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PENGUJIAN HASIL BELAJAR DAN PENILAIAN PENDIDIKAN BERBANTUAN KOMPUTER Mardapi, Djemari; Haryanto, Haryanto; Hadi, Samsul
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol 42, No 2: November 2012
Publisher : LPPM UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v42i2.1947

Penelitian ini bertujuan untuk mengetahui kinerja sistem pengujian hasil belajar berbantuan komputer dalam hal proses pemilihan butir-butir tes yang tepat bagi siswa serta menilai kemampuan hasil proses pelaksanaan program pembelajaran siswa dengan bantuan komputer. Jenis penelitiannya Research and Development (R&D), yang terbagi atas pengembangan program pengujian dan penilaian berbantuan komputer serta pengujian kinerja program dalam proses pengujian kemampuan siswa SMA di DIY dan penilaian pelaksanaan program pembelajaran. Teknik pengambilan data dilakukan dengan observasi, dokumentasi, angket, dan pengujian dengan teknik analisis deskriptif kuantitatif dan evaluatif. Hasil penelitian meliputi pertama, dalam pengelolaan tes, program komputer mampu melakukan pengadministrasian bank soal, pengemasan butir-butir tes secara otomatis berdasar algoritma yang diberikan, pengemasan jumlah butir tes sesuai dengan kemampuan siswa, pengacakan letak jawaban benar pada alternatif pilihan jawaban dari masing-masing butir tes, dan penyimpanan rekaman hasil tes, baik secara individu maupun kelompok. Kedua, program omputer mampu memberikan penilaian terhadap kemampuan siswa, baik dalam pengujian maupun pelaksanaan proses pembelajaran secara otomatis.

METODE STANDARD SETTING UNTUK UJIAN NASIONAL DI SEKOLAH DASAR Rejeki, Sri; Mardapi, Djemari; Kumaidi, Kumaidi
Jurnal Penelitian dan Evaluasi Pendidikan Vol 18, No 1 (2014)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v18i1.2126

Penelitian ini bertujuan mengetahui karakteristik hasil Cut Score UN di SD tahun 2009 berdasarkan pengembangan implementasi metode Nedelsky, Ebel, Bookmark dan hasil modifikasi metode Ebel-Bookmark; eyakinan panelis terhadap implementasi metode Standard Setting untuk menetapkan Cut Score; dan akurasi implementasi berdasarkan standar deviasi masing-masing metode. Sampel meliputi 10 orang panelis pada putaran 1, 16 guru pada putaran 2, 8 pakar dan 1650 hasil pekerjaan siswa. Prosedur dan análisis data mengikuti langkah empat metode yang ditetapkan. Analisis item menggunakan program ITEMAN dan Bilog MG dengan 1 Parameter Logistik. Berdasarkan hasil analisis data disimpulkan (1) Rerata Cut Score berdasarkan metode Nedelsky untuk mata pelajaran Bahasa Indonesia 28,44, Matematika 23,47, IPA 27. Metode Ebel untuk Bahasa Indonesia 80,75, Matematika 60,21, IPA 77,54. Metode Bookmark untuk Bahasa Indonesia sebesar 51,63, Matematika 51,33, IPA 59,16. Modifikasi Ebel-Bookmark untuk Bahasa Indonesia 81,27, Matematika 79,06 dan IPA 77,44; (2) keyakinan panelis dalam implementasi metode Standard Setting untuk metode Bookmark 81,25%, modifikasi Ebel-Bookmark 62,50%, metode Ebel 43,75% dan metode Nedelsky 43,75%; (3) Metode Bookmark lebih akurat dalam menetapkan cut score mata pelajaran Bahasa Indonesia dan Matematika, modifikasi metode Ebel-Bookmark lebih akurat untuk menetapkan cut scoremata pelajaran IPA.Kata kunci: standard setting, ujian nasional, sekolah dasar______________________________________________________________ THE STANDARD SETTING METHOD FOR THE NATIONAL EXAMINATION IN THE ELEMENTARY SCHOOLAbstract This study aims to investigate the characteristics results in Cut Score of UN elementary school in 2009 based on developing the implementation of Nedelsky, Ebel, Bookmarks methods, and modified Ebel method-Bookmark; panelists’ confidence on the implementation of the methods for setting the Standard Setting Cut Score; and the implementation’s accuracy based on the standard deviation of each method. The sample included 10 panelists in round 1, 16 teachers in round 2, 8 experts, and 1650 students' work. Procedures and analysis of data followed the steps of four methods specified. Item analysis used the program ITEMAN and Bilog MG with 1 Parameter Logistic. Based on the results of data analysis it is concluded 1). Cut Mean Score based on Nedelsky method for Indonesian is 28.44, Math is 23:47, and Science is 27. Ebel methods for Indonesian is 80.75, Mathematics is 60.21, and Science is 77.54. Bookmark method for Indonesian is 51.63, Mathematics is 51.33, Science is 59.16. Modified Ebel-Bookmark for Indonesian is 81.27, Mathematics is 79.06, and Science is 77.44; 2). panelists confidence in the implementation of the Standard Setting of Bookmark method is 81.25%, Ebel-modification Bookmark is 62.50%, Ebel methods is 43.75%, and methods Nedelsky is 43.75%; 3).The Bookmark method is more accurate in determining the cut score for Indonesian Language and Mathematics, modified Ebel- Bookmark method is more accurate to establish the cut score for the science subject. Keywords: Standard Setting, National Examination, elementary school

PENGEMBANGAN ASESMEN HASIL BELAJAR PENJASORKES SISWA SMA PADA PERMAINAN BOLAVOLI Guntur, Guntur; Sukadiyanto, Sukadiyanto; Mardapi, Djemari
Jurnal Penelitian dan Evaluasi Pendidikan Vol 18, No 1 (2014)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v18i1.2121

Penelitian ini bertujuan menghasilkan instrumen asesmen yang valid dan reliabel untuk mengukur hasil belajar pendidikan jasmani olahraga dan kesehatan siswa SMA pada permainan bolavoli. Penelitian pengembangan mengadopsi penelitian pengembangan Borg and Gall dengan 10 langkah. Uji coba skala kecil dilakukan pada siswa Sekolah Laboratorium Olahraga FIK UNY yang berjumlah 24 anak dan uji coba skala besar pada siswa SMAN 1 Yogyakarta, SMAN 2 Wates, SMAN 1 Seyegan, SMAN 1 Sewon, dan SMAN 1 Tanjung Sari berjumlah 120 anak. Instrumen pengumpul data berupa pedoman observasi, sedangkan analisis data dengan menggunakan analisis diskriptif. Hasil penelitian ini adalah instrumen pengamatan hasil belajar siswa penjasorkes pada permainan bolavoli yang memiliki indikator, deskripsi, rubrik, prosedur asesmen. Validitas isi berdasarkan expert judgement termasuk kategori baik dan reliabilitas interrater dengan paket program Genova menghasilkan koefisen sebesar 0,82, dan Cohen’s Kappa sebesar 0,79. Kesimpulan penelitian berdasarkan pendapat para guru ialah instrumen ini dapat digunakan untuk mengukur hasil belajar penjasorkes siswa SMA pada permainan bolavoli.Kata kunci: asesmen hasil belajar, pendidikan jasmani olahraga dan kesehatan, permainan bolavoli______________________________________________________________DEVELOPING THE ASSESSMENT OF LEARNING OUTCOMES FOR THE STUDENT OF PHYSICAL, SPORTS, AND HEALTH EDUCATION IN VOLLEYBALL GAME FOR SENIOR HIGH SCHOOLSAbtract This study aims to produce valid and reliable assessment instruments and to measure the learning outcomes for the students of physical, sport and health education in volleyball game for senior high schools. The research and development model chosen was the model developed by Borg Gall, with a procedure consisting of ten stages. The field test sample consisted of the 24 students of the sports laboratory school for volleyball of the Faculty of Sports Science, Yogyakarta State University and the large-scale tests were on students of SMAN 1 Yogyakarta, Wates SMAN 2, SMAN 1 Seyegan, SMAN 1 Sewon, and SMAN 1 Tanjung Sari totaling 120 students. The instrument to collect data was observation sheet, whereas data analysis used descriptive analysis. The result of the study is an instrument for assessing the learning outcomes of physical, sports, and health education for the volleyball game that includes indicators, descriptions, and rubrics of performances, and the content validity game based on expert judgment which is good based on expert judgment; Reliability coefficient of the instrument for assessing the practice of the volleyball game by means of the Genova package program is 0.82 and that by means of Cohen’s Kappa is 0.79, both satisfy the reliability requirements. Based on the the teachers’ opinions, these instruments can be used to measure student learning outcomes of physical, sport and health education at volleyball game in high schools.Keywords: assessment of learning outcomes, physical sports and health education, volleyball game

PENGEMBANGAN INSTRUMEN BAKAT KEGURUAN Wasidi, Wasidi; Mardapi, Djemari
Jurnal Penelitian dan Evaluasi Pendidikan Vol 20, No 1 (2016)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v20i1.7519

Tujuan penelitian ini adalah untuk mengembangkan instrumen bakat keguruan yang valid dan reliabel. Penelitian ini dilakukan dengan tiga tahap yaitu: pra-pengembangan, pengembangan konseptual, dan uji coba instrumen. Data dianalisis dengan item response theory partial credit model, analisis faktor konfirmatori, validitas konkuren, validitas konvergen, dan koefisien reliabilitas. Hasil penelitian menunjukkan bahwa instrumen bakat keguruan terdiri atas tiga dimensi yaitu kreativitas pedagogi, komitmen pedagogi, dan kecerdasan emosi. Ketiga dimensi instrumen bakat keguruan memenuhi syarat IRT PCM. Hasil confirmatory factor analysis menunjukkan bahwa instrumen bakat keguruan fit. Koefisien reliabilitas gabungan tinggi. Analisis multitrait multimethod menunjukkan bahwa korelasi antara skor kreativitas pedagogi dengan skor IQ rendah. Korelasi antara skor komitmen pedagogi dengan skor Edwards Personal Preference Schedule adalah cukup. Korelasi antara skor kecerdasan emosi dengan skor EPPS adalah cukup. Validitas konvergen dimensi komitmen pedagogi termasuk tinggi, dan validitas konvergen kecerdasan emosi termasuk tinggi. Dengan demikian instrumen bakat keguruan mempunyai validitas isi, validitas konstruk, dan validitas konvergen yang baik, sedangkan dimensi komitmen pedagogi dan kecerdasan emosi mempunyai validitas konkuren yang termasuk kategori cukup. Koefisien reliabilitas gabungan instrumen bakat keguruan memenuhi persyaratan minimal. Dengan demikian instrumen bakat keguruan dapat digunakan oleh LPTK sebagai tes bakat calon mahasiswa.Kata kunci: bakat keguruan, validitas isi, validitas konstruk, validitas konkuren, validitas konvergen, koefisien reliabilitas gabungan DEVELOPING A TEACHER APTITUDE INSTRUMENTAbstractThe purpose of this study is to develop an instrument of teacher aptitude which is valid and reliable. This research was carried out in three phases: pre-development, conceptual development, and instrument try out. The data were analyzed using the item response theory partial credit model, confirmatory factor analysis, concurrent validity, convergent validity, and reliability coefficient. The result of this research is a teacher aptitude instrument that consists of three dimensions: pedagogical creativity, pedagogical commitment, and emotional intelligence. The three dimensions of the instrument have IRT PCM qualification. The result of CFA shows that the teacher aptitude instrument is fit. The coefficient of the reliability is high. The correlation between pedagogical creativity score and intelligence quotient score is low. The correlation between pedagogical commitment and Edwards Personal Preference Schedule score is sufficient. The correlation between emotional intelligence score and EPPS score is sufficient. The convergent validity of pedagogical commitment is high, while the convergent validity of emotional intelligence is high. Therefore the teacher aptitude instrument has a good content validity, construct validity, and convergent validity, while dimension of pedagogical commitment and emotional intelligence has sufficient concurrent validity. The coefficient of composite reliability of the instrument meets the minimum requirements. Therefore the teacher aptitude instrument could be used by LPTK as an aptitude test for student candidates.Keywords: teacher aptitude, content validity, construct validity, convergent validity, coefficient of composite reliability

PERBANDINGAN ESTIMASI KESALAHAN PENGUKURAN STANDARD SETTING DALAM PENILAIAN KOMPETENSI AKUNTANSI SMK Prijowuntato, Sebastianus Widanarto; Mardapi, Djemari; Budiyono, Budiyono
Jurnal Penelitian dan Evaluasi Pendidikan Vol 19, No 2 (2015)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v19i2.5578

Penelitian ini bertujuan untuk mengestimasi kesalahan pengukuran pada metode Angoff, Ebel, dan Bookmark dalam penilaian kompetensi Akuntnasi jenjang SMK di DIY yang digunakan standard setter dalam menentukan cut score. Penelitian ini merupakan penelitian kuantitatif. Sumber data dalam penelitian ini adalah respon peserta Ujian Nasional Praktik Akuntansi Paket 2 tahun ajaran 2011/2012 dengan 338 siswa. Guru-guru yang terlibat dalam Focus Group Discussion (FGD) berjumlah sembilan orang yang terdiri dari tujuh wanita dan dua pria. Teknik analisis dalam penelitian ini dibagi dalam tiga tahap yaitu: (1) persiapan, (2) FGD, (3) estimasi kesalahan pengukuran dengan menggunakan Bootstrap. Hasil penelitian menunjukkan bahwa cut score untuk metode Angoff sebesar 67,809, Ebel sebesar 59,034, dan Bookmark sebesar 57,022. Metode Angoff memiliki estimasi kesalahan pengukuran yang paling kecil (2,102) dibandingkan dengan metode Ebel (4,004) dan metode Bookmark (4,042). Oleh karena itu, metode Angoff merupakan metode yang tepat untuk mengestimasi kesalahan pengukuran pada standard setting.Kata kunci: Estimasi kesalahan pengukuran, Bootstrap, Cut Score ESTIMATION OF STANDARD SETTING ERROR MEASUREMENT IN ACCOUNTING COMPETENCY ASSESSMENT IN VOCATIONAL SCHOOLSAbstractThis research aims to estimate the measurement error in the Angof, Ebel, and Bookmark methods in Accounting Competency Assessment in Vocational Schools in DIY used by standard setters in deciding a cut score. This research is quantitative research. Data source in this study was the cut score of seven vocational schools in Yogyakarta that were randomly established. The reseach data were students’ answers to the National Examination in Accounting Subject of Package 2 in the academic year of 2011/2012 with 338 students. The teachers who engaged in the Focus Group Discussion (FGD) were nine teachers, consisting of seven women and two men. The technical analysis was divided into three stages. 1) preparation, 2) FGD, 3) estimated error measurement by using the Bootstrap method. The results show that the cut score for the Angoff method is 67.809, Ebel method is 59.034, and Bookmark method is 57.022. The Angoff method has the least estimation of the measurement errors (2.102) as compared with the Ebel method (4.004) and the Bookmark method (4.042). Therefore, the Angoff method is the right method for estimating error measurement on standard setting.Keywords: Estimation of error measurement, Bootstrap, Cut Score

PENGEMBANGAN INSTRUMEN EVALUASI UJI KOMPETENSI KEAHLIAN (UKK) ADMINISTRASI PERKANTORAN DI SMK Suranto, Suranto; Muhyadi, Muhyadi; Mardapi, Djemari
Jurnal Penelitian dan Evaluasi Pendidikan Vol 18, No 1 (2014)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v18i1.2127

Penelitian ini bertujuan mengembangkan instrumen yang cocok untuk melakukan evaluasi penyelenggaraan kegiatan UKK administrasi perkantoran di Sekolah Menengah Kejuruan (SMK). Penelitian pengembangan ini mencakup empat tahapan utama, yaitu tahap pendahuluan, tahap perencanaan dan pengembangan, tahap uji coba evaluasi dan revisi, serta tahap implementasi. Teknik pengumpulan data penelitian ini menggunakan teknik focus group discussion, angket/kuesioner, wawancara, observasi, dan studi dokumen. Analisis data dengan responden siswa menggunakan program Lisrel 8.51 dan data dengan responden guru dianalisis menggunakan SPSS 17.00 for Windows. Hasil penelitian ini sebagai berikut: (1) komponen penyelenggaraan UKK mencakup: (a) kolaborasi sekolah dengan asosiasi profesi dan DU/DI; (b) kinerja asesor; (c) sarana prasarana penunjang UKK; (d) sikap siswa terhadap UKK; (e) informasi capaian kompetensi siswa; dan (f) pengakuan legal asosiasi profesi dan DU/DI. (2) hasil pengujian menunjukkan: (a) instrumen dengan responden siswa berdasarkan data uji coba pada tahap implementasi, seluruh instrumen valid, reliabel, dan memenuhi syarat sebagai model yang fit; (b) instrumen dengan responden guru pada tahap implementasi menunjukkan seluruh butir instrumen memiliki nilai validitas 0,30 dan memenuhi kriteria KMO 0,50 serta koefisien reliabilitas α 0,70. Kata kunci: pengembangan, instrumen evaluasi, uji kompetensi keahlian ______________________________________________________________DEVELOPING AN EVALUATION INSTRUMENTS OF THE OFFICE ADMINISTRATION EXPERTISE COMPETENCY TEST IN VOCATIONAL HIGH SCHOOLSAbstract This study aims to develop an evaluation instruments which is appropriate to evaluate the implementation of the Expertise Competency Test (ECT) for the Office Administration Expertise in vocational high schools (VHSs). This developmental research includes four major stages, namely the preliminary stage, the planning and development stage, the trial stage for evaluation and revision, as well as the implementation stage. For the data collection techniques, this study used focus group discussion, questionnaire, interview, observation, and document study. The data analysis for the students' responds was carried out using Lisrel Program version 8.51., while that for the teachers' responds was carried out using SPSS version 17.00 for Windows. The results of the study are as follows. 1) the components of the ECT activities include: (a) the collaboration of the schools and professional associations and the Business Sector/Industrial Sector (BS/IS); (b) the assessors’ performances; (c) infrastructure facilities supporting the ECT; (d) students’ attitudes towards the ECT; (e) the information about the students’ attainments, and (f) the legal recognition from professional associations and the Business Sector/Industrial Sector or the BS/IS. 2) The study showed that: (a) based on the tryout data in the implementation stage, all items in the instrument with student respondents were valid, reliable, and qualified as a fit model; (b) on the implementation stage, all items in the instrument with teacher respondents had the validity value 0.3 and, therefore, met the criteria of KMO 0.5 and the coefficient of reliability α 0.70.Keywords: development, evaluation instrument, expertise competency test

PENGEMBANGAN INSTRUMEN PENGUKUR HASIL BELAJAR NIRBIAS DAN TERSKALA BAKU Mardapi, Djemari; Kartowagiran, Badrun
Jurnal Penelitian dan Evaluasi Pendidikan Vol 15, No 2 (2011)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Penelitian hibah ini bertujuan untuk mengembangkan instrumen pengukur hasil belajar yang nirbias dan terskala baku yang digunakan dalam beberapa mata pelajaran di SMA dan atau SMP. Jenis penelitian ini adalah research and development (RD) yang dilakukan selama dua tahun. Hasil penelitian tahun pertama dihasilkan draf instrumen pengukur hasil belajar yang nirbias dan terskala baku. Tahun kedua, diseminasi draf instru-men pengukur hasil belajar yang dihasilkan tahun pertama ke beberapa guru Matematika SMA dan SMP di Provinsi DIY dan Jawa Tengah. Setelah direvisi, instrumen disosialisasikan ke be-berapa guru Matematika SMA dan SMP di Provinsi DIY, Jawa Tengah dan NTB.Kata kunci: instrumen yang nirbias dan terskala baku______________________________________________________________DEVELOPING UNBIASED AND STANDARDIZED INSTRUMENTS FOR STUDENT ACHIEVEMENTS IN HIGHSCHOOLS Abstract The purpose of this research is to develop unbiased and standardized instruments to measure student achievements that can be used for several subject matters in senior high schools and junior high schools. This was a research development study carried out in two years. The result of this research in the first year was a draft of an unbiased and standardized instuments for student achievements. In the second year, the draft of the unbiased and standardized instruments was disseminated to several mathematics teachers in senior high schools and junior high schools in the provinces of Yogyakarta Special Territory and Central Java. After the revision, the instruments were disseminated again to mathematics teachers in senior high schools and junior high schools in the provinces of Yogyakarta Special Territory, Central Java, and Nusa Tenggara Barat. Keywords: unbiased instruments, standardized instruments

KOMPARASI METODE STANDARD SETTING UNTUK PENENTUAN KKM MATA PELAJARAN MATEMATIKA KELAS VIII SMP Anto, Susi; Mardapi, Djemari
Jurnal Penelitian dan Evaluasi Pendidikan Vol 17, No 2 (2013)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v17i2.1706

Tujuan penelitian ini adalah menemukan skor batas Kriteria Ketuntasan Minimum (KKM) de-ngan memanfaatkan metode yang ada dalam standard setting. Metode yang digunakan adalah metode Extended Angoff dan metode Ebel. Penelitian ini merupakan penelitian deskriptif kuantitatif yang diperkuat dengan data kualitatif. Data kuantitatif yang digunakan dalam penelitian ini adalah pola respon peserta didik atas soal UKK SMP/MTs Kelas VIII Mapel Matematika Kabupaten Sleman 2011/2012. Selain itu, dalam penentuan cut of score, juga digunakan data kuantitatif yang diperoleh dari expert judgement. Sementara expert judgement yang bersifat kualitatif digunakan untuk menilai kualitas pelaksanaan pertemuan standard setting. Hasil penelitian ini menunjukkan bahwa cutscore yang diperoleh dengan menggunakan metode Extended Angoff maupun Ebel masing-masing 59 dan 50,98 pada skala 100. Cutscore ini berbeda cukup signifikan dengan KKM sekolah yang ditentukan dengan menggunakan metode konvensional. Berdasarkan analisis validitas standard setting, metode Extended Angoff memberikan hasil cutscore yang relatif lebih valid dibanding metode Ebel. Validitas standard setting yang diukur dalam penelitian ini adalah validitas internal yang meliputi method consistency, decision consistency, intra-judge consistency, dan inter-judge consistency.Kata kunci: standard setting, KKM, validitas standard setting ______________________________________________________________COMPARISON OF STANDARD SETTING METHOD FOR DETERMINING MINIMUM MASTERY CRITERIA Abstract The objective of the research is to find cutscore of Minimum Mastery Criteria (KKM) by utilizing methods existing in standard setting. The methods used are Extended Angoff and Ebel methods. This research is quantitative descriptive one supported by qualitative data. Quantitative data used in this research are the pattern of students’ responses against the problems of Mathematics at the End of the Year Examination for SMP/MTs for eight graders in Kabupaten Sleman 2011/2012. In addition, quantitative data obtained from expert judgement are also used for determining cut of score. Meanwhile, qualitative expert judgement is used to assess the quality of standard setting meeting. The result of this research shows that cutscore gained using both Extended Angoff and Ebel methods is 59 and 50,98 respectively on a scale of 100. This cutscore is significantly different from school KKM defined using conventional method. Based on analysis of standard setting, Extended Angoff method would provide cutscore result that is relatively more valid compared to Ebel. The validity of standard setting measured in this research is the internal validity including method consistency, decision consistency, intra-judge consistency, and inter-judge consistency. Keywords: standard setting, minimum mastery criteria, standard setting validity

AKURASI METODE KALIBRASI FIXED PARAMETER: STUDI PADA PERANGKAT UJIAN NASIONAL MATA PELAJARAN MATEMATIKA Huriaty, Dina; Mardapi, Djemari
Jurnal Penelitian dan Evaluasi Pendidikan Vol 18, No 2 (2014)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v18i2.2860

Penelitian ini bertujuan untuk (1) mengidentifikasi karakteristik butir-butir tes pada perangkat soal ujian nasional mata pelajaran Matematika tingkat SMP tahun pelajaran 2009/2010 yang dikalibrasi dengan metode kalibrasi fixed parameter, dan (2) mengetahui metode kalibrasi fixed parameter yang paling akurat di antara metode NWU-OEM (no prior weights updating and one expectation-maximization cycle), NWU-MEM (no prior weights updating and multiple expectation-maximization cycles), OWU-OEM (one prior weights updating and one expectation-maximization cycle), OWU-MEM (one prior weights updating and multiple expectation-maximization cycles), dan MWU-MEM (multiple weights updating and multiple expectation-maximization cycles). Penelitian ini menggunakan pendekatan kuantitatif deskriptif. Subjek penelitian adalah data respons ujian nasional mata pelajaran Matematika tingkat SMP tahun pelajaran 2009/2010 dari provinsi DI Yogyakarta. Kriteria akurasi metode adalah nilai fungsi informasi tes dan kesalahan pengukuran. Hasil penelitian adalah sebagai berikut. (1) Statistik parameter butir-butir tes pada perangkat ujian nasional mata pelajaran Matematika tingkat SMP tahun pelajaran 2009/2010 menunjukkan rerata indeks daya beda butir berada pada interval [1,07 sampai 1,14], rerata indeks kesukaran butir [-0,35 sampai -0,20], dan rerata pseudo guessing 0,25. Nilai theta-nilai kemampuan-pada posisi fungsi informasi butir menjadi maksimal menunjukkan grafik fungsi kelima metode kalibrasi fixed-parameter hampir berimpit. (2) Metode OWU-OEM merupakan metode yang paling akurat dalam mengestimasi parameter butir pada perangkat tes ujian nasional mata pelajaran Matematika tahun pelajaran 2009/2010.Kata kunci: akurasi, kalibrasi, fixed parameter, algoritma, Expectation-Maximization______________________________________________________________THE ACCURACY OF THE FIXED PARAMETER CALIBRATION METHOD:STUDY OF MATHEMATICS NATIONAL EXAMINATION TESTAbstract This study aimed to: (1) identify the characteristics of the test items on the mathematics test of the national examination which are calibrated with the fixed parameter calibration methods, and (2) reveal the most accurate fixed parameter calibration methods among NWU-OEM (no prior weights updating and one expectation-maximization cycle), NWU-MEM (no prior weights updating and multiple expectation-maximization cycles), OWU-OEM (one prior weights updating and one expectation-maximization cycle), OWU-MEM (one prior weights updating and multiple expectation-maximization cycles), and MWU-MEM (multiple weights updating and multiple expectation-maximization cycles) methods. This study used descriptive quantitative approach. The subject is the testee’ responses to the mathematics national examination in junior high school in 2009/2010. The criteria of the accuracy methods are TIF and SEM. The research results are as follows. (1) Item of statistical parameter on Mathematics national examination test in 2009/2010 showed the average of item discrimination on the interval [1.07, 1.14], the average of item difficulty on the interval [-0.35, -0.20], and the average of pseudo guessing is c 0.25. Theta - ability - score where the item information function maximalist showed the function of five fixed-parameter calibration methods almost coincides. (2) OEM-OWU method is the most accurate in estimating the parameters on mathematics national examination test in 2009/2010. Keywords: Accuracy, Calibration, Fixed Parameter, Algorithm, Expectation-Maximization

ANALISIS METODE CHEATING PADA TES BERSKALA BESAR Manoppo, Yance; Mardapi, Djemari
Jurnal Penelitian dan Evaluasi Pendidikan Vol 18, No 1 (2014)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v18i1.2128

Penelitian ini bertujuan untuk mengetahui: (1) karakteristik butir soal Kimia Ujian Nasional berdasarkan teori tes klasik dan teori respon butir; (2) besarnya kecurangan yang terjadi dengan menggunakan Metode Angoff's B-index, Metode Pair1, Metode Pair2, Metode Modified Error Similarity Analysis (MESA) dan Metode G2; (3) metode yang lebih banyak mendeteksi adanya kecurangan dalam pelaksanaan UN Kimia tingkat SMA/MA Negeri tahun pelajaran 2011/2012 di Provinsi Maluku. Hasil analisis dengan pendekatan teori tes klasik menunjukkan 77,5% butir memiliki tingkat kesulitan butir berfungsi baik, 55% butir daya bedanya belum memenuhi syarat, dan 70% butir memiliki pengecoh berfungsi baik dengan indeks reliabilitas tes 0,772. Analisis dengan pendekatan teori respons butir menunjukkan 14 (35%) butir cocok dengan model, fungsi informasi maksimum 11,4069 pada θ = -1,6, dan besarnya kesalahan pengukuran 2,296. Jumlah pasangan yang diduga curang adalah: menurut Metode Angoff's B-index ada 13 pasangan, menurut Metode Pair1 ada 212 pasangan, menurut Metode Pair2 ada 444 pasangan, menurut Metode MESA ada 7 pasangan, dan menurut Metode G2 ada 102 pasangan. Metode yang paling banyak mendeteksi kecurangan secara berturut-turut adalah: Metode Pair2, Metode Pair1, Metode G2, Metode Angoff's B-index, dan Metode MESA.Kata kunci: ujian nasional, karakteristik butir, metode kecurangan______________________________________________________________AN ANALYSIS OF METHOD OF CHEATING ON LARGE TEST SCALEAbstract 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 detected more cheating in the implementation of the Chemistry Test in National Examination for high schools in the academic 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 that has not met the requirement yet, 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 θ = -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 Method, Pair 1 Method, G2 Method, Angoff's B-index Method, and MESA Method. Keywords: national examination, items characteristics, methods of cheating

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