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All Journal DIKSI CAUCHY: Jurnal Matematika Murni dan Aplikasi Jurnal Riset Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika REiD (Research and Evaluation in Education) Psychology, Evaluation, and Technology in Educational Research Indonesian Journal of Educational Assesment Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran International Journal of Robotics and Control Systems
Rosyada, Munaya Nikma
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Arts Humanities Computer Science & IT 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.
Project-Based Learning in mathematics education: A bibliometric study on 2014–2023 scopus database Susanti, Mathilda; Retnawati, Heri; Sulistyaningsih, Eny; Kartianom, Kartianom; Rosyada, Munaya Nikma; Kassymova, Gulzhaina K; Sotlikova, Rimajon
Jurnal Riset Pendidikan Matematika Vol. 10 No. 1: May 2023
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v10i1.60531

Abstract

Project-based learning is ommited by the curricula of various countries. For the future development, the extent of research related to project-based learning needs to be mapped. This literature review research does a bibliometric analysis of project-based learning research published in Scopus-indexed journals over the last ten years. There are 802 articles from the Scopus database in 2014-2023. The R package and VOSViewer tools are used to perform bibliometric analysis. The results are analyzed and intepreted, including the distribution per year, subject area, affiliation, country or region, citations, main information, treemap, authorship, most cited documents, relationships between years, dendrogram, collaboration between authors, collaboration between countries and continents, as well as the relationship between keywords in the article. The number of research increased significantly from 2014 to 2022. More than 50% of these came from social sciences field. Universitas Negeri Malang has published the most articles, while the United States is most publications country. Although the United States has the most documents, Spain is the the most cited country. The most cited document is written by Kokotsaki et al. in 2016. United States, China, Australia, France, and the United Kingdom often collaborate between countries and continents.
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.
Challenges of Mathematics Learning with Heuristic Strategies Rosyada, Munaya Nikma; Retnawati, Heri
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v12i1.8730

Abstract

Problem solving is an essential aspect of students' mathematical activities. This ability could practice by using heuristic strategies in learning. Besides, these are assured to be able to promote metacognitive skills. In the implementation, teachers faced several challenges. This research aims to describe the challenges of teachers in implementing learning with heuristic strategies. This research is a descriptive qualitative. Participants of this research were 12 junior high school mathematics teachers from 12 high schools in the Special Region of Yogyakarta and Central Java. Data collection was taken by questionnaire and added with documentation. Data were analyzed using the Miles and Huberman stage-data reduction, data display, and drawing conclusion/verification. The data then validated using triangulation technique. The results revealed that some of teacher has already implement heuristic strategy in the learning process, but unable to define the heuristic strategy correctly. In its implementation, teachers experience several obstacles. These obstacles were found in providing non-routine problems to students, solving problems by students, and in discussions conducted to solve problems. 
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.
Is there any item or test bias in the Business English Test at Universitas Terbuka? Santoso, Agus; Retnawati, Heri; Pardede, Timbul; Rahayu, Dyah Paminta; Rosyada, Munaya Nikma; Tuanaya, Rugaya; Sotlikova, Rimajon; Atymtaevna, Begimbetova Guldana
Diksi Vol. 33 No. 2: DIKSI (SEPTEMBER 2025)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v33i2.84570

Abstract

In an exemplary test implementation, the items used should be fair and free from bias. This biased content threatens the validity that will affect the interpretation of the test results. This study aims to analyze the biased content of items and tests on the test device for the Commercial English Course, with the code ADBI4201, a course in the Business Administration Study Program at the Faculty of Law, Social, and Political Sciences, Open University (UT). It uses the quantitative approach. Data were collected through documentation in the form of grids and responses from final semester test participants in January 2024. Data analysis was carried out by (1) estimating item parameters using classical test theory and item response theory for tests, (2) estimating item parameters based on regional groups and based on gender, which are used to identify DIF content, (3) testing the significance of DIF with a maximum likelihood comparison. The study's findings showed 26 items contained DIF by gender and 25 items contained DIF by region. The results of the test bias detection showed that the test slightly favored the female group and the students from the Java region.
Polytomous scoring correction and its effect on the model fit: A case of item response theory analysis utilizing R Santoso, Agus; Pardede, Timbul; Apino, Ezi; Djidu, Hasan; Rafi, Ibnu; Rosyada, Munaya Nikma; Retnawati, Heri; Kassymova, Gulzhaina K.
Psychology, Evaluation, and Technology in Educational Research Vol. 5 No. 1 (2022)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v5i1.148

Abstract

In item response theory, the number of response categories used in polytomous scoring has an effect on the fit of the model used. When the initial scoring model yields unsatisfactory estimates, corrections to the initial scoring model need to be made. This exploratory descriptive study used response data from Take Home Exam (THE) participants in the Statistical Methods I course organized by the Open University, Indonesia, in 2022. The stages of data analysis include coding the rater’s score; analyzing frequency; analyze the fit of the model based on graded, partial, and generalized partial credit models; analyze the characteristic response function (CRF) curve; scoring correction (rescaling); and re-analyze the fit of the model. The fit of the model is based on the chi-square test and the root mean square error of approximation (RMSEA). All model fit analyzes were performed by using R. The results revealed that scoring corrections had an effect on model fit and that the partial credit model (PCM) produced the best item parameter estimates. All results and their implications for practice and future research are discussed.
The effect of scoring correction and model fit on the estimation of ability parameter and person fit on polytomous item response theory Santoso, Agus; Pardede, Timbul; Djidu, Hasan; Apino, Ezi; Rafi, Ibnu; Rosyada, Munaya Nikma; Abd Hamid, Harris Shah
REID (Research and Evaluation in Education) Vol. 8 No. 2 (2022)
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.v8i2.54429

Abstract

Scoring quality has been recognized as one of the important aspects that should be of concern to both test developers and users. This study aimed to investigate the effect of scoring correction and model fit on the estimation of ability parameters and person fit in the polytomous item response theory. The result of 165 students in the Statistics course (SATS4410) test at one of the universities in Indonesia was used to answer the problems in this study. The polytomous data obtained from scoring the test results were analyzed using the Item Response Theory (IRT) approach with the Partial Credit Model (PCM), Graded Response Model (GRM), and Generalized Partial Credit Model (GPCM). The effect of scoring correction and model fit on the estimation of ability and person fit was tested using multivariate analysis. Among the three models used, GRM showed the best fit based on p-value and RSMEA. The results of the analysis also showed that there was no significant effect of scoring correction and model fit on the estimation of the test taker's ability and person fit. From the results of this study, we recommend the importance of evaluating the levels or categories used in scoring student work on a test.
Gaining a deeper understanding of the meaning of the carelessness parameter in the 4PL IRT model and strategies for estimating it Pardede, Timbul; Santoso, Agus; Diki, Diki; Retnawati, Heri; Rafi, Ibnu; Apino, Ezi; Rosyada, Munaya Nikma
REID (Research and Evaluation in Education) Vol. 9 No. 1 (2023)
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.v9i1.63230

Abstract

Three popular models are used to describe the characteristics of the test items and estimate the ability of examinees under the dichotomous IRT model, namely the one-, two-, and three-parameter logistic models. The three-item parameters are discriminating power, difficulty, and pseudo-guessing. In the development of the dichotomous IRT model, carelessness or upper asymptote parameter was proposed, which forms a four-parameter logistic (4PL) model to accommodate a condition where a high-ability examinee gives an incorrect response to a test item when he/she should be able to respond to the test item correctly. However, the carelessness parameter and the 4PL model have not been widely accepted and used due to several factors, and people's understanding of that parameter and strategies for estimating it is still inadequate. Therefore, this study aims to shed light on ideas underlying the 4PL model, the meaning of the carelessness parameter, and strategies used to estimate that parameter based on the extant literature. The focus of this study was then extended to demonstrating practical examples of estimating item and person parameters using the 4PL model using empirical data on responses of 1,000 students from the Indonesia Open University (Universitas Terbuka) on 21 of 30 multiple-choice items on the Business English test, a paper-and-pencil test. We mainly analyzed empirical data using the "˜mirt' package in RStudio. We present the analysis results coherently so that IRT users would have a sufficient understanding of the 4PL model and the carelessness parameter, and they can estimate item and person parameters under the 4PL model.
Factors Influencing the Success of Students’ Learning through Online Learning/Distance Education : A Bibliometric Analysis of Scopus Database Santoso, Agus; Retnawati, Heri; Rosyada, Munaya Nikma; Apino, Ezi; Rafi, Ibnu; Kartianom, Kartianom; Dauletkulova, Aigul
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 1 (2024): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i1.10856

Abstract

This study aims to examine the co-occurrence of several topics linked to factors that influence student learning success and explore the motor themes related to factors that influence student learning success. This study used the literature review method with data analysis using R Studio and VOSViewer software. Data analyzed were exported from the Scopus website from 2013 to 2023 of 383 documents. The research data analysis techniques used network mapping analysis of VOSviewer results (network visualization) and content analysis within the keywords and studies. The findings of this study presented the keywords (most frequent words, trending topics), co-occurrence network (thematic map and thematic evolution), and discussion of topics related to factors that influence student learning success. The basic themes identified were higher education and Covid-19. Meanwhile, gender and self-efficacy are motor themes that could be researched further as those can influence student learning performance in online learning. The findings of the bibliometric analysis were intended to reveal unique insights into the factors that determine student learning performance in distant learning and contribute to previously unexplored issues.
Co-Authors Abd Hamid, Harris Shah Agus Santoso Apino, Ezi Atymtaevna, Begimbetova Guldana Dauletkulova, Aigul Deni Hadiana, Deni Diki, Diki Djidu, Hasan Elly Arliani Farit Mochamad Afendi Heri Retnawati Himmawati Puji Lestari Jailani Jailani Jamhari Jamhari Kana Hidayati Kardanova, Elena Kartianom, Kartianom Kassymova, Gulzhaina K Kassymova, Gulzhaina K. Kassymova, Gulzhaina Kuralbayevna Lantip Diat Prasojo M. Rafi Mathilda Susanti Muhardis Muhardis Pardede, Timbul Rahayu, Dyah Paminta Samsul Hadi Septinda Rima Dewanti Sotlikova, Rimajon Sudji Munadi Sulistyaningsih, Eny Sumaryanto Sumaryanto, Sumaryanto Tuanaya, Rugaya Yusron, Eri