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An analysis of multiple choice questions (MCQs): Item and test statistics from mathematics assessments in senior high school Mutiara Kusumawati; Samsul Hadi
REID (Research and Evaluation in Education) Vol 4, No 1 (2018): June
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

The multiple-choice test is a common test format used in education. One of the purposes of this test is to evaluate the success of the learning process in a particular subject. Therefore, the efficiency of the evaluation depends on the quality of the test items used. This research was conducted in order to reveal the quality of the final mathematics examination items statistically. It was descriptive quantitative research employing two-parameter logistic (2pl) model of Item Response Theory (IRT). The data were obtained from the sample of 353 students established using the purposive sampling technique. This finding shows that 40% of the 35 items tested are very difficult, 60% are in the medium level, and there is no easy item. The most difficult material is the trigonometric calculation. The percentage of the item discrimination index is described as follows: 8.57% of the items are categorized as very low, 51.43% are categorized as low, 31.43% of the items have a medium item discrimination index value, 5.71% have a high item discrimination index value, and 2.86% of the items are categorized as very high. Moreover, the research found that all distractors functioned well. The highest information on ability θ = 0.4 with information function value of 5.38 and SEM = 0.6. This test is suitable for students with the ability of -1.42 θ 2.65.

Exploring the accuracy of school-based English test items for grade XI students of senior high schools Martin Iryayo; Agus Widyantoro
REID (Research and Evaluation in Education) Vol 4, No 1 (2018): June
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

This study is set out to (1) explore the accuracy of school-based English test items developed by English teachers and (2) compare the relationship between the content covered by teacher and the students’ success level. This research used the quantitative approach. The source of the data is all grade XI students’ answers to the English test for the second semester of 2016/2017 academic year, and their English teachers’ responses to the questionnaire. During this cross-sectional survey, 241 grade XI students and six English teachers were selected by using the total population sampling technique. To analyze the data, the IRT model was prioritized with BILOG MG 3.0, WINISTEPS 3.7. The findings of the study indicate that (1) the test is valid, (2) it is reliable, (3) majority of the items are moderately difficult, (4) more than a half of all items have power to discriminate the examinees, (5) some items show fully-effective distractors, and (6) the test gives much information at -.40 of theta which means that the test is difficult for the grade XI students. Moreover, there is a wide gap between the content covered and the level of success.

Developing an instrument of national examination of equivalency education Package C of mathematics subject Ian Harum Prasasti; Edi Istiyono
REID (Research and Evaluation in Education) Vol 4, No 1 (2018): June
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

The national examination of equivalency education is a competency test to equalize non-formal education with formal education. Departing from the importance of the quality and expectations of the national examination of equivalency education package C mathematics subjects and because the results are inseparable from the implementation process, developing an evaluation instrument to assess the implementation of the national examination of equivalency education package C mathematics subjects is important. The purpose of this study is to develop a suitable instrument for conducting an evaluation of the national examination implementation of the equivalency education package C mathematics subject. The respondents in this research are package C test takers in Bantul Regency, Yogyakarta. The data were analyzed by using SPSS 20.0 and Lisrel 8.54. The result of the analysis shows (1) based on the data obtained from respondents of try-out, the developed instrument is valid, reliable and qualified as a fit model; (2) components in the instrument of test takers is learning time, socialization, test materials, and test venue; and (3) the instrument have the validity value of 0.40 and reliability coefficient of 0.70.

A factor analysis of an instrument for measuring physical abuse experience of students at school Safrudin Amin; Badrun Kartowagiran; Pracha Inang
REID (Research and Evaluation in Education) Vol 4, No 1 (2018): June
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Violence in schools is increasingly reported by the mass media. It indicates that its prevalence is escalating. An instrument which has a proper psychometric property is needed to investigate the phenomenon. The study aims to develop an instrument for measuring physical abuse experienced by students in schools and explore the construct of the instrument. To pursue those objectives, the content validitity, construct validity, and reliability analysis on the developed instrument were measured. Its content validity was confirmed through expert judgment, construct validity was proven through exploratory factor analysis, and reliability was estimated through Cronbach’s alpha coefficient. Experts considered that the content of all items were relevant, though they also suggested some improvement in wordings for greater clarity. The exploratory factor analysis on 31 items indicates that seven items need to be dropped and 24 items are divided into three factors called (1) victimized by friends with the loading factor ranging from 0.44 to 0.69, (2) victimizing friends with the loading factor ranging from 0.45 to 0.66, and (3) being victimized by teachers with the loading factor ranging from 0.57 to 0.68. The reliability of the test was 0.874. Based on this result, the developed instruments consist of three factors with good validity and reliability.

Continuing professional development (CPD) for junior high school mathematics teachers: An evaluation study Pika Merliza; Heri Retnawati
REID (Research and Evaluation in Education) Vol 4, No 1 (2018): June
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Responding to the importance of conducting evaluation on continuing professional development program for teachers, this study is aimed at describing the implementation and difficulty of Continuing Professional Development (CPD) of mathematics teachers of Junior High School (JHS) in Bandar Lampung, Indonesia. This research used a descriptive approach employing a quantitative-qualitative method with sequential explanatory strategy. The population of the research was 181 junior high school mathematics teachers who have already become civil servants. The samples were 63 teachers for quantitative research selected using stratified random sampling and proportional random sampling technique, while eight teachers for qualitative research were selected using purposive sampling technique. These eight teachers were selected because they were the only teachers handling the CPD program. The data were collected through a test, questionnaires, checklist sheet, study document, and interview. Data analysis was conducted using categorized performance trends, divided into five groups: Very Good/Difficult, Good/Difficult, Fair, Poor/Easy, and Very Poor/Very Easy. The data were analyzed using descriptive technique; the quantitative study analysis was performed by mean and standard deviation, whereas, the qualitative data analysis was obtained by data reduction, data display, and conclusion technique. The research results show that the majority of teachers’ CPD implementation is very poor, meanwhile, the difficulty of the engagement of CPD is categorized as fairly difficult.

An evaluation of Islamic moral teaching for students of Madrasah Aliyah Negeri (MAN) Siti Amanah; Haryanto Haryanto
REID (Research and Evaluation in Education) Vol 4, No 1 (2018): June
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

This research is aimed at evaluating: the preparation, implementation, and outcome of the moral teaching program using Stake Countenance evaluation model (antecedent, implementation, and outcome). The study was conducted at Madrasah Aliyah Negeri (MAN) Cilacap, MAN Kroya, and MAN Majenang. The subjects were the principals, teachers of Aqidah Akhlak, chairpersons of the Madrasah Committee, and 276 grade XII students. Interview, observation, questionnaire, and documentation were used as data collection techniques. The data analysis method used was the quantitative-qualitative descriptive analysis. The result of the evaluation shows that: (1) the preparation of the moral teaching is in ‘good’ category; (2) the implementation of moral teaching in terms of time and methods is in ‘good’ category, but the model of moral judgments used is not in ‘good’ category; (3) the result of moral teaching in the madrasah and outside the madrasah as a whole is in ‘good’ category. Thus, Islamic moral teaching evaluation of MAN in Cilacap Regency viewed from the preparation, implementation, and the result is in accordance with the evaluation criteria. In addition, there is a need for further action to examine the effectiveness of moral teaching in madrasahs.

“My lecturer’s expressionless face kills me!” An evaluation of learning process of German language class in Indonesia Primardiana Hermilia Wijayati; Rofi'ah Rofi'ah; Ahmad Fauzi Mohd Ayub
REID (Research and Evaluation in Education) Vol 4, No 2 (2018): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

This qualitative study aimed at evaluating the circumstances in plenary class that provoke learners’ speaking anxiety. To meet the objectives, this study investigated students of German as a Foreign Language (GFL) course who were experiencing speaking anxiety symptoms in the plenary class. The research was a narrative qualitative study, and the data were collected through observation and interview. The result of this study reveals that learners’ speaking anxiety occurred in particular circumstances of the plenary class, such as unfamiliar topic, still class, students’ unpreparedness for spontaneous speaking, expressionless face of the lecturer, and students’ fear of native speaker lecturers.

Comparing the methods of vertical equating for the math learning achievement tests for junior high school students Chairun Nisa; Heri Retnawati
REID (Research and Evaluation in Education) Vol 4, No 2 (2018): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Developing the students’ mathematical ability needs to be carried out to improve the teaching process. This is very important for continuous education. This study aimed to describe: (1) the characteristics of the mathematics achievement tests for grades VII and VIII; (2) the equity constant of the vertical equating result of the mathematics achievement; (3) the accuracy of the mean mean method, mean and sigma, Haebara characteristics curve, Stocking Lord characteristics curve methods in the vertical equating of the tests for grades VII and VIII. The data were the students’ scores for the Higher Order Thinking tests collected with the anchor test design. The analysis technique utilized was the descriptive quantitative analysis. The findings of the study show that: (1) the learning achievement tests for grades VII and VIII have the difficulty level (location) in the fair category (0.190 and 0.451), and the discrimination index (slope) in the category of good with the mean of 0.700 and 0.633; (2) the vertical equating result shows an equation of Y’ = 0.88X-0.27 with the mean and mean method, Y’ = 0.19X-0.02 with the mean and sigma method, Y’ = 0.38X-0.12 with the Haebara characteristics curve method, and Y’ = 0.57X-0.18 with the Stocking and Lord characteristics curve; (3) the lowest Root Mean Square Different (RMSD) belongs to the mean and mean method, followed by the Stocking and Lord characteristics curve method, mean and sigma method, and the Haebara characteristics curve method.

Developing higher-order thinking skill (HOTS) test instrument using Lombok local cultures as contexts for junior secondary school mathematics Syukrul Hamdi; Iin Aulia Suganda; Nila Hayati
REID (Research and Evaluation in Education) Vol 4, No 2 (2018): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

The study was aimed at producing a valid and reliable higher-order thinking skill (HOTS) test instrument using Lombok local cultures as contexts in the junior secondary school mathematics subject matter. The study is developmental research involving a field try-out of 75 students of Grade VIII. Data were analyzed using classical test theories of difficulty levels, discriminating powers, and functioning distractors. The test validity is assessed using the Aiken formula and reliability is estimated by Cronbach Alpha. Findings show that, of the 20 initial multiple-choice items, 15 were valid and reliable and had the characteristics of good test items with a medium-rated difficulty level average of 0.28, a good-rated discriminating power of 0.31), a good-rated reliability coefficient of 0.79, and all distractors well-functioning.

Technology-enhanced pre-instructional peer assessment: Exploring students’ perceptions in a Statistical Methods course Yosep Dwi Kristanto
REID (Research and Evaluation in Education) Vol 4, No 2 (2018): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

There has been strong interest among higher education institution in implementing technology-enhanced peer assessment as a tool for enhancing students’ learning. However, little is known on how to use the peer assessment system in pre-instructional activities. This study aims to explore how technology-enhanced peer assessment can be embedded into pre-instructional activities to enhance students’ learning. Therefore, the present study was an explorative descriptive study that used the qualitative approach to attain the research aim. This study used a questionnaire, students’ reflections, and interview in collecting student’s perceptions toward the interventions. The results suggest that the technology-enhanced pre-instructional peer assessment helps students to prepare the new content acquisition and become a source of students’ motivation in improving their learning performance for the following main body of the lesson. A set of practical suggestions is also proposed for designing and implementing technology-enhanced pre-instructional peer assessment.

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Journal Mail Official
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Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA