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INDONESIA
REiD (Research and Evaluation in Education)
Published by Universitas Negeri Yogyakarta
ISSN : -     EISSN : 24606995     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "Vol 5, No 2 (2019): December" : 8 Documents clear
Psychometric characteristic of positive affect scale within the academic setting Kartika Nur Fathiyah; Asmadi Alsa; Diana Setiyawati
REID (Research and Evaluation in Education) Vol 5, No 2 (2019): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v5i2.25992

Abstract

This analysis study is one of several stages that must be passed before testing the structural model. This study is initiated due to the limited information related to the measurement of the Positive Affect Scale within the academic settings. The research method used in this study was a quantitative method.  It was done in among 724 students of state junior high schools in Sleman, Yogyakarta. The instrument development consisted of guideline arrangement, language feasibility testing, content validation through expert judgments, trials to measure the item discrimination index, item selection based on the item discrimination results, items representation for each indicator, and the construct validity test for the selected items. The testing of the measurement model used the data analysis techniques of Structural Equation Models (SEM) with the assistance of the AMOS program version of 21. The results of the study show that the validity analysis of the Positive Affect Scale within the academic setting was able to produce items that can reveal constructs or latent concepts appropriately.
The respondent factors on the digital questionnaire responses Muhardis Muhardis; Burhanuddin Tola; Herwindo Haribowo
REID (Research and Evaluation in Education) Vol 5, No 2 (2019): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v5i2.26943

Abstract

Progress in the field of technology often facilitates human work. One of them is progress in the development of questionnaire modes. Currently, existing questionnaires have been based on a digital platform, which makes evaluators easy to design, disseminate, and conduct scoring. All are computer-based, making them reachable by the respondents no matter how far the location of the respondent is, as long as they are connected to the internet. However, any progress is accompanied by several obstacles. For example, the respondents experienced an error in responding to having the intent to respond 'Yes' option but pressing the 'No' button instead. It is very different from filling in paper and pencil based questionnaires in which they are sure to put a checkmark using a pencil on the answer choices. This problem is what the researchers found when distributing digital questionnaires to participants of the National Questions Writing Program based on the 'SIAP' (Sistem Inovatif Aplikasi Penilaian) application. On conditional questions (if you choose 'No', please stop), some respondents who have chosen 'No' answers still respond to the next questions. It causes the data obtained are unreliable. After conducting a more in-depth analysis, the researchers found that respondents’ factors as psychological factors are the cause, such as the new experience of accessing applications, understanding of applications, stress, and personal health. Uniquely, the respondents who have problems are those in the context of productive age, i.e 30 to 39 years old, more than five years of teaching experience, postgraduate level, and female.
Estimation of college students’ ability on real analysis course using Rasch model Isnani Isnani; Wikan Budi Utami; Purwo Susongko; Herani Tri Lestiani
REID (Research and Evaluation in Education) Vol 5, No 2 (2019): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v5i2.20924

Abstract

This study is aimed at estimating the difficulty level of essay tests and the accuracy of students’ ability in Real Analysis essay test using the Rasch model with the QUEST program and R 3.0.3 package eRm program. The population in this study was all students of the Department of Mathematics Education, Universitas Pancasakti Tegal in the academic year 2016/2017, who were enrolled in the Real Analysis course. The data were analyzed using the R 3.0.3 package eRm program and QUEST program. The students’ ability was obtained from the result of the course final exam of the first Real Analysis course. The analysis shows that: (1) by using Rasch model for partial credit scoring, the difficulty level shows that 100% of essay questions in Real Analysis final exam is categorized as difficult, (2) the estimation of students’ ability in Real Analysis course using Rasch Model with CML method is better than the estimation of students’ ability using Rasch Model with JML approach.
The effectiveness of Game-Based Science Learning (GBSL) to improve students’ academic achievement: A meta-analysis of current research from 2010 to 2017 Heru Setiawan; Shane Phillipson
REID (Research and Evaluation in Education) Vol 5, No 2 (2019): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v5i2.28073

Abstract

This study identifies the effectiveness of game-based science learning (GBSL) for improving students’ learning outcomes by conducting a literature review of the current research from 2010 to 2017. This study also explores the correlation between variation in school level and year of publication on GBSL effect size. Data were collected from peer-reviewed journal articles published in educational databases including ERIC (Educational Research Information Centre), Springer Link, ProQuest education journal, and A+ education. Seven inclusion criteria were used to select relevant studies. Comprehensive Meta-Analysis (CMA 2.0) was used to analyze the data. This study finds that (1) GBSL intervention has a statistically significant effect on students' learning outcomes with a higher average on the effect size of the experimental group (41.12) than the control group (37.07). The mean of the reviewed studies’ effect size is 0.667 in the medium category. (2) The implementation of GBSL in secondary school has a bigger average effect size than in elementary school. Year of publication and effect size has a low positive correlation with a coefficient of correlation 0.40. 
Creative thinking ability and cognitive knowledge: Big Five personality Jonni Sitorus; Nirwana Anas; Ermaliana Waruhu
REID (Research and Evaluation in Education) Vol 5, No 2 (2019): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v5i2.22848

Abstract

This research aims at describing the ability and level of student’s creative thinking and student’s cognitive knowledge. It is qualitative research to search for data and information. Operationally, this research was conducted with some steps namely: (1) giving a set of big five personality test to 215 students to determine their personality type, (2) giving a set of creative thinking test of 215 students to measure the ability and level of their creative thinking, and (3) choosing one student randomly from each student’s personality type to be interviewed to search their cognitive knowledge. The results show that every student has a creative thinking ability, but the level of creative thinking varies. The category of student’s creative thinking ability based on Big Five Personalities is 'moderate or high'. The level of student’s creative thinking based on the big five personality is 'very creative, creative, quite creative or less creative'. The student’s cognitive knowledge based on the big five personality is drawing, designing, ascertaining, dividing, reasoning, analogy, imagining, utilizing, solving, understanding, determining, mentioning, and using trial and error.
Parallel tests viewed from the arrangement of item numbers and alternative answers Badrun Kartowagiran; Djemari Mardapi; Dian Normalitasari Purnama; Kriswantoro Kriswantoro
REID (Research and Evaluation in Education) Vol 5, No 2 (2019): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v5i2.23721

Abstract

This research aims to prove that a parallel test can be constructed by randomizing the test item numbers and or alternative answers' order. This study used the experimental method with a post-test only non-equivalent control group design, involving junior high schools students in Yogyakarta City with a sample of 320 students of State Junior High School (SMPN) 5 Yogyakarta and 320 students of SMPN 8 Yogyakarta established using the stratified proportional random sampling technique. The instrument used is a mathematics test in the form of an objective test consisting of a five-question package and each package contains 40 items with four alternatives. The test package is randomized in the item numbers' order from the smallest to the largest and vice versa. The options in each item are also randomized from A to D and vice versa. Each item is analyzed using the Classical Test Theory and Item Response Theory approaches, while data analysis is done using the discrimination index with Kruskal-Wallis test technique to see the differences among the five-question packages. The study reveals that the result of item analysis using the Classical Test Theory and Item Response Theory approaches shows no significant difference in the difficulty index among Package 1 until Package 5. Nevertheless, according to the Classical Test Theory, there is a category shift of the difficulty index of Package 2 until Package 5 when compared to Package 1 – the original package – which is, in general, not a good package, because it contains too easy items.
Evaluation of the implementation of Batik-skills training program Hendro Prasetyono; Dedeh Kurniasari; Laila Desnaranti
REID (Research and Evaluation in Education) Vol 5, No 2 (2019): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v5i2.23918

Abstract

The purpose of this study is to evaluate the implementation of batik skills training program as a recommendation for program improvement. The method used in this research is a qualitative approach using Context, Input, Process, and Product evaluation model. Samples were taken from the Institute of Skills and Training in the areas of Jakarta, Bogor, Depok, Bekasi, and Tangerang. The results of the evaluation components that meet the evaluation criteria are all aspects of the context component, discipline and learning process, while the components of batik teachers' education qualifications, the use of educational facilities and infrastructure standards, curriculum components, program financing, evaluation of learning outcomes, mastery of theoretical competencies, practices, and impacts to program participants have not been met. The batik skills training program needs to be continued with some improvement. It is recommended for the product components, especially on the impact aspects felt by graduates, to be improved.
An authentic assessment model to assess kindergarten students' character Umi Faizah; Darmiyati Zuchdi; Yasir Alsamiri
REID (Research and Evaluation in Education) Vol 5, No 2 (2019): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v5i2.24588

Abstract

The aim of character development is essential to know, especially for kindergarten pupils. It might help teachers in developing students and offering helps and services. Thus, an assessment model is needed to identify children's character development easily and accurately. This study aims to (1) develop an assessment model for evaluating kindergarten pupils’ character which is considered valid, reliable, and fulfill the criteria of goodness of fit statistic, and (2) know the characteristics of an authentic assessment model instrument to assess the achievements of early childhood characters in kindergarten. This research used Plomp’s Research and Development Model. Data were collected using a questionnaire, documentation, interview, observation, and Focus Group Discussion. The validation was proven by the expert judgment with the Aiken’s V formula and the reliability was estimated with Cronbach’s Alpha. The validation construct and reliability were examined using Exploratory Factor Analysis, followed by Confirmatory Factor Analysis to ensure the result. Furthermore, the results of this research show that (1) the assessment model developed is ASOKA. This model is considered valid and reliable as it meets the criteria of goodness and fits the statistic; (2) the characteristics of an authentic assessment model instrument to assess the achievements of early childhood characters in kindergarten are: (a) with the index of Aiken's V analysis results of 0.901, the content validity is considered high; (b) the instrument construct validity has fulfilled the criteria of goodness of fit statistic; (c) as seen from Alpha Cronbach value coefficient 0.914, its instrument reliability is considered good enough.

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