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All Journal Jurnal Penelitian Pembelajaran Fisika JURNAL EKSAKTA PENDIDIKAN (JEP)
Andri Suherman
Jurusan Pendidikan Fisika, Universitas Sultan Ageng Tirtayasa
Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics Other

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Aplikasi Rasch Model: Pengembangan Fluids Assessment (Fass) Berdasarkan Taxonomy of Introductory Physics Problems (TIPP) Dafrida Nur Angraeni; Andri Suherman; Yudi Guntara
Jurnal Penelitian Pembelajaran Fisika Vol 11, No 2 (2020): September 2020
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v11i2.5903

Abstract

Tujuan dari penelitian ini untuk menghasilkan produk Fluids Assessment (FAss) berdasarkan Taxonomy of Introductory Physics Problems (TIPP) yang layak pada materi fluida dinamis. Analisis validitas menggunakan pendekatan Item Response Theory (IRT) dengan satu Parameter Logistik (PL) yakni parameter tingkat kesukaran atau lebih dikenal dengan Rasch Model. Selain itu, produk yang dihasilkan dianalisis dengan pendekatan teori klasik untuk melihat daya beda dan efektivitas distraktor. Penelitian ini merupakan Research and Development dengan mengadaptasi model pengembangan Borg and Gall. Hasil penelitian menunjukkan bahwa 34 butir soal dinyatakan valid menurut para ahli dengan analisis Content Validity Ratio (CVR). Sedangkan hasil analisis berdasarkan Rasch Model menunjukkan 17 butir soal valid dan reliabilitas soal diperoleh sebesar 0,90 dengan kategori baik. Dapat disimpulkan bahwa Fass memiliki tingkat kesukaran relatif sedang, daya beda yang baik, dan pengecoh yang berfungsi. Hasil implementasi menunjukkan bahwa sebagian besar siswa mengusai setiap level TIPP kecuali level 3a, 4d dan 4c yang berkaitan dengan matching, investigating, dan experimenting. The purpose of this study was to produce a Fluids Assessment (FAss) product based on an appropriate Taxonomy of Introductory Physics Problems (TIPP) on dynamic fluid material. Validity analysis uses the Item Response Theory (IRT) approach with a Parameter Logistic (PL), which is a difficulty level parameter or better known as the Rasch Model. Also, the resulting product was analyzed with a classical theoretical approach to see the difference in distinguishing power and effectiveness of the distractor. This research is a Research and Development by adapting the development model of Borg and Gall. The results showed that 34 items were declared valid according to experts with Content Validity Ratio (CVR) analysis. While the analysis based on the Rasch Model shows that 17 items are valid and the reliability of the questions is 0.90 in the good category, it can conclude that the Fass has a relatively moderate level of difficulty, a good difference in power, and a deception that works. The results of the implementation showed that most students mastered every level of TIPP except level 3a, 4d, and 4c relating to matching, investigating, and experimenting.
Penggunaan Google Jamboard Dalam Pembelajaran Online Terhadap Motivasi Belajar Peserta Didik Pada Materi Arus Bolak Balik Reni Musriyanti; Andri Suherman; Rahmat Fiman Septiyanto
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 6 No 2 (2022): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol6-iss2/673

Abstract

This study aims to determine the effect of using Google Jamboard on the motivation of students in the Alternating Flow material. This research is quantitative research with an experimental method. The research design used is the Posttest–Only Controll Group Design. Media with Google Jamboard as the independent variable and student motivation as the dependent variable. The population of this study was all students in class XII IPA SMAS Yuppentek 1 in Tangerang City for the academic year 2020/2021. The sample for this study consisted of 2 classes, namely, class XII IPA 3 as the experimental class and class XII IPA 5 as the control class. The sampling technique was random sampling. Data collection techniques using Posttest and Learning Motivation Questionnaires to measure students' learning motivation and Observation Sheets for the implementation of learning. The results of this study showed the average value of the ability of students' learning outcomes in the experimental class was 80.56, with a very good category. The average value of students' learning motivation in the experimental class is 73.17, with a good category. Based on the results of the t-test on the two-party pretest averages that tcount < ttable with a total of 0.932 < 1.69, there is no difference in the ability of the experimental class and control class students on alternating current material. Based on the results of the T-test on the one-party posttest showing tcount > ttable with a total of 3.53 > 1.69, it was concluded that there was an increase in the ability of students who received learning using Google Jamboard media compared to students without using Google Jamboard media. The results of the T-test show that, on the one hand, the N-Gain score is tcount > ttable or 11.159 > 1.69, with the conclusion that the experimental class students' abilities are higher than the control class students' abilities on alternating current material. Based on the results of the study, it can be concluded that there is a positive effect of using Google Jamboard on students' learning motivation on alternating current material.
Co-Authors Dafrida Nur Angraeni Rahmat Fiman Septiyanto Reni Musriyanti Yudi Guntara