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Riyantika, Era
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Diagnostic Test as Formative Test in Mathematics Learning: A Meta-Analysis Study Riyantika, Era; Firda, Jihan Zulfia; Sholikhah, Ummu
Jurnal Analisa Vol 10, No 2 (2024): Volume 10 Nomor 2 Tahun 2024
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v10i2.29911

Abstract

Students have diverse learning abilities; thus, the role of the teacher as a facilitator is profoundly needed. Teachers have to recognize the initial abilities of each student through assessment activities so that teachers can identify students' abilities. This article aims to determine the influence of using diagnostic tests as a formative test in improving mathematics outcomes. The method used is meta-analysis by comparing information from several identical literature studies. Based on the analysis of 4 literature, diagnostic tests can improve students' learning outcomes by forming a heterogeneous group. A comparison of students' learning improvement can be observed by the percentage of learning mastery results before and after the diagnostic test, which carries out a statistical test, paired t-test. Students' learning outcomes were assessed by the percentage of learning mastery before and after using diagnostic tests, which were then processed using a statistical test paired sample. The test showed that the average increase in learning outcomes from the pretest was 63.93 to 81.68. It indicates that the student's learning outcomes have improved after using a diagnostic test as a formative test in mathematics learning.
Diagnostic Test as Formative Test in Mathematics Learning: A Meta-Analysis Study Riyantika, Era; Firda, Jihan Zulfia; Sholikhah, Ummu
Jurnal Analisa Vol. 10 No. 2 (2024): Volume 10 Nomor 2 Tahun 2024
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v10i2.29911

Abstract

Students have diverse learning abilities; thus, the role of the teacher as a facilitator is profoundly needed. Teachers have to recognize the initial abilities of each student through assessment activities so that teachers can identify students' abilities. This article aims to determine the influence of using diagnostic tests as a formative test in improving mathematics outcomes. The method used is meta-analysis by comparing information from several identical literature studies. Based on the analysis of 4 literature, diagnostic tests can improve students' learning outcomes by forming a heterogeneous group. A comparison of students' learning improvement can be observed by the percentage of learning mastery results before and after the diagnostic test, which carries out a statistical test, paired t-test. Students' learning outcomes were assessed by the percentage of learning mastery before and after using diagnostic tests, which were then processed using a statistical test paired sample. The test showed that the average increase in learning outcomes from the pretest was 63.93 to 81.68. It indicates that the student's learning outcomes have improved after using a diagnostic test as a formative test in mathematics learning.
Co-Authors Firda, Jihan Zulfia UMMU SHOLIKHAH, UMMU