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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Pythagoras: Jurnal Matematika dan Pendidikan Matematika Journal of Educational Science and Technology Jurnal Elemen Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) REiD (Research and Evaluation in Education) Beta: Jurnal Tadris Matematika Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Psychology, Evaluation, and Technology in Educational Research Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Manajemen JLA (Jurnal Lingua Applicata) Indonesian Journal of Educational Assesment Journal Of World Science Al-Hijr: Journal of Adulearn World Jurnal Edumatic : Jurnal Pendidikan Matematika Global Journal of Educational Technology (GJET)
Djidu, Hasan
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Sembilanbelas November Kolaka, Kolaka, Indonesia
Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Social Sciences Other

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Polytomous scoring correction and its effect on the model fit: A case of item response theory analysis utilizing R Santoso, Agus; Pardede, Timbul; Apino, Ezi; Djidu, Hasan; Rafi, Ibnu; Rosyada, Munaya Nikma; Retnawati, Heri; Kassymova, Gulzhaina K.
Psychology, Evaluation, and Technology in Educational Research Vol. 5 No. 1 (2022)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v5i1.148

Abstract

In item response theory, the number of response categories used in polytomous scoring has an effect on the fit of the model used. When the initial scoring model yields unsatisfactory estimates, corrections to the initial scoring model need to be made. This exploratory descriptive study used response data from Take Home Exam (THE) participants in the Statistical Methods I course organized by the Open University, Indonesia, in 2022. The stages of data analysis include coding the rater’s score; analyzing frequency; analyze the fit of the model based on graded, partial, and generalized partial credit models; analyze the characteristic response function (CRF) curve; scoring correction (rescaling); and re-analyze the fit of the model. The fit of the model is based on the chi-square test and the root mean square error of approximation (RMSEA). All model fit analyzes were performed by using R. The results revealed that scoring corrections had an effect on model fit and that the partial credit model (PCM) produced the best item parameter estimates. All results and their implications for practice and future research are discussed.
Pengaruh Self-Efficacy Terhadap Hasil Belajar Matematika Melalui Media Pembelajaran Digital Jahring; Hasan Djidu
GJET : Global Journal of Educational Technology Vol. 1 No. 1 (2024): Desember 2024
Publisher : Perhimpunan Ahli Teknologi Informasi dan Komunikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71234/gjet.v1i1.35

Abstract

This study seeks to examine the impact of self-efficacy on mathematics learning outcomes via digital learning media. This research utilized a quantitative method with a descriptive correlational design. The sample comprised 57 tenth-grade pupils chosen by a saturation sampling technique. Data were gathered using a self-efficacy questionnaire employing a 5-point Likert scale consisting of 16 items, along with a curriculum-based assessment of learning outcomes. Regression analysis indicated that self-efficacy significantly affected learning outcomes, with a p-value of 0.044 at a 95% confidence interval. The negative regression coefficient (B = -1.024) suggested that an enhancement in self-efficacy correlated with a decline in students' learning results. This implies that additional factors, such as digital literacy or learning methodologies, may influence the association. These findings underscore the need of a pedagogical approach that not only bolsters self-efficacy but also fosters digital media proficiency to attain optimal learning outcomes
The effect of scoring correction and model fit on the estimation of ability parameter and person fit on polytomous item response theory Santoso, Agus; Pardede, Timbul; Djidu, Hasan; Apino, Ezi; Rafi, Ibnu; Rosyada, Munaya Nikma; Abd Hamid, Harris Shah
REID (Research and Evaluation in Education) Vol. 8 No. 2 (2022)
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.v8i2.54429

Abstract

Scoring quality has been recognized as one of the important aspects that should be of concern to both test developers and users. This study aimed to investigate the effect of scoring correction and model fit on the estimation of ability parameters and person fit in the polytomous item response theory. The result of 165 students in the Statistics course (SATS4410) test at one of the universities in Indonesia was used to answer the problems in this study. The polytomous data obtained from scoring the test results were analyzed using the Item Response Theory (IRT) approach with the Partial Credit Model (PCM), Graded Response Model (GRM), and Generalized Partial Credit Model (GPCM). The effect of scoring correction and model fit on the estimation of ability and person fit was tested using multivariate analysis. Among the three models used, GRM showed the best fit based on p-value and RSMEA. The results of the analysis also showed that there was no significant effect of scoring correction and model fit on the estimation of the test taker's ability and person fit. From the results of this study, we recommend the importance of evaluating the levels or categories used in scoring student work on a test.
Online learning in the post-Covid-19 pandemic era: Is our higher education ready for it? Djidu, Hasan; Mashuri, Sufri; Nasruddin, Nasruddin; Sejati, Andri Estining; Rasmuin, Rasmuin; Ugi, La Eru; Arua, Afudin La
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 5 No. 2 (2021): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v5i2.479

Abstract

This study aimed to describe the challenges of higher education in implementing online learning during the pandemic Covid-19 outbreak. This study was a qualitative research with a phenomenological approach. Data were collected from 408 students and 20 Lectures from 6 public universities and 6 private universities in Java, Sumatera, Kalimantan, Sulawesi, Nusa Tenggara, and Maluku, by filling out online questionaires and in-depth interviews via social media. The process of data analysis was data reduction, identifying themes, mapping interrelationships between themes, and concluding findings The results of data analysis showed that there were two main challenges, both for lecturers and students. First, limited resources, such as electronic devices (laptops/smartphones/others), learning resources, electricity, and internet connections. Second, lack of knowledge/skills on how to use the online learning media, finding and/or providing learning resources, managing online learning, providing online measuring tools, and carrying out online assessments. This condition has the greatest impact on students from low economic families, and who live in areas with limited access to learning facilities, such as electricity, and internet connections. Most of them lose learning opportunities because of these limitations.  Third, the difficulty of time management during the online learning period.
Quality of Performance Assessment Instruments for Educators in Higher Education: Implementation of Factor Analysis And Generalizability Theory Djidu, Hasan; Istiyono, Edi; Widihastuti, Widihastuti
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 2 (2023): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i2.716

Abstract

Assessing the quality of learning in higher education is one of the efforts to ensure its standards. Typically, the assessment of the quality of learning implementation involves observation by multiple raters. This study aims to provide construct validity evidence and estimate the reliability of performance assessment instruments for educators in higher education. 225 second-year and third-year students from the Faculty of Education participated as raters, evaluating the performance of educators in their teaching practices. Forty assessment items were used to evaluate the performance of 19 instructors. Exploratory Factor Analysis (EFA) and Generalizability Theory (G-Theory) were employed to examine the quality of the performance assessment instruments. The EFA analysis resulted in the identification of five factors that contribute to educators' performance in teaching: (1) readiness and planning, (2) pedagogy and professionalism, (3) personality, (4) social relationships within the classroom, and (5) social relationships beyond the classroom, collectively explaining 67.671% of the variance. Of the 40 assessment items, 37 demonstrated construct validity, while three required revisions. These findings indicate the alignment between the instrument's factors and the formulated theory of teaching competence. The reliability of the measurements was estimated using G-Theory in RStudio, yielding a relative G coefficient of 0.88 for three raters. The D-Study results indicated that the instrument could be used to assess performance, with an estimated generalizability coefficient of 0.738, requiring a minimum of five raters for each person (educator) being evaluated. We recommend employing G-Study and D-Study to determine the number of raters involved in performance assessment as a means of cost and time efficiency in the evaluation process.
Co-Authors Abd Hamid, Harris Shah Agus Maman Abadi Agus Santoso Agus Santoso Ahmad Tarmizi Abd Karim Ali, Rade Muhammad Ali, Raden Muhammad Andri Estining Sejati Anugrah Nurhidayat Apino, Ezi Arua, Afudin La Azzajjad, Muhammad Fath Deni Hadiana, Deni Edi Istiyono Elly Arliani Endar Chrisdiyanto Hari Purnomo Susanto HARYANTO Haryanto Haryanto Heri Retnawati Jahring Jailani Jailani Jamhari Jamhari Kartianom, Kartianom Kassymova, Gulzhaina K. La Eru Ugi M. Rafi Muh Nurtanzis Sutoyo Muhammad Fauzan Muhardis Muhardis Nasruddin Nasruddin Nasruddin Nasruddin Nasruddin Ni Kadek Dewi Supariani Nila Mareta Murdiyani Pardede, Timbul Permatasari, Alfelia Nugky Permatasari, Alfelia Nugky Rasmuin Rasmuin Rasmuin, Rasmuin Retno Kusuma Ningrum Rina Herlianti Rinda Rinda Risnanang Kurniawan Rosyada, Munaya Nikma Samsul Hadi Sudji Munadi Sufri Mashuri Syukrul Hamdi Widihastuti Yuli Purbaningsih Yusron, Eri Zafrullah, Zafrullah ‎, Haryanto