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ANALISIS BUTIR DENGAN TEORI TES KLASIK DAN TEORI RESPONS BUTIR Djemari Mardapi
Jurnal Kependidikan Vol. 28, No.1 (1998) EDISI KHUSUS DIES NATALIS
Publisher : Universitas Negeri Yogyakarta

Abstrak Tujuan penelitian ini adalah untuk mengungkapkan tingkat konsistensi hasil analisis butir tes, estimasi kehandalan tes, dan estimasi kemampuan antara teori klasik dan teori respons butir. Populasi penelitian ini adalah sekkor tes kuasa (power test) sedanngcuplikannya adalah sekor hasil tes potensi belajar mahasiswa baru FPTK IKIP Yogyakarta angkatan 1992. Tes potensi belajar ini dirancang untuk seleksi masuk ke perguruan tinggi yang dikemabangkan oleh Pusat Pengembangan Sistem Pengujian Balitbang Depdikbud. Teknik analisis data yang digunakan adalah paket program MicroCat. Kesimpulan penelitian ini adalah: 1) jumplah butir yang ditolak menutur teori tes klasik lebih banyak disbanding menurut teori respon butir 2) indeks konsistensi hasil analisi butir adalah rendah 3) terdapat hubungan yang tinggi antara hasil estimasi kemampuan pada kedua teori tersebut yaitu, 0,99 dan 0,98 untuk perangkat 1 dan perangkat 2, 4)indeks kehandalan tes menurut teori tes klasik dan teori respons butir sama-sama tinggi, dilihat dari besarnya kesalahan baku pengukuran. Selanjutnya disarankan agar para pengembang test untuk tinngkat regional mencoba menggunakan teori trespons butir dalam mengembangkan tes, dan perlu penelitian yang sejenis dengan data yang berbeda dan dengan paket program yang baru.

Pengembangan model akreditasi sekolah menengah atas /madrasah aliyah (SMA/MA) Marjuki Marjuki; Djemari Mardapi; Badrun Kartowagiran
Jurnal Penelitian dan Evaluasi Pendidikan Vol 22, No 1 (2018)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v22i1.9860

Penelitian ini bertujuan memperoleh model akreditasi SMA/MA yang efektif, efisien, dan akuntabel. Produk model yang dikembangkan adalah instrumen akreditasi dan prosedur akreditasi. Penelitian ini termasuk jenis penelitian pengembangan. Pengembangan model dilakukan melalui kegiatan focus group disscussion (FGD). Validasi instrumen dilakukan oleh pakar, sedangkan validasi prosedur dilakukan oleh peserta FGD. Validitas isi instrumen ditentukan dengan cara menghitung indeks koefisien V Aiken, sedangkan estimasi reliabilitas instrumen ditentukan dengan teknik intraclass correlation coefficient (ICC) menggunakan SPSS. Validasi prosedur dilakukan dengan cara menghitung rerata skor hasil penilaian peserta FGD. Uji coba dilakukan untuk mengetahui keefektifan model yang dikembangkan. Subjek coba adalah praktisi terdiri dari kepala sekolah, guru, dan tenaga administrasi. Keefektifan model ditentukan dengan cara menghitung rerata skor hasil penilaian praktisi. Model akreditasi yang dikembangkan diberi nama Model Akreditasi SMART. Kesimpulan tentang Model Akreditasi SMART: (1) memiliki karakteristik sebagai model akreditasi SMA/MA yang efektif, efisien, dan akuntabel; (2) instrumen yang digunakan memiliki validitas dalam kategori sangat baik dan reliabilitas dalam kategori baik; (3) prosedur akreditasi seperti dipaparkan di atas mendapat penilaian baik dari peserta FGD; dan (4) keefektifan model termasuk kategori baik dan dapat digunakan.Kata kunci: model akreditasi, instrumen akreditasi, prosedur akreditasi DEVELOPING AN ACCREDITATION MODEL OF SENIOR SECONDARY SCHOOL (SMA/MA)AbstractThis study is aimed at obtaining an effective, efficient and accountable accreditation model for Senior Secondary School/Madrasah Aliyah (SMA/MA). The product of the model developed is an accreditation instrument and procedure. This study is a research and development (R D). The model developing was conducted through focus group discussion (FGD). Instrument validation was done by experts, while the procedure validation was performed by the FGD participants. The content validity of the instrument was determined by calculating the V Aiken coefficient index, while the instrument reliability estimation was determined by using intraclass correlation coefficient (ICC) using SPSS. Procedure validation was done by calculating the mean score of the FGD participants’ assessment results. Trial was conducted to find out the effectiveness of the developed model. The subject of the trial was practitioners comprising of principals, teachers, and administrative personnels. The effectiveness of the model was determined by calculating the average score of the practitioners’ assessment. The accreditation model developed was named SMART Accreditation Model. The conclusion on the SMART Accreditation Model are as follows: (1) having the characteristics of an effective, efficient, and accountable accreditation model for SMA/MA; (2) the content validity and reliability of the instrument used are in a very good category; (3) the afore-mentioned accreditation procedure is considered to be good by the FGD participants; and (4) the effectiveness of the model is in a good category and it can be used.Keywords: accreditation model, accreditation instrument, accreditation procedure

Evaluation of Islam education teachers training implementation Helen Sabera Adib; Djemari Mardapi; Zamroni Zamroni; Adam Jait
Jurnal Penelitian dan Evaluasi Pendidikan Vol 23, No 2 (2019)
Publisher : Graduate School, Universitas Negeri Yogyakarta

The purpose of this study is to evaluate the implementation of the Islam education teachers' training in the Religion Education and Training Center in Palembang. This study is an evaluation research conducted using the Islam Education Teachers Training model, which consists of Context, Input, Process, and Product aspects. Sources of information in this study include the training organizers, Widyaiswara (civil servants assigned as instructors), and the participants of the training. Data collection was conducted using questionnaires, observation, and documentation. The data analysis technique used in this study was quantitative descriptive. The results of the study conclude that the implementation of the Islam Education teachers' training program is very successful, as shown by the success indicators in terms of context, input, process, and product aspects.

Kinerja dosen di bidang penelitian dan publikasi ilmiah Trie Hartiti Retnowati; Djemari Mardapi; Badrun Kartowagiran
Jurnal Akuntabilitas Manajemen Pendidikan Vol 6, No 2 (2018): September
Publisher : Faculty of Education, Universitas Negeri Yogyakarta

Keharusan publikasi ilmiah dari Pemerintah, dapat mendorong dosen untuk meningkatkan kualitas, kuantitas penelitian dan publikasi ilmiah. Sehubungan dengan hal ini, tujuan penelitian ini adalah mengeksplor kinerja dosen di bidang penelitian dan publikasi ilmiah. Informasi ini dapat digunakan oleh stakeholderuntuk melakukan pembinaan terhadap kinerja dosen. Penelitian ini merupakan penelitian survei dan untuk mengumpulkan data digunakan kuesioner yang memiliki validitas dan reliabilitas tinggi, dilengkapi dengan teknik observasi. Pada tahap awal, responden penelitian ini adalah 92 dosen Universitas Negeri Yogyakarta yang terdiri dari 22 Asisten ahli, 26 Lektor, 28 Lektor Kepala, dan 16 Profesor. Hasil penelitian menunjukkan bahwa selama tiga tahun terakhir skor kinerja dosen dalam bidang penelitian dan publikasi ilmiah untuk semua kelompok jabatan mengalami peningkatan, tetapi ada perbedaan skor kinerja dosen dalam penelitian dan publikasi ilmiah bila dilihat dari jabatan dosen. Guru Besar menduduki ranking tertinggi, baik untuk skor kinerja dosen dalam penelitian maupun publikasi ilmiah diikuti oleh Lektor Kepala, Lektor, dan Asisten Ahli.Kata kunci: kinerja dosen, penelitian, publikasi ilmiahÂ LECTURERSâ€™ PERFORMANCE IN SCIENTIFIC RESEARCH AND PUBLICATIONAbstractThe necessity of scientific publication insisted by the government can encourage lecturers to improve their scientific research and publication, both in quality and quantity. In connection with this fact, this research is aimed at exploring lecturersâ€™ performance in terms of scientific research and publication. The information gained through the result of this study can be used by the stakeholder to develop the lecturersâ€™ performance. This study is a survey research employing high-validity-and-reliability questionnaire to collect the data, completed with the employment of observation technique. At the initial stage, the respondents of the study were 92 lecturers of Universitas Negeri Yogyakarta consisting of 22 instructors, 26 assistant professors, 28 associate professors, and 16 professors. The results of the study indicate that during the last three years, there is an increase on the total scientific research performance score and publication at every level of the functional position, but there is also a difference the scientific research performance score and publication seen from these functional positions. Professors are at the highest rank of the scientific research performance score and publication, followed by associate professors, assistant professors, and instructors.Keywords: lecturersâ€™ performance, scientific research, scientific publication

ANALISIS METODE CHEATING PADA TES BERSKALA BESAR Yance Manoppo; Djemari Mardapi
Molluca Journal of Chemistry Education (MJoCE) Vol 9 No 2 (2019): Molluca Journal of Chemistry Education (MJoCE)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/MJoCEvol9iss2pp133-146

This study aimed to reveal: (1) the characteristics of items of Chemistry Test in National Examination by using the classical test theory and item response theory; (2) the amount of cheating which occured by using Angoff's B-index Method, Pair 1 Method, Pair 2 Method, Modified Error Similarity Analysis (MESA) Method, and G2 Method; (3) the methods that detect more cheating in the implementation of the Chemistry Test in National Examination for high schools in the year 2011/2012 in Maluku Province. The results of the analysis with the classical test theory approach show that 77.5% items have item difficulty functioning well, 55% items have discrimination yet qualified and 70% items have distractor that works well with the index reliability test of 0,772. The analysis using the item response theory approach shows that 14 (35%) items fit with the model, the maximum function information is 11,4069 at Î¸ = -1,6, and the magnitude of the error of measurement is 2,296. The number of pairs who are suspected of cheating is as follows: 13 pairs according to Angoff's B-index Method, 212 pairs according to Pair 1 Method, 444 pairs according to Pair 2 Method, 7 pairs according to MESA Method, and 102 pairs according to G2 Method. The most widely detecting cheating in a row is a Pair 2, Pair 1, G2, Angoff's B-index, and MESA.

Determining standard of academic potential based on the Indonesian Scholastic Aptitude Test (TBS) benchmark Idwin Irma Krisna; Djemari Mardapi; Saifuddin Azwar
REID (Research and Evaluation in Education) Vol 2, No 2 (2016): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v2i2.8465

The aim of this article was to classify The Indonesian Scholastic Aptitude Test or Tes Bakat Skolastik (TBS) results for each subtest and describe scholastic aptitudes in each subtest. The subject of this study was 36,125 prospective students who took the selection test in some universities. Data analysis began by estimating testees’ ability using the Item Response Theory, and benchmarking process using the scale anchoring method applying ASP.net web server technology. The results of this research are four benchmarks (based on cutoff scores) on each subtest, characters which differentiate potential for each benchmark, and measurement error on each benchmark. The items netted give a description of the scholastic aptitude potential clearly and indicate uniqueness so that it could distinguish difference in potential between a lower bench and a higher bench. At a higher bench, a higher level of reasoning power is required in analyzing and processing needed information so that the individual concerned could do the problem solving with the right solution. The items netted at a lower bench in the three subtests tend to be few so that the error of measurement at such a bench still tends to be higher compared to that at a higher bench.

Parallel tests viewed from the arrangement of item numbers and alternative answers Badrun Kartowagiran; Djemari Mardapi; Dian Normalitasari Purnama; Kriswantoro Kriswantoro
REID (Research and Evaluation in Education) Vol 5, No 2 (2019): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v5i2.23721

This research aims to prove that a parallel test can be constructed by randomizing the test item numbers and or alternative answers' order. This study used the experimental method with a post-test only non-equivalent control group design, involving junior high schools students in Yogyakarta City with a sample of 320 students of State Junior High School (SMPN) 5 Yogyakarta and 320 students of SMPN 8 Yogyakarta established using the stratified proportional random sampling technique. The instrument used is a mathematics test in the form of an objective test consisting of a five-question package and each package contains 40 items with four alternatives. The test package is randomized in the item numbers' order from the smallest to the largest and vice versa. The options in each item are also randomized from A to D and vice versa. Each item is analyzed using the Classical Test Theory and Item Response Theory approaches, while data analysis is done using the discrimination index with Kruskal-Wallis test technique to see the differences among the five-question packages. The study reveals that the result of item analysis using the Classical Test Theory and Item Response Theory approaches shows no significant difference in the difficulty index among Package 1 until Package 5. Nevertheless, according to the Classical Test Theory, there is a category shift of the difficulty index of Package 2 until Package 5 when compared to Package 1 – the original package – which is, in general, not a good package, because it contains too easy items.

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