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All Journal Jurnal Gantang PEDAGOGIA JISAE (Journal of Indonesian Student Assesment and Evaluation) JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Ocy, Dwi Rismi
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Education Mathematics

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Journal : PEDAGOGIA

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Maximizing Learning Outcomes: A Comparative Analysis of IRT- and CTT- Differentiated Learning based Design Ocy, Dwi Rismi; Tjalla, Awaluddin; Soeprijanto, Soeprijanto
PEDAGOGIA Vol 22, No 3 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i3.77064

Abstract

Addressing diverse student abilities remains a persistent challenge in education, particularly in complex subjects such as linear equations and inequalities. This study compared the effectiveness of Item Response Theory (IRT)-based and Classical Test Theory (CTT)-based differentiated learning designs in improving student performance in these topics. Conducted in two secondary schools, the research involved 126 students, with 61 students assigned to the IRT group and 65 to the CTT group. Using a quasi-experimental pretest-posttest control group design, the study evaluated the impact of both approaches on learning outcomes. The results revealed significant performance improvements in both groups. However, the IRT-based approach, which tailored tasks to individual ability levels, produced a significantly higher average posttest score and a larger effect size compared to the CTT-based approach. These findings underscore the precision and effectiveness of IRT in differentiating instruction to meet diverse learner needs, particularly in challenging subjects. The study concludes that adopting IRT-based strategies can enhance educational practices and optimize student learning outcomes, offering a robust alternative for addressing variability in student abilities.
Co-Authors Adi Soeprijanto Awaluddin Tjalla Dinny Devi Triana Iva Sarifah Nurwijayanti Riyan Arthur Sheptian, Riky Wahyuni, Lussy Dwi Utami Wardani Rahayu