): The Effect of Sample Size on the Parameter Estimation in Latent Random-Intercept Model Eminita, Viarti; Saefuddin, Asep; Sadik, Kusman; Syafitri, Utami Dyah
InPrime: Indonesian Journal of Pure and Applied Mathematics Vol 6, No 1 (2024)
Publisher : Department of Mathematics, Faculty of Sciences and Technology, UIN Syarif Hidayatullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/inprime.v6i1.38914

Abstract

Multilevel Structural Equation Modeling (MSEM) is claimed to address hierarchical data structures and latent response variables, but it becomes unstable with an increasing number of levels. N-Level SEM (nSEM) is an SEM framework designed to handle a growing number of levels in the model. The nSEM framework uses the Maximum Likelihood Estimation (MLE) method for parameter estimation, which requires a large sample size and correct model specification. Therefore, it is essential to consider the necessary minimal sample size to ensure accurate and efficient parameter estimation in the nSEM model. This study examined how sample size affects the performance of parameter estimators in nSEM models. We propose a method to evaluate the effect of many environments to estimate the results of factor loadings and environmental variance produced by the model. In addition, we also assess the impact of environment size on the estimation results of factor loadings and individual variance. The results were then applied to actual data on student mathematics learning motivation in Depok. The findings show that neither the number of environments nor the size of the environment affects the performance of fixed parameter estimation in the nSEM model. nSEM indicates excellent performance in estimating environmental variance at level 2 when the number of environments increases. Conversely, increasing the size of the environment worsens the performance of estimating individual variance parameters. Overall, the nSEM framework for the latent random-intercept (LatenRI) model performs well with increasing sample sizes. The application data on LatenRI models show almost similar estimation results.Keywords: Hierarchical data; Latent random intercept model; Multilevel structural equation modeling; n-Level structural equation modeling.AbstrakMultilevel Structural Equation Modeling (MSEM) diklaim dapat mengatasi struktur data hierarki dan variabel respons laten, namun menjadi tidak stabil dengan bertambahnya jumlah level. N-Level SEM (nSEM) adalah kerangka kerja SEM yang dirancang untuk menangani semakin banyak level dalam model. Kerangka kerja nSEM menggunakan metode Maximum Likelihood Estimation (MLE) untuk estimasi parameter, yang memerlukan ukuran sampel yang besar dan spesifikasi model yang benar. Oleh karena itu, penting untuk mempertimbangkan ukuran sampel minimal yang diperlukan untuk memastikan estimasi parameter yang akurat dan efisien dalam model nSEM. Studi ini menguji bagaimana ukuran sampel mempengaruhi kinerja penduga parameter dalam model nSEM. Kami mengusulkan metode untuk mengevaluasi pengaruh banyak lingkungan dalam memperkirakan hasil factor loadings  dan varians lingkungan yang dihasilkan oleh model. Selain itu, kami juga menilai dampak ukuran lingkungan terhadap hasil estimasi factor loadings dan varians individu. Hasilnya kemudian diterapkan pada data aktual motivasi belajar matematika siswa di Depok. Hasil menunjukkan bahwa baik jumlah lingkungan maupun ukuran lingkungan tidak mempengaruhi kinerja estimasi parameter tetap pada model nSEM. nSEM menunjukkan kinerja yang sangat baik dalam memperkirakan varians lingkungan pada level 2 ketika jumlah lingkungan meningkat. Sebaliknya, peningkatan ukuran lingkungan akan memperburuk kinerja pendugaan parameter varians individu. Secara keseluruhan, kerangka nSEM untuk model intersepsi acak laten (LatenRI) bekerja dengan baik dengan meningkatnya ukuran sampel. Data penerapan model LatenRI menunjukkan hasil estimasi yang hampir serupa.Kata Kunci: Data hirarki; Model intersep acak laten; Model persamaan structural multilevel; Model persamaan structural n-level. 2020MSC: 62D99
PENGARUH COMPUTATIONAL THINKING MELALUI PENDEKATAN STEM BERBANTUAN SOAL TIPE ASESMEN KOMPETENSI MINIMUM TERHADAP KEMAMPUAN LITERASI MATEMATIS SISWA Sa’diyah, Ismiyatun; Eminita, Viarti
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol 10, No 2 (2024): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.10.2.227-236

Abstract

This research was motivated by the low level of students' mathematical literacy skills, this was due to students not being used to working on questions that could improve their mathematical literacy skills. The aim of the research is to describe the application and influence of computational thinking (CT) through a STEM approach on students' mathematical literacy abilities with the help of Minimum Competency Assessment (AKM) type questions in Statistics material. This research is included in the quasi-experimental type of quantitative research with a posttest only control design. The population in this study was all class XI SMA PGRI 3 Jakarta, totaling 66 students. The sampling technique used was simple random sampling and a sample of 59 students were obtained from two classes, namely class XI.1 as the experimental class and XI.2 as the control class. The application of computational thinking through the STEM approach in experimental classes is carried out by applying computational thinking and STEM components to learning, namely abstraction, decomposition, generalization and algorithms in the process of solving a problem. The STEM approach is located in the context of problems in the form of science, the use of technology in learning, and mathematical concepts. As well as using AKM type questions as practice questions to improve mathematical literacy skills. Based on the results of parametric statistical calculations with the t test using a mathematical literacy ability description test instrument, the value obtained is  t_count (2,509)t_tabel (2.003), where  is rejected and  is accepted, which means that computational thinking through the STEM approach assisted by AKM type questions has an effect on mathematical literacy ability. student
Analyzing multilevel model of educational data: Teachers’ ability effect on students’ mathematical learning motivation Eminita, Viarti; Saefuddin, Asep; Sadik, Kusman; Syafitri, Utami Dyah
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp431-450

Abstract

Motivation to learn mathematics decreased due to the inability of teachers to implement innovative learning models and techniques. Therefore, this study aimed to investigate the effects of teachers' ability on students' motivation to learn mathematics by using quantitative methods and survey approaches. There were 32 mathematics teachers and 542 students in the 24 schools within the Depok region, selected as respondents through a stratified random sampling method. The research instruments of two questionnaires of teachers’ competence and students’ learning motivation were distributed to the respondents. Data analysis was conducted to test the random effect of teachers’ ability on students’ motivation to learn mathematics by using the effect of teachers’ random intercepts and competence as models 1 and 2, respectively. These two models were analyzed using the n-level Structural Equation Model (nSEM), and the result showed that model 2 was the best one to investigate the random effect of teachers’ ability and students’ learning motivation. The data analysis showed that the variance among teachers’ ability (0,0027) was less than learning motivation among students (0.0597). These findings indicated that the motivation levels of students taught by the same teacher varied significantly, whereas the effects of the teachers were relatively homogeneous. In other words, teachers’ ability was somewhat the same in increasing students’ learning motivation. Based on these findings, this research work suggests teachers keep improving their teaching techniques. Hence, students will be well motivated to learn so that the learning objectives will be well achieved.