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<![CDATA[Developing instruments for measuring the level of early childhood development ]]>
<![CDATA[I Wayan Gunartha]]>;
<![CDATA[Tajularipin Sulaiman]]>;
<![CDATA[Siti Partini Suardiman]]>;
<![CDATA[Badrun Kartowagiran]]>
<![CDATA[ REID (Research and Evaluation in Education) Vol 6, No 1 (2020): June ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Yogyakarta & HEPI ]]>
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DOI: 10.21831/reid.v6i1.21996
<![CDATA[The aims of the study were to: (1) develop a set of instruments to measure the level of early childhood development (kindergarten group B), and (2) assess the quality of the developed instruments. This study is developmental research. The samples of the study were the students of kindergarten group B. The developed instrument was a set of questionnaires. Instrument testing was carried out in three stages with the number of subjects increased on each stage. The validity analysis of the questionnaire used confirmatory factor analysis (CFA). The reliability estimation of the questionnaire used composite reliability. The results of the study are in the form of instruments for measuring the level of early childhood development, which consists of an instrument to measure religious morality, social-emotional, language, cognitive, and physical-motor development. Based on field study, all instruments have a good fit model, construct validity, and reliability that meet the academic requirements of early childhood education.]]>
<![CDATA[Analysis of factors of students’ stress of the English Language Department ]]>
<![CDATA[Siwi Karmadi Kurniasih]]>;
<![CDATA[Nur Hidayanto Pancoro Setyo Putro]]>;
<![CDATA[Sudiyono Sudiyono]]>
<![CDATA[ REID (Research and Evaluation in Education) Vol 6, No 1 (2020): June ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Yogyakarta & HEPI ]]>
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DOI: 10.21831/reid.v6i1.29567
<![CDATA[The study is aimed at further describing psychological factors inducing academic stresses of the students of the English Education Department, Yogyakarta State University (EED-YSU). The study is a continuation of a previous study that identifies sources of academic stress of students of EED-YSU. Data collection is conducted by an on-line survey technique. Confirmatory factor analysis is used for the data analyses. The results show six factors that become sources of students’ academic stresses, namely academic demands, parent-child relationship, traumatic experiences during childhood, peer pressures, financial matters, and self-expectancy. It is expected that other studies involving other factors of students’ academic stress be conducted to give further information on the topic.]]>
<![CDATA[Curriculum evaluation of French learning in senior high school ]]>
<![CDATA[Irma Nur Af'idah]]>;
<![CDATA[Amat Jaedun]]>
<![CDATA[ REID (Research and Evaluation in Education) Vol 6, No 1 (2020): June ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Yogyakarta & HEPI ]]>
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DOI: 10.21831/reid.v6i1.28006
<![CDATA[The research aims to describe the implementation of French language learning in high schools of Sleman Regency viewed from the components of planning, implementation, and results. This evaluation research uses a quantitative descriptive approach with a countenance model from Stake. Respondents in this research were teachers and students at three senior high schools. Data collection techniques used in this study include research lesson plans, questionnaires, and documentation. The results of this research indicate that: (1) in the planning component, the quality of lesson plan preparation is very good and needs to be maintained because in the lesson plan review, the results obtained are 88.9% and the teacher questionnaire results of 26.6 are included in the excellent category; (2) in the implementation component, it has good results with the acquisition of a total score of 77 and a student questionnaire of 66.19; (3) in the component of the results, good results are obtained with an average value of students that is 86.38 and the results of the teacher questionnaire of 65.7 which is above 61 so that it falls into the good category. Student scores are obtained from the results of the middle semester assessment and teacher questionnaire.]]>
<![CDATA[An analysis of the suitability of students' civic knowledge and disposition in the topic of citizen's rights and obligations ]]>
<![CDATA[Dwi Riyanti]]>
<![CDATA[ REID (Research and Evaluation in Education) Vol 6, No 1 (2020): June ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Yogyakarta & HEPI ]]>
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DOI: 10.21831/reid.v6i1.31621
<![CDATA[Civic Education has been taught in primary education, but it has not impacted significantly with no strength and function. It is proven by the number of youths who have not understood and implement the citizen right and obligation (hak dan kewajiban warga negara) topic in Civic Education for their daily life. Thus, civic knowledge and civic disposition have not run as expected. This matter has become a great task for Civic Education lecturers to maximize and correlate comprehensively civic knowledge and civic disposition. This study discussed the suitability of civic knowledge and civic disposition in the topic of “Hak dan Kewajiban Warga Negara”. This study was descriptive research with a qualitative approach conducted in Universitas Negeri Yogyakarta (UNY), Universitas Ahmad Dahlan (UAD), SMKN 1 Kalikajar (Vocational High School), SMPN 1 Magelang (Junior High School), and SD Kembangsongo (Elementary School) and focused on Civic Education subject by using purposeful sampling. The data were collected through interviews and documentation. The data were then analyzed through the triangulation technique. This study resulted that students in their daily life have not fully implemented both civic knowledge and civic disposition. The matter was caused by students and lecturers of the Civic Education, whereas the subject’s topic has met the criteria of the curriculum in the level of Elementary School, Junior High School, and Senior High School/Vocational High School although not all topics were taught in these levels.]]>
<![CDATA[Testing the influence of SDES instructional media on the results of cryptography learning ]]>
<![CDATA[Soeprijanto Soeprijanto]]>;
<![CDATA[Aodah Diamah]]>;
<![CDATA[Prasetyo Wibowo Yunanto]]>
<![CDATA[ REID (Research and Evaluation in Education) Vol 6, No 1 (2020): June ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Yogyakarta & HEPI ]]>
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DOI: 10.21831/reid.v6i1.30024
<![CDATA[This study aims to examine the influence of Simplified Data Encryption System (SDES) simulation on student learning outcomes in Cryptography lessons. The research employed a quasi-experiment. Data analysis to test the SDES simulation model was performed using ANOVA 2x2. The U-Mann Whitney Test was chosen to examine differences in student learning outcomes of treatment groups and control groups, while the effectiveness of the media is determined by differences in student learning outcomes between the pre-test and post-test results in the two groups. The test results show that: (1) There is a difference between the treatment group and control group, indicated by the U-Mann Whitney Test result (Ucount = 15 Utable = 23; α = 0.05), which means there is a difference of student learning outcome between students given learning by DES simulation media and those by PowerPoints Media. (2) There is a difference in the cryptography learning outcomes for the students with the high initial ability between the treatment group and the control group. The test result is Ucount = 0.5 Utable = 2; at α = 0.05. (3) There is no difference in student learning outcomes for low initial ability student groups using the DES simulation media, with high ability students group using PowerPoints Media; the statistical test results show Ucount = 11 Utable = 2; at α = 0.05. This study concludes that using U-Mann Whitney, it can prove that the SDES simulation model developed is effective for improving student learning outcomes in Cryptography lessons.]]>
<![CDATA[NGSS-oriented chemistry test instruments: Validity and reliability analysis with the Rasch model ]]>
<![CDATA[Roudloh Muna Lia]]>;
<![CDATA[Ani Rusilowati]]>;
<![CDATA[Wiwi Isnaeni]]>
<![CDATA[ REID (Research and Evaluation in Education) Vol 6, No 1 (2020): June ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Yogyakarta & HEPI ]]>
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DOI: 10.21831/reid.v6i1.30112
<![CDATA[The instrument of measuring test attributes must be valid and reliable. This study was carried out since the validity and reliability testing of the chemistry items used by the testee is necessary. This study aims to estimate the validity and determine the reliability of chemical test instruments oriented Next Generation Science Standards (NGSS). The research was conducted through a quantitative descriptive approach in two vocational schools of engineering program which had 130 testees. The instrument used was an NGSS-oriented chemistry test instrument containing 35 items and an expert validation questionnaire. The obtained test participant's response from the test instrument was collected through the documentation method. Item in NGSS test were presented to three subject matters experts. The validities used were the content validity and the construct validity. The reliability was tested through internal consistency and interrater consistency approaches. The results show that content validity (Aiken’s V) is at a range of 0.50 to 1.00. The value of the unexplained variance is less than 10%, which means that it is well-categorized. This analysis is strengthened by CFA which has a goodness of fit and a good measurement model fit. The parameters used to test model fit are CFI, NFI, RMSEA and the value of loading factor. Some results values are over 0.90 and RMSEA is 0.00 and more than 0.3 of loading factor value on each item. All scales had alpha reliability more than the criteria of 0.70. Thus, the developed chemical test item were proven as valid and reliable instruments.]]>
<![CDATA[Alternative item selection strategies for improving test security in computerized adaptive testing of the algorithm ]]>
<![CDATA[Iwan Suhardi]]>
<![CDATA[ REID (Research and Evaluation in Education) Vol 6, No 1 (2020): June ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Yogyakarta & HEPI ]]>
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DOI: 10.21831/reid.v6i1.30508
<![CDATA[One of the ability estimation methods that is widely applied to the Computerized Adaptive Testing (CAT) algorithm is the maximum likelihood estimation (MLE). However, the maximum likelihood method has the disadvantage of being unable to find a solution to the ability estimation of test-takers when the test takers’ scores do not have a pattern. If there are test takers who get either score of 0 or perfect score, then the abilities of test-takers are usually estimated using the step-size model. However, the step-size model often results in item exposure where certain items will appear more often than other items. This surely threatens the security of the test because items that often appear will be easier to recognize. This study tries to provide an alternative strategy by modifying the step-size model and randomizing the calculation results of the information function obtained. Based on the results of the study, it is found that alternative strategies for item selection can make more varied items appear to improve the security of tests on the CAT.]]>
<![CDATA[Item parameters of Yureka Education Center (YEC) English Proficiency Online Test (EPOT) instrument ]]>
<![CDATA[Endrati Jati Siwi]]>;
<![CDATA[Rosyita Anindyarini]]>;
<![CDATA[Sabiqun Nahar]]>
<![CDATA[ REID (Research and Evaluation in Education) Vol 6, No 1 (2020): June ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Yogyakarta & HEPI ]]>
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DOI: 10.21831/reid.v6i1.31013
<![CDATA[Yureka Education Center (YEC) is one of the institutions which has developed an online-based English proficiency test. The test is called the English Proficiency Online Test (EPOT) which follows the TOEFL ITP (Institutional Testing Program) framework. Thus, this study aimed to analyze the characteristics of EPOT instruments consisting of Listening, Structure, and Reading subtests, which later the quality of each EPOT test item is identified. This study used a descriptive quantitative approach by describing the characteristics of EPOT test items in terms of item difficulty index, item discrimination index, test information’s function, and test measurement’s errors. The data were collected through EPOT trials conducted by 2,652 online test-takers as participants from 20 provinces in Indonesia. The collected data were then analyzed using the Item Response Theory (IRT) approach using the BILOG program on all logistic parameter models which began with the item compatibility test against the model. Based on the results of the analysis, all subtests match the 3-PL model. Most of EPOT’s test items had a good range of difficulty index and discrimination index. The EPOT information’s function shows that accurate items are used on the 3-PL model for a certain capability range. This study is expected to point out that the EPOT test could be used as an alternative English proficiency test that is easy to use and useful.]]>
