Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal REiD (Research and Evaluation in Education) JPMI (Jurnal Pembelajaran Matematika Inovatif)
Sinambela, Yohana Veronica Feibe
Unknown Affiliation
Education Mathematics

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

Found 2 Documents
Search

 1 
Peningkatan literasi numerasi melalui model pembelajaran dan hubungannya dengan kemampuan self-efficacy: Systematic literatur review Moh Slamet Sutrimo; Sajdah, Siti Nurul; Sinambela, Yohana Veronica Feibe; Bagas, Rooskartiko
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 7 No. 1 (2024): Januari
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v7i1.21650

Abstract

This study aims to describe the improvement of numeracy literacy through learning models and its correlation with self-efficacy capabilities.. The research method employed is a Systematic Literature Review (SLR) comprising three stages: planning, conducting, and reporting. Data collection involved identifying relevant articles based on predetermined criteria. The study examined 19 articles retrieved through a Google Scholar database search, facilitated by the Publish Or Perish software. Data synthesis was presented through tabulation and reinforced with a narrative format. The findings indicate that the improvement of numeracy literacy in elementary and secondary schools from 2020 to 2023 is predominantly pursued through the implementation of problem-based learning (PBL) models. Additionally, students' self-efficacy capabilities influence their success in learning. Furthermore, students' numeracy literacy correlates positively with self-efficacy, evidenced by higher self-efficacy correlating with higher numeracy literacy skills.
Score conversion methods with modern test theory approach: Ability, difficulty, and guessing justice methods Nurjanah, Siti; Iqbal, Muhammad; Sajdah, Siti Nurul; Sinambela, Yohana Veronica Feibe; Ramadhani, Shaufi
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.67484

Abstract

The one-parameter logistic (1-PL) model is widely used in Item Response Theory (IRT) to estimate student ability; however, ability-based scoring disregards item difficulty and guessing behavior, which can bias proficiency interpretations. This study evaluates three scoring alternatives derived from IRT: an ability-based conversion, a difficulty-weighted conversion, and a proposed guessing-justice method. Dichotomous responses from 400 students were analyzed using the Rasch (1-PL) model in the R environment with the ltm package. The 1-PL specification was retained to support a parsimonious and interpretable calibration framework consistent with the comparative scoring purpose of the study. Rasch estimation produced item difficulty values ranging from −1.03 to 0.18 and identified 268 unique response patterns. Ability-based scoring yielded only eight score distinctions, demonstrating limited discriminatory capacity. In contrast, the guessing-justice method produced a substantially more differentiated distribution, with approximately 70 percent of patterns consistent with knowledge-based responding and 30 percent indicative of guessing. The findings indicate that scoring models incorporating item difficulty and guessing behaviour provide a more equitable and accurate representation of student proficiency than traditional ability-based conversions. The proposed approach offers a practical and implementable alternative for classroom assessment and can be applied using widely accessible spreadsheet software such as Microsoft Excel.
Co-Authors Bagas, Rooskartiko Moh Slamet Sutrimo Muhammad Iqbal Ramadhani, Shaufi Sajdah, Siti Nurul Siti Nurjanah