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All Journal JISAE (Journal of Indonesian Student Assesment and Evaluation)
Dinar Pratama
IAIN Syaikh Abdurraman Siddik Bangka Belitung
Education

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ANALYSIS OF CLASICAL TEST THEORY (CTT) APPROCH ON ACADEMIC ABILITY TEST INSTRUMENT Dinar Pratama
JISAE: Journal of Indonesian Student Assessment and Evaluation Vol 5 No 2 (2019): JISAE (Journal of Indonesian Student Assessment and Evaluation)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (558.246 KB) | DOI: 10.21009/jisae.v5i2.12701

Abstract

The purpose of this study to estimate the parameters in Clasical Test Theory (CTT) approach on Academic Ability Test Instrument new students of IAIN Syaikh Abdurrahman Siddik Bangka Belitung academic year 2018/2019. Data was collected through documentation techniques in the form of 425 sheets of student test answers. Based on the results of data analysis, it is known that the index of difficulty level in all problem fields has not shown a balance of comparison of easy, medium and difficult questions. The average questions are distributed in the medium category questions with a percentage of 25% easy questions, 51% medium questions, and 24% difficult questions. Distinguishing power index, in all question areas shows there are 37% of questions that are able to distinguish test takers 'abilities and as many as 18% questions are not able to distinguish test takers' abilities. While the effectiveness of distractors there are 239 or 79.6% functioning and there are 61 or 20.3% of the non-functioning distractors. The results of the validity analysis of 100 questions obtained 54% which have a coefficient of validity more than 1.59 and as many as 46% that have a coefficient value less than 1.59. For the overall reliability coefficient, a value of 0.81 is obtained. This means that 80% of the difference in scores obtained by test takers with others is their pure score difference or is not influenced by other factors as a source of error in the measurement. Keywords: clasical theory test, test instruments.
APPLYING RASCH MODEL TO MEASURE STUDENTS` READING COMPREHENSION Dinar Pratama; Ihda Husnayaini
JISAE: Journal of Indonesian Student Assessment and Evaluation Vol 6 No 2 (2020): JISAE (Journal of Indonesian Student Assessment and Evaluation)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (217.353 KB) | DOI: 10.21009/jisae.v6i2.14920

Abstract

There have been studies suggesting that students' reading comprehension in English subject is influenced by the accuracy of teaching strategy use. The use of appropriate teaching strategies is required to accommodate the diversity of students' abilities. Therefore, measurements are needed to provide actual information about students' abilities. This study aims to examine the levels of students' reading comprehension by using RASCH model. The subjects of this study were8th grade students, totaling 200 responses on the teacher's reading comprehension test with five alternative responses. The data analysis used was the Rasch 1 parameter model consisting of person reliability, item-person distribution maps, and item-person suitability. The findings of this study indicated that the average reading comprehension ability of students was included in the high category with a value (Meanperson) of 1.29 logits above the average level of difficulty of the test items (Meanitem) of 0. Further research is expected to be conducted to prove whether the addition of test items affect the value of person reliability.
PROGRAM FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) ANALYSIS OF ASIAN COUNTRIES USING K-MEAN CLUSTERING ALGORITHMS Dinar Pratama; Ihda Husnayaini
JISAE: Journal of Indonesian Student Assessment and Evaluation Vol 8 No 1 (2022): JISAE (Journal of Indonesian Student Assessment and Evaluation)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.564 KB) | DOI: 10.21009/jisae.v8i1.25445

Abstract

The Organization for Economic Co-operation and Development (OECD) report shows that there are still some Asian countries at the lowest level in terms of achieving the Program for International Student Assessment (PISA) such as the Philippines, Lebanon, Indonesia, Kazakhstan, Azerbaijan, and Saudi Arabia. Based on these problems, it is necessary to group countries in Asia based on PISA indicators so that the characteristics of each country can be known through the k-mean clustering algorithm method. The data in this study are secondary data from the 2018 PISA results which include variables in reading, mathematics, and science. The sample in this study were Asian countries that participated in PISA in 2018 totaling 17 countries. Based on the results of clustering, there are 3 clusters formed, namely, cluster 1 is China and Singapore, which are countries with PISA capabilities above average. Cluster 2 is a cluster consisting of Malaysia, Brunei Darussalam, Qatar, Saudi Arabia, Thailand, Azerbaijan, Kazakhstan, Indonesia, Lebanon, and the Philippines with below-average PISA acquisition. Whereas in cluster 3 it is a cluster consisting of countries with medium capabilities in PISA acquisition such as Macau, Hong Kong, Korea, Japan, and China-Taipei.
Co-Authors Ihda Husnayaini Ihda Husnayaini