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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. 9 No. 1 (2023)" : 8 Documents clear
The implementation of Geography learning with spatial representation using the discrepancy evaluation model Nursa'ban, Muhammad; Mukminan, Mukminan
REID (Research and Evaluation in Education) Vol. 9 No. 1 (2023)
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.v9i1.53505

Abstract

This study aims to evaluate the learning process of geography with spatial representation in high school using the Discrepancy Evaluation Model (DEM) from Provus. Evaluation goes through five stages: design, installation, process, and product, as well as implementation comparison. Respondents were five teachers and 208 students from SMA 1 Srandakan, MAN 2 Yogyakarta, and SMA 1 Pundong in Yogyakarta. The evaluation was carried out in February-July 2021. The focus of the evaluation includes (1) learning design, (2) learning tools, (3) learning implementation, (4) learning outcomes, geographic critical thinking, and (5) implementing learning comparisons. Data were collected through document studies, observations, tests, and questionnaires. Descriptive analysis was used to measure gaps in each stage and efforts to improve them, while experimental quantitative analysis was used to compare learning. The DEM results describe gap variations in stages 1-4. However, in collaborative improvement efforts at stages 1-3, there is an increase in spatial critical thinking skills. The test results at stage 5, learning geography with spatial representations, are more effective for improving students' spatial critical thinking skills than textbook-oriented learning and media images. Recommendations on the results of the evaluation at all stages for organizing geography learning with spatial representation: (1) strengthening understanding and mentoring of the concept of spatial representation and learning design, (2) monitoring and periodic testing of geography learning with spatial representation to improve critical thinking skills in geography.
Gaining a deeper understanding of the meaning of the carelessness parameter in the 4PL IRT model and strategies for estimating it Pardede, Timbul; Santoso, Agus; Diki, Diki; Retnawati, Heri; Rafi, Ibnu; Apino, Ezi; Rosyada, Munaya Nikma
REID (Research and Evaluation in Education) Vol. 9 No. 1 (2023)
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.v9i1.63230

Abstract

Three popular models are used to describe the characteristics of the test items and estimate the ability of examinees under the dichotomous IRT model, namely the one-, two-, and three-parameter logistic models. The three-item parameters are discriminating power, difficulty, and pseudo-guessing. In the development of the dichotomous IRT model, carelessness or upper asymptote parameter was proposed, which forms a four-parameter logistic (4PL) model to accommodate a condition where a high-ability examinee gives an incorrect response to a test item when he/she should be able to respond to the test item correctly. However, the carelessness parameter and the 4PL model have not been widely accepted and used due to several factors, and people's understanding of that parameter and strategies for estimating it is still inadequate. Therefore, this study aims to shed light on ideas underlying the 4PL model, the meaning of the carelessness parameter, and strategies used to estimate that parameter based on the extant literature. The focus of this study was then extended to demonstrating practical examples of estimating item and person parameters using the 4PL model using empirical data on responses of 1,000 students from the Indonesia Open University (Universitas Terbuka) on 21 of 30 multiple-choice items on the Business English test, a paper-and-pencil test. We mainly analyzed empirical data using the "˜mirt' package in RStudio. We present the analysis results coherently so that IRT users would have a sufficient understanding of the 4PL model and the carelessness parameter, and they can estimate item and person parameters under the 4PL model.
Item analysis of reading comprehension questions for English proficiency test using Rasch model Dewi, Henda Harmantia; Damio, Siti Maftuhah; Sukarno, Sukarno
REID (Research and Evaluation in Education) Vol. 9 No. 1 (2023)
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.v9i1.53514

Abstract

The need to take English as a foreign language proficiency test (known as TOEFL [Test of English Language Proficiency]) has been gaining popularity in Indonesia. The increasing demands for such a test and its expensive cost have reinforced many institutions to develop TOEFL instruments and administer the test internally. However, constructing a test instrument is a complex process that makes conducting item analysis become more challenging. Meanwhile, item analysis is crucial to assess the items' quality. Therefore, this study reported the results of statistically analyzing 20 questions of TOEFL reading comprehension that were analyzed in terms of the test reliability, the item and person fit, and the items' difficulty level. Thirty-eight members of the English Department Students' Association of a state university in West Java participated in this study by taking the reading test. The data were analyzed using the Rasch model by utilizing the Quest program. The results showed that four items (36.8%) did not fulfill the ideal criteria of a valid test because they were too easy and too difficult to be given to the target test takers; thus, they needed to be discarded. Meanwhile, 16 items (63.2%) are of good quality and can be used immediately in the proficiency test, especially to measure reading comprehension skills, because they have fulfilled the standard requirements for a valid test. The findings have provided insight into the importance of item analysis in validating test instruments to improve the test quality for future administrations.
Analysis of critical thinking skills, cognitive learning outcomes, and student activities in learning the human excretory system using an interactive flipbook Aswanti, Novita Hawsari; Isnaeni, Wiwi
REID (Research and Evaluation in Education) Vol. 9 No. 1 (2023)
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.v9i1.53126

Abstract

This study aims to: (1) analyze the achievement of critical thinking skills, (2) analyze the achievement of cognitive learning outcomes, (3) determine the learning activities carried out, and (4) determine student responses to the use of interactive flipbook media. This study is Quasi Experiment research with a posttest-only control design employing a purposive sampling technique. The data in this study are (1) data on the achievement of critical thinking ability indicators, (2) data on achievement of cognitive levels (C4, C5, and C6), (3) data on student learning activities carried out, and (4) data on student responses to use of interactive flipbook media. The instruments used are (1) critical thinking tests in the form of description questions, (2) cognitive learning outcomes tests in the form of multiple-choice questions, (3) student activity observation sheets, and (4) student response questionnaires. The results obtained in learning the human excretory system using interactive flipbooks are: (1) the level of achievement of critical thinking skills on each indicator can be achieved well, (2)the level achievement of cognitive learning outcomes (C4, C5, and C6) in each category can be achieved well, (3) learning activities that appear and implement in the learning process include visual activities, oral activities, and listening activities, and (4) the use of interactive flipbook media gets a positive response from students. Most respondents agree to use interactive flipbook media to learn the human excretory system. Students also assess that interactive flipbook media are interesting, flexible, practical, meaningful, and not dull.
Dominant factors that determine college students completing studies in mathematics education study programs Dewanti, Sintha Sih; Pramono, Aji Joko Budi
REID (Research and Evaluation in Education) Vol. 9 No. 1 (2023)
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.v9i1.51081

Abstract

Failure to graduate on time is a problem for both the university and the students themselves. Beside the competencies possessed by students, many other factors affect the completion of student studies. This study aims to reduce the variables that really affect the completion of student studies. The approach of this research was survey research on students of the Mathematics Education Study Program at least in semester 7 (currently taking a final project course). There are 17 factors that determine the completion of student studies, namely achievement motivation, discipline, interest, intelligence, study habits, health, part-time work activities, organizational activities, curriculum, mentoring methods, student relations with lecturers, availability of books, internet facilities, family economic conditions, relationships with parents and family members, friends, and social environment. Data analysis was conducted using Principal Component Analysis (PCA) method to obtain the dominant factor. Based on the results of the study, four main factors that affect the completion of student studies are formed, namely: (1) the first factor: motivation and academic ability; (2) the second factor: activities and social environment; (3) the third factor: facilities and family; and (4) the fourth factor: thesis guidance. The four factors can explain the dominant factor in student study completion at 86.54%, with details of motivation and academic ability at 37.57%, activities and social environment at 26.34%, facilities and family at 15.21%, and thesis guidance at 7.42%.
Evaluation of English language improvement program for Information System graduates using a comparative analysis method Purwasih, Ratih; Rahimullaily, Rahimullaily; Zikri, Zikri
REID (Research and Evaluation in Education) Vol. 9 No. 1 (2023)
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.v9i1.54025

Abstract

STMIK Indonesia Padang seeks to improve the quality of its graduates by providing several academic training in information systems science and soft skills. One of them is training to improve graduates' English skills, including English I and II, English for career, and TOEFL training. The purpose of the study was to evaluate the success of the English language improvement program given to graduates of STMIK Indonesia Padang by comparing the scores for all English programs. This research method is explanatory. Data processing and analysis used descriptive statistics and comparative mean analysis techniques with Friedman test statistics on 4 data groups and Wilcoxon on two data groups. The sample of this study is a saturated sample (170 people) and dependent. The results of the test statistic showed that the value of sig. is less than 0.05. This shows that there is a significant difference between the average scores of English I, English II, English for Career, and TOEFL, either simultaneously or not. Based on descriptive statistics, it was found that the difference did not indicate an increase in the average score on English language skills. Several recommendations can be made in improving English, including (1) the implementation of continuous training, not only at the beginning of the semester and at the end of the semester for students, (2) Increasing the practice of communicating English such as participating in debate competitions, storytelling, and speeches.
Pre-service teachers' agentive projections toward innovation in online English Language Teaching (ELT) classes Farmasari, Santi; Wardana, Lalu Ali; Baharuddin, Baharuddin; Amrullah, Amrullah; Isnaeni, Mh; Lail, Husnul
REID (Research and Evaluation in Education) Vol. 9 No. 1 (2023)
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.v9i1.51393

Abstract

This study examines the pre-service teachers' agentive projections toward innovation in online English Language Teaching (ELT) classes. Employing teacher agency theory, this instrumental case study views projections as agentive when they are informed by the students' ecological aspects (past and present), oriented to solve potential learning problems and improve learning outcomes. The study involved 84 pre-service teachers who were voluntarily asked to fill in a questionnaire, submit a lesson plan, and be interviewed. nVivo Pro was used to organize themes. The study indicates that the pre-service teachers, M=3.81, SD=.590, perceive that innovation in online ELT classes is closely related to the integration of information and technology. As a result, the students' agentive projections were also oriented to solve technology and internet-based obstacles, added with innovative learning methods. The research findings may become important insights for the development of English teaching and learning in order to provide more capital for pre-service teachers creating ELT innovation in the future.
Developing a religiosity scale for Indonesian Muslim youth Abdullah, Shodiq; Warsiyah, Warsiyah; Ju'subaidi, Ju'subaidi
REID (Research and Evaluation in Education) Vol. 9 No. 1 (2023)
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.v9i1.61201

Abstract

This study aims to construct and test the validity of the Islamic youth religiosity scale. The population in this study is Muslim students of senior high schools in Surakarta, Central Java, with a sample of 258 established using the random sampling technique. The data analysis used the Linear Structural Model. The result shows that the RMSEA (≤ 0.08) and GFI (≥ 0.09) values from the four dimensions (belief, ritual, social, commitment meet the standard values of compatibility with the respective values for RMSEA beliefs = 0.055 GFI = 0.94, RMSEA rituals = 0.026 GFI = 0.99, social RMSEA = 0.059 GFI = 0.91, commitment of RMSEA = 0.032 GFI = 0.97. This means that these dimensions (belief, ritual, social, commitment) can reflect the religiosity variables positively and fit empirical data. The most dominant dimension reflecting religiosity is the social dimension with an average factor loading value >0.05, and the weakest one that reflects religiosity is confidence because many items have a loading factor <0.05.

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