Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Journal of Research and Educational Research Evaluation
Cahyaningrum, Ryzka
Unknown Affiliation
Education Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The The Development of Verbal Reasoning Assessment Instrument for Vocational School English Subject: Validity and Reliability Cahyaningrum, Ryzka; Hartono, Rudi; Ellianawati, Ellianawati
Journal of Research and Educational Research Evaluation Vol 12 No 1 (2023)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jere.v12i1.67191

Abstract

Reasoning is one of the important skills that should be mastered especially for vocational school students. Vocational school students are prepared to be worked ready, so they should have a clear reasoning. Reasoning that uses language as the main tool is called verbal reasoning. This study aimed to analyze the validity and reliability of the development of verbal reasoning assessment instrument. Quantitative was used as the method of study. 5 validators and 249 eleventh-grade students were involved as the research subjects. A verbal reasoning assessment instrument was shared with the students for the data collection. The technique of analysis used was content validity using Aiken’s V, construct validity using EFA and CFA, and reliability using KR-20. The results showed that content validity was validly stated by the mean of V value obtained was 0.853. EFA showed that the data was unidimensional. CFA indicated that the single-order model was supported by the data. Reliability indicated that the verbal reasoning assessment instrument was reliable by the ri obtained was 0.881 for the small scale and 0.822 for the large scale. Therefore, the verbal reasoning assessment instrument developed was valid and reliable. The teachers can use verbal reasoning assessment instrument to measure or evaluate students’ verbal reasoning in English subjects. Other than that, validity and reliability are the important parts in developing an instrument so this research may be used as a reference or information.
Validity and reliability of creative thinking skills assessment instruments in mathematics subjects for elementary school Tumangger, Mia Hafizah; Cahyaningrum, Ryzka; Maghfiroh, Anik; Sahrul
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3316

Abstract

Creative thinking is an essential skill that needs to be developed from an early age. The absence of valid and reliable instruments poses major challenges in identifying and enhancing students’ creative thinking skills in elementary school mathematics learning. This study aimed to evaluate the validity and reliability of a creative thinking assessment instrument for elementary school mathematics subjects. A quantitative approach was employed with five expert validators and 150 research participants selected through total sampling. The research instruments included expert validation sheets and a creative thinking assessment instrument for elementary mathematics. Data were analyzed using several methods: Aiken’s V for content validity, Rasch model analysis for dimensionality, Confirmatory Factor Analysis (CFA) for construct validity, Ebel’s formula for inter-rater reliability, and Cronbach’s Alpha for internal consistency reliability. The results showed that the creative thinking assessment instrument was valid and reliable, indicating that it can be used as an accurate measurement tool to identify students’ creative thinking skills. The findings of this study serve as a valuable reference for educators in evaluating creative thinking and provide a foundation for developing more innovative learning strategies in mathematics education.
Co-Authors Ellianawati, Ellianawati Hartono, Rudi Maghfiroh, Anik Sahrul Tumangger, Mia Hafizah