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All Journal Jurnal Tarbiyah dan Ilmu Keguruan Borneo Journal Research of Social Science, Economics, and Management
Triana, Apri
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Model Rasch pada Tes Diagnostik Kesulitan Belajar Matematika Siswa SMA Triana, Apri
Jurnal Tarbiyah dan Ilmu Keguruan Borneo Vol 5 No 1 (2024): Jurnal Tarbiyah dan Ilmu Keguruan Borneo, 5(1), Februari 2024
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/jtikborneo.v5i3.7135

Abstract

Penelitian ini bertujuan untuk mengetahui karakteristik tes diagnostik kesulitan belajar Matematika menggunakan analisis model Rasch. Data yang dianalisis dengan model Rasch adalah sebanyak 323 respon jawaban siswa kelas XII IPA pada bidang studi Matematika. Hasil penelitian menunjukkan bahwa setiap butir tes diagnostik cocok dengan analisis model Rasch. Dari 323 siswa yang mengikuti tes, hanya sebanyak 298 respon jawaban siswa yang cocok dan bisa dianalisis dengan model Rasch. Analisis dengan model Rasch memiliki karakteristik satu parameter, yaitu tingkat kesulitan butir. Tingkat kesulitan butir yang cocok dengan model Rasch sesuai dengan karakteristik tes diagnostik adalah butir tes dengan tingkat sedang yaitu 0,30 sampai 0,80. Adapun karakteristik butir tes yang sesuai dengan karakteristik tes diagnostik dan parameter model analisis sebanyak 26 butir dan ada empat butir yang harus disisihkan pada perangkat tes diagnostik. Koefisien reliabilitas perangkat tes diagnostik sebesar 0,84 yang artinya tes diagnostik sangat reliabel untuk mengukur kemampuan matematika kelas XII IPA. Perangkat tes diagnostik tidak cocok digunakan pada peserta tes memiliki kemampuan dibawah -3 atau diatas 3.
Factor Analysis of a Diagnostic Test for Mathematics Learning Difficulties Using Exploratory Factor Analysis (EFA) Triana, Apri; Windi Oktara , Tri
Journal Research of Social Science, Economics, and Management Vol. 5 No. 10 (2026): Journal Research of Social Science, Economics, and Management
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jrssem.v5i10.1485

Abstract

The development of a diagnostic test for mathematics learning difficulties aims to identify the domains in which students demonstrate the lowest level of mastery. By identifying the domains in which students experience the greatest difficulties, targeted improvements can be implemented more effectively. Therefore, this study analyzes the dominant factors within a diagnostic test that was developed based on mathematical domains. The purpose of this study is to identify the factors within the mathematics domains that have been operationalized in the form of a test instrument. The resulting factors are formed from the correlations among items used to measure students’ abilities. Each factor formed must contain at least one mathematical domain represented in the test items. In some cases, a factor may consist of more than one mathematical domain. The identified factors represent the mathematical problem-solving abilities of the test participants. This study employed an exploratory descriptive research method. The research describes the characteristics of the analysis results using Exploratory Factor Analysis (EFA). The calculations were performed using SPSS software, and the resulting output was interpreted according to the characteristics of EFA. The research sample consisted of responses from 323 students. These responses represented answer choices for a diagnostic test comprising 30 questions with five alternative answers for each item. The results of the data analysis identified four mathematical domains, namely Algebra, Calculus, Geometry, and Trigonometry. Furthermore, the analysis of the diagnostic test on students’ mathematics learning difficulties revealed nine dominant factors
Co-Authors Windi Oktara , Tri