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An Implementation to Determine the KKM of Music Subject at Junior High School Utami, Mutiara Arlisyah Putri; Syamsuddin, Syaiful
ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 4 (2022): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v1i4.605

A KKM determination is the initial stage of assessment. However, there are still some issues related to the topic, especially in musical some issues related to the topic, especially in music. Therefore, this research used a discrepancy evaluation model to describe the purpose of (1) the implementation level of KKM determination in music, specifically in terms of intake, complexity and carrying capacity. (2) The teachers’ constraints in determining KKM There were six music and art teachers from a junior high school who were taken as subjects in this research. Those subjects were selected using purposive sampling. Data were collected through interviews, documentation, and observations. Data analysis used qualitative analysis and descriptive statistics supported by quantitative data. The results showed that the implementation level of KKM determination in terms of technical procedures was categorized as "good" or "in accordance with predetermined criteria standards." The level of implementation in terms of weighting the value of KKM on the aspect of intake and carrying capacity was categorized as "not very good," while in complexity aspects it was categorized as "good." The teachers’ constraints in determining KKM include: a) determining the value of complexity; b) identifying the student's ability; c) determining the value of the intake; and d) weighing the value of KKM.

Development of a scientific attitude measurement instrument for Dharmacariya department students at STABN using the Fishbein and Ajzen model Syah, Rahmat; Darmawan, Daddy; Syamsuddin, Syaiful
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 27 No. 2 (2023)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v27i2.66878

This study applies the Fishbein and Ajzen model to develop a Scientific Attitude Measurement Instrument for Students, focusing on attitudes, beliefs, and intentions towards scientific behaviors. The quantitative research employs an instrument development method, initially constructing dimensions reflecting various scientific attitudes such as attitudes towards the scientific method, collaboration, openness to knowledge, criticality, respect, honesty, independence, and interest in data analysis. The instrument measures students' scientific attitudes across three main dimensions: attitude, subjective norms, and behavioral control, aligning with the Fishbein and Ajzen model. It covers key aspects like attitudes towards the scientific method, emphasizing rigorous approaches like Popper's Falsification concept, and the importance of social interaction in scientific collaboration. Validity and reliability analyses confirm the instrument's adherence to high-quality standards, making it relevant for assessing scientific attitudes and contributing to educational quality and student development in science. It provides a comprehensive view of students' perceptions and responses to scientific attitudes. Factor Loadings in the Rotated Component Matrix, with loadings above 0.50, indicate a strong correlation within the model. Cronbach's Alpha values range from 0.922 to 0.941, ensuring internal consistency and reliability. Exploratory Factor Analysis with student participants established the construct's validity and reliability, with a Kaiser-Meyer-Olkin (KMO) value of 0.747, indicating suitability for factor analysis. Most items showed high analytical validity, but items B22 and B13 require further review or adjustment.

Implementasi Classic Test dan Item Respon Theory Pada Penilaian Tes Pembelajaran Matematika Syamsuddin, Syaiful
EDUSCOPE: Jurnal Pendidikan, Pembelajaran, dan Teknologi Vol. 8 No. 2 (2023): Volume 8 No. 2 Januari 2023
Publisher : LPPM Universitas KH.A.Wahab Hasbullah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/eduscope.v8i2.3488

ABSTRACT The quality of learning assessment is one of the benchmarks in improving the quality of education. A good assessment system will trigger educators to be better at teaching and motivate students to learn better. Assessment of learning outcomes by educators is used to assess the achievement of student competencies and improving the learning process. The form of effort to assess student learning outcomes is to carry out tests by paying attention to the quality of tests based on student abilities. This study uses a quantitative approach to analyze the test items through the Classical Test Theory (CTT) and Item Response Theory (IRT) approaches. This research was conducted by respondents as much as 285 students. The results showed that based on CTT, 22.5% were obtained in the difficult category, 47.5% included in the moderate category, 30% in the easy category and 62.5% of the items already had good discriminating power. As for questions with a distractor function that functions well at 45% with a reliability of 0.785. Meanwhile, with the item IRT, the model that is suitable for this study is IRT 2PL with difficulty levels between -6.337 to 4.945, differential power ranging from 0.271 to 2.254 with 38 fit items. KEYWORDS: Assessment, Measurement, Classical Test Theory, Item Respon Theory ABSTRAK Kualitas penilaian pembelajaran menjadi salah satu tolak ukur dalam peningkatan kualitas pendidikan. Sistem penilaian yang baik akan memicu pendidik untuk lebih baik dalam mengajar dan memotivasi peserta didik untuk belajar yang lebih baik. Penilaian hasil belajar oleh pendidik digunakan untuk menilai pencapaian kompetensi peserta didik dan memperbaiki proses pembelajaran. Bentuk upaya penilaian hasil belajar peserta didik adalah melakukan pengujian dengan memperhatikan kualitas tes berdasarkan kemampuan siswa. Penelitian ini menggunakan pendekatan kuantitatif untuk menganalisis butir tes melalui pendekatan Classical Test Theory (CTT) dan Item Respon Theory (IRT). Penelitian ini dilakukan dengan melibatkan jumlah responden sebanyak 285 siswa. Hasil penelitian menunjukkan bahwa berdasarkan CTT diperoleh 22,5% dengan kategori sulit, 47,5% termasuk kategori sedang dan sebesar 30% dengan kategori mudah serta 62,5% soal sudah memiliki daya pembeda yang baik. Adapun soal dengan fungsi distraktor yang berfungsi baik sebesar 45% dengan reliabilitas sebesar 0,785. Sedangkan dengan model IRT, model yang sesuai dengan penelitian ini adalah IRT 2PL dengan perolehan tingkat kesukaran antara -6.337 sampai 4.945, daya beda berkisar antara 0,271 sampai 2,254 dengan 38 butir fit. KATA KUNCI: Penilaian, Pengukuran, Teori Tes Klasik, Teori Respon Butir

EFEKTIVITAS PEMBELAJARAN MATEMATIKA MELALUI PENDEKATAN CONTEXTUAL TEACHING AND LEARNING Syamsuddin, Syaiful; Utami, Mutiara Arlisyah Putri
Jurnal Riset dan Inovasi Pembelajaran Vol. 1 No. 1 (2021): January-April 2021
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v1i1.14

Penelitian ini merupakan penelitian pra eksperimental dengan melibatkan satu kelas sebagai kelas eksperimen yang bertujuan untuk mengetahui keefektifan pembelajaran matematika melalui pendekatan Contextual Teaching and Learning (CTL) pada siswa sekolah menengah. Penelitian ini mengacu pada tiga kriteria yaitu pencapaian keefektifan pembelajaran pada ketuntasan pembelajaran klasikal, aktivitas siswa yang berkaitan dengan kegiatan pembelajaran, dan respon positif siswa terhadap pelaksanaan pembelajaran dengan pendekatan CTL. Desain penelitian yang digunakan adalah one-shot case study. Unit eksperimen dalam penelitian ini adalah kelas dengan jumlah siswa sebanyak 29 orang. Hasil penelitian menunjukkan bahwa pendekatan CTL pada pembelajaran matematika efektif diterapkan di Sekolah Menengah Pertama dengan rincian: (1) Rata-rata nilai (post-test) hasil belajar matematika siswa adalah 81,62 dengan standar deviasi 7,18. Hasil tersebut menunjukkan bahwa 28 siswa (96,55%) telah mencapai ketuntasan individu atau ketuntasan klasikal telah terpenuhi; (2) Rata-rata persentase siswa yang mencapai frekuensi kegiatan efektif sebesar 76,3%; dan (3) Respon siswa menunjukkan respon positif terhadap pendekatan CTL dengan nilai prsentase sebesar 77,87%.

PEMBEALAJARAN MASTER (MOTIVATING, ACQUARING, SEARCHING, TRIGGERING, EXHIBITING, REFELECTING) DITINJAU DARI KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA DAN KEMANDIRIAN BELAJAR Murni, Murni; Aprisal, Aprisal; Nurhidayah, Nurhidayah; Syamsuddin, Syaiful
Jurnal Riset dan Inovasi Pembelajaran Vol. 3 No. 2 (2023): May-August 2023
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

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

Tujuan penelitian ini adalah untuk mengetahui keefektifan model pembelajaran terhadap pemahaman konsep matematika dan kemandirian belajar siswa. Penelitian ini dilaksanakan di SMP Negeri 3 Majene dengan teknik pengambilan sampel menggunakan simple random sampling. Pada penelitian ini kelas IX B sebagai kelas eksperimen dan kelas IX E sebagai kelas kontrol. Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran MASTER (Motivating, Acquiring, Searching, Triggering, Exhibiting, Reflecting) dan model pembelajaran langsung efektif ditinjau dari pemahaman konsep matematika dan kemandirian belajar siswa. Penelitian ini menggunakan jenis penelitian quasi-eksperimen dengan desain nonequivalent control group design. Hasil analisis deskriptif menunjukkan adanya perbedaan keterlaksanaan pembelajaran oleh siswa dimana pada kelas eksperimen berada pada kategori sangat baik sedangkan kelas kontrol berada pada kategori baik. Selanjutnya hasil analisis inferensial menunjukkan model pembelajaran terhadap pemahaman konsep matematika dan kemandirian belajar siswa.

Model Pengukuran Kompetensi Profesional untuk Guru Musik Utami, Mutiara Arlisyah Putri; Syamsuddin, Syaiful
Jurnal Riset dan Inovasi Pembelajaran Vol. 4 No. 3 (2024): September-December 2024
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v4i3.2261

Abstrak Penelitian ini berfokus pada standar kompetensi profesional khususnya guru music pada sekolah menengah dalam pendidikan seni. Standar profesional guru musik selama ini masih menjadi permasalahan dalam pembelajaran pendidikan seni. Penelitian ini mengonseptualisasikan tiga proses integrasi dalam analogi kompetensi profesional, pembelajaran musik dan guru musik; mendefinisikan dan menghubungkan berbagai teori dengan perspektif penelitian; kemudian mengembangkan dan memvalidasi faktor-faktor yang dibentuk untuk standar profesionalisme guru musik. Teknik Sampling menggunakan purposive sampling yang melibatkan 180 guru musik dari 100 sekolah menengah. Hasil analisis faktor eksploratory menunjukkan jumlah faktor yang mengubah standar kompetensi guru musik dari delapan menjadi empat, yaitu kriteria penilaian, kriteria kinerja, penguasaan kurikulum, dan evaluasi dengan nilai KMO sebesar 0,732. Hasil analisis faktor confirmatory menunjukkan nilai probabilitas sebesar 0.13, RMSEA 0.06, CMIN/DF 1.64, GFI 0.93, dan AGFI 0.92. Dari hasil tersebut dapat disimpulkan bahwa model atau faktor yang terstruktur tersebut cocok untuk menggambarkan standar kompetensi profesional guru musik pendidikan seni rupa.

An Implementation to Determine the KKM of Music Subject at Junior High School Utami, Mutiara Arlisyah Putri; Syamsuddin, Syaiful
ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 4 (2022): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v1i4.605

A KKM determination is the initial stage of assessment. However, there are still some issues related to the topic, especially in musical some issues related to the topic, especially in music. Therefore, this research used a discrepancy evaluation model to describe the purpose of (1) the implementation level of KKM determination in music, specifically in terms of intake, complexity and carrying capacity. (2) The teachers’ constraints in determining KKM There were six music and art teachers from a junior high school who were taken as subjects in this research. Those subjects were selected using purposive sampling. Data were collected through interviews, documentation, and observations. Data analysis used qualitative analysis and descriptive statistics supported by quantitative data. The results showed that the implementation level of KKM determination in terms of technical procedures was categorized as "good" or "in accordance with predetermined criteria standards." The level of implementation in terms of weighting the value of KKM on the aspect of intake and carrying capacity was categorized as "not very good," while in complexity aspects it was categorized as "good." The teachers’ constraints in determining KKM include: a) determining the value of complexity; b) identifying the student's ability; c) determining the value of the intake; and d) weighing the value of KKM.

Implementasi Classic Test dan Item Respon Theory Pada Penilaian Tes Pembelajaran Matematika Syamsuddin, Syaiful
EDUSCOPE: Jurnal Pendidikan, Pembelajaran, dan Teknologi Vol. 8 No. 2 (2023): Volume 8 No. 2 Januari 2023
Publisher : LPPM Universitas KH.A.Wahab Hasbullah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/eduscope.v8i2.3488

ABSTRACT The quality of learning assessment is one of the benchmarks in improving the quality of education. A good assessment system will trigger educators to be better at teaching and motivate students to learn better. Assessment of learning outcomes by educators is used to assess the achievement of student competencies and improving the learning process. The form of effort to assess student learning outcomes is to carry out tests by paying attention to the quality of tests based on student abilities. This study uses a quantitative approach to analyze the test items through the Classical Test Theory (CTT) and Item Response Theory (IRT) approaches. This research was conducted by respondents as much as 285 students. The results showed that based on CTT, 22.5% were obtained in the difficult category, 47.5% included in the moderate category, 30% in the easy category and 62.5% of the items already had good discriminating power. As for questions with a distractor function that functions well at 45% with a reliability of 0.785. Meanwhile, with the item IRT, the model that is suitable for this study is IRT 2PL with difficulty levels between -6.337 to 4.945, differential power ranging from 0.271 to 2.254 with 38 fit items. KEYWORDS: Assessment, Measurement, Classical Test Theory, Item Respon Theory ABSTRAK Kualitas penilaian pembelajaran menjadi salah satu tolak ukur dalam peningkatan kualitas pendidikan. Sistem penilaian yang baik akan memicu pendidik untuk lebih baik dalam mengajar dan memotivasi peserta didik untuk belajar yang lebih baik. Penilaian hasil belajar oleh pendidik digunakan untuk menilai pencapaian kompetensi peserta didik dan memperbaiki proses pembelajaran. Bentuk upaya penilaian hasil belajar peserta didik adalah melakukan pengujian dengan memperhatikan kualitas tes berdasarkan kemampuan siswa. Penelitian ini menggunakan pendekatan kuantitatif untuk menganalisis butir tes melalui pendekatan Classical Test Theory (CTT) dan Item Respon Theory (IRT). Penelitian ini dilakukan dengan melibatkan jumlah responden sebanyak 285 siswa. Hasil penelitian menunjukkan bahwa berdasarkan CTT diperoleh 22,5% dengan kategori sulit, 47,5% termasuk kategori sedang dan sebesar 30% dengan kategori mudah serta 62,5% soal sudah memiliki daya pembeda yang baik. Adapun soal dengan fungsi distraktor yang berfungsi baik sebesar 45% dengan reliabilitas sebesar 0,785. Sedangkan dengan model IRT, model yang sesuai dengan penelitian ini adalah IRT 2PL dengan perolehan tingkat kesukaran antara -6.337 sampai 4.945, daya beda berkisar antara 0,271 sampai 2,254 dengan 38 butir fit. KATA KUNCI: Penilaian, Pengukuran, Teori Tes Klasik, Teori Respon Butir

PERSPEKTIF GURU PADA DIMENSI PENGUKURAN DAN PENILAIAN DALAM PEMBELAJARAN MATEMATIKA Syamsuddin, Syaiful; Utami, Mutiara Arlisyah Putri
AXIOM : Jurnal Pendidikan dan Matematika Vol 12, No 1 (2023)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v12i1.9263

Matematika merupakan mata pelajaran yang diajarkan dalam penerapan kurikulum 2013. Implementasi kurikulum 2013 menuntut guru lebih professional dan produktif dalam melaksanakan kegiatan pembelajaran. Untuk itu, guru harus memahami subjek pembelajaran yang ingin diajarkan dan mengerti strategi pembelajaran baik dalam hal pengukuran maupun penilaian. Penelitian ini merupakan penelitian kualitatif dengan pendekatan fenomenologis. Partisipan penelitian terdiri dari 40 guru matematika dengan pengalaman mengajar lebih dari 5 tahun yang berasal dari 7 kota di Indonesia. Teknik pengumpulan data dilakukan dengan wawancara terstruktur dan FGD. Analisis data menggunakan model Bogdan & Biglen dan statistik deskriptif untuk menganalisis informasi yang diperoleh. Analisis ini bertujuan untuk memperoleh informasi mengenai 4 sub-tema yaitu pemahaman guru mengenai arti matematika, tujuan mengajarkan matematika, dimensi yang diukur pada pembelajaran matematika, dan mengukur dan menilai matematika. Hasil penelitian menunjukkan bahwa guru memahami arti matematika, tujuan mengajarkan matematika, dan mengetahui dimensi yang diukur dalam pembelajaran matematika namun sulit menentukan teknik atau metode yang tepat dalam mengukur dan menilai kemampuan matematika siswa. Fakta lain diperoleh bahwa guru merasa kesulitan dalam melaksanakan pembelajaran berdasarkan sistem pendidikan yang diterapkan saat ini khususnya dalam hal pengukuran dan penilaian. AbstractMathematics is a subject taught in the implementation of the 2013 curriculum. Implementation of the 2013 curriculum requires teachers to be more professional and productive in carrying out learning activities. For this reason, teachers must understand the learning subjects they want to teach and understand learning strategies both in terms of measurement and assessment. This research follows qualitative research with a phenomenological approach. The research participants consisted of 40 math teachers with more than 5 years of teaching experience from 7 cities in Indonesia. Data collection techniques were carried out using structured interviews and FGD. The data were analyzed by using the Bogdan & Biglen model and descriptive statistics to analyze the information obtained. This analysis aims to obtain information about 4 sub-themes, namely the teacher's understanding of the meaning of mathematics, the purpose of teaching mathematics, dimensions measured in learning mathematics, and measuring and assessing students’ mathematical abilities. The results of the study show that teachers understand the meaning of mathematics, and the purpose of teaching mathematics, and know the dimensions measured in learning mathematics, but it is difficult to determine the appropriate technique or method for measuring and assessing students' mathematical abilities. In addition, another fact is that teachers find it difficult to carry out learning based on the currently implemented education system, especially in terms of measurement and assessment.

Entrepreneurial Intention Measurement Model in the Context of Assessment for Learning Utami, Mutiara Arlisyah Putri; Taufiq, Taufiq; Syamsuddin, Syaiful
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December (Early Bird)
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4064

Entrepreneurial intention is an important factor in the success of entrepreneurs as a solution to reduce unemployment. The main urgency of this research is that currently there is no measurement instrument to assess students’ entrepreneurial intentions, especially during the entrepreneurship learning process. However, such an instrument is important as a simulation tool to determine learning models that can increase entrepreneurial intentions. The purpose of this study was to develop a measurement model of entrepreneurial intentions that serves both as an assessment tool and a simulation for determining the entrepreneurial learning approach aimed at increasing these intentions. This research used the Borg & Gall model, obtaining primary data by distributing questionnaires to 224 respondents using purposive sampling, which refers to the rule of thumb. The data was analyzed using face validity by expert judgment and then the items of the Pearson item-total correlation instrument were analyzed with results of a correlation coefficient of > 0.3 and a reliability value of 0.905 or > 0.80 with a high level of confidence. Construct validity analysis used Confirmatory Factor Analysis and Second Order CFA with three goodness of fit criteria, namely χ² (chi square) value 0.18 or < 0.05; p-value 0.67 or > 0.05; CFI (Comparative Goodness of Fit index) 1.00 or > 0.9; and RMSEA (Root Mean Square Error of Approximation) 0.000 or < 0.08. The results show that the model formed fits with acceptable criteria. Five factors were identified from the measurement model, namely entrepreneurial motivation, self-efficacy, entrepreneurial education, independence, and internal locus of control.

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