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INDONESIA
Indonesian Journal of Educational Assesment
Published by Kementerian Pendidikan dan Kebudayaan
ISSN : 26552892     EISSN : 26848074     DOI : https://doi.org/10.26499/ijea.v2i2.30
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Indonesian Journal of Educational Assessment (hence IJEA) is a national journal providing authoritative source of scientific articles for researchers in academia, research institutions, government agencies, industries, and others. We publish original research papers, review articles, and case studies focused on educational assessment and evaluation, policy and management on assessment, ICT in assessment, as well as related topics. All papers are peer-reviewed by at least two referees. IJEA is published and imprinted by the Center for Assessment and Learning (PUSMENJAR), Agency of Research and Development, Ministry of Education and Culture. IJEA is managed to be issued twice (June and December) in every volume.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 56 Documents
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The Effect of Mastery Learning on Affective Characteristics of Students a Quantitative Research Synthesis Hayat, Bahrul
Indonesian Journal of Educational Assessment Vol 1, No 1 (2018): IJEA 2018
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (274.065 KB) | DOI: 10.26499/ijea.v1i1.6

Abstract

Many experimental researches have been conducted until recent years to see the effect of mastery learning approach on students’ cognitive behavior and affective characteristics. But the question is how much evidence is there in the existing research results provides scientific conclusions by combining existing experimental results. By treating different experiments of mastery learning as research replications, the experimental results can be combined using a meta-analysis technique. This paper shows how a quantitative research synthesis can effectively be used to combine statistical evidences of researches conducted separately and independently. The effect of mastery learning on affective characteristics of students was selected for this research synthesis. The mastery learning approach to be investigated in this research synthesis is Bloom type of mastery learning strategy.Using 26 independent comparisons, the results of study show that: a) the effect sizes of mastery learning on affective chharacteristics of students are heterogeneous across studies, b) the source of study, either from dissertation or journal article, does not explain the variability among the effect sizes, c) mastery learning programs using a ≥ 75% mastery criterion seem to have positive affective impact on the students, while those using < 75 % mastery criterion have no impact on the affective characteristics of students, d) the mean effect size shows a decreasing trend as the level of education increases, e) the mean effect size is highly positive for mathematics class and low positive effect for science and social studies, and f) short treatment duration has a much larger positive effect size than the long term treatment duration.
Validasi Instrumen Social Provision Scale Pada Siswa Sekolah Menengah Atas: Studi dengan Penerapan Rasch Model Deviana, Tina; Hayat, Bahrul; Suryadi, Bambang
Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (796.09 KB) | DOI: 10.26499/ijea.v3i1.54

Abstract

The condition of Indonesia is currently being faced by the corona virus (COVID-19) pandemic 2019. The importance of solutions related to the existence of the role of teachers or educators to provide references such as social support to students in learning and teaching activities from home, this study conducted to provide research tools or instruments that can be used by educators or researchers by testing the validity of a social support construct (Social Provision Scale) measuring instrument using the Rasch Model. Although much has been done to test the validity of the Social Provision Scale, no one has examined it by involving social support in the context of Education. Likewise, the majority of research on social support uses confirmatory factor analysis, and no one has used the Rasch Model in validating the Social Provision Scale instrument, especially in Indonesia. The data used are secondary data from Putra of 326 people in SMA Negeri 29 South Jakarta using cluster sampling. The results of the application of the Rasch Rating Scale model show that the psychometric characteristics of the Social Provision Scale are very good and precise, as well as the compatibility of the items to the model. Implications and suggestions for future research are also discussed.
EKSPLORASI SIKAP DAN PENGETAHUAN MENGENAI PENGGUNAAN TURNITIN DAN TEKNIK PARAPHRASING DALAM KONTEKS AKADEMIK Ramdani, Zulmi; Prahastuti, Nurul Fajriyah; Prakoso, Bagus Hary
Indonesian Journal of Educational Assessment Vol 2, No 2 (2019): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (398.738 KB) | DOI: 10.26499/ijea.v2i2.31

Abstract

This study aims to explore the attitudes and knowledge possessed by an academician in making an article in accordance to the ethical code of scientific research. There were 116 participants involved in this study. The research method was carried out through two stages, the first stage is test descriptive statistics psychological description of the attitude and knowledge of subjects about the use of Turnitin and citation techniques and the second stage is conducting exploration using an open questionnaire. The results showed: the subject frequency was still very low in using this media;  there was a linear correlation between the low intensity of use and the attitude they have in the writing process; and the use of Turnitin media and the citation techniques was important.
Diskursus Penilaian Pendidikan dalam Konteks Indonesia: Konflik Kebijakan Penilaian Pendidikan - Beragam Tujuan Penilaian Witjaksono, R.
Indonesian Journal of Educational Assessment Vol 1, No 2 (2018): IJEA 2018
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (492.608 KB) | DOI: 10.26499/ijea.v1i2.11

Abstract

Pemangku kebijakan pendidikan yang berbeda memiliki konsepsi yang berbeda tentang penilaian peserta didik. Hal ini selanjutnya mengarah pada tujuan yang berbeda dalam menilai peserta didik. Akibatnya, ada berbagai konflik kepentingan mengenai tujuan penilaian peserta didik di dalam perumusan kebijakan penilaian pendidikan. Artikel ini ditulis dengan maksud, secara umum, untuk berbagi wawasan tentang wacana penilaian pendidikan dengan semua pemangku kepentingan pendidikan. Secara khusus, penulisan artikel ini ditujukan kepada semua pemangku kebijakan yang berkaitan erat dengan bidang penilaian pendidikan. Dalam melakukan kajian terhadap kebijakan penilaian pendidikan yang berbeda dalam hal tujuan penilaiannya, penulis menggunakan analisis wacana kritis (critical discourse analysis) berdasarkan bingkai pada konteks international. Adapun bingkai yang dimaksud adalah model penilaian institusional dari Broadfoot (1979), model pasar bebas dari Ball (1990), dan tiga paradigma penilaian dan evaluasi dari Habermas (1972/1978). Adapun hasil kajiannya adalah bahwa perumusan kebijakan penilaian pendidikan dengan tujuan yang berbeda-beda, yaitu untuk sertifikasi, seleksi, dan akuntabilitas, masing-masing mempunyai permasalahan tersendiri pada implementasinya. Implementasi kebijakan penilaian sertifikasi melalui ujian eksternal (ujian nasional) mempunyai implikasi politik, sosial, dan ekonomi terutama bagi peserta didik yang modal intelektualnya rendah. Dalam hal ini, minimal ada tujuh (7) pertanyaan mendasar yang perlu dipertimbangkan secara seksama dan komprehensif. Selanjutnya, pada implementasi kebijakan penilaian seleksi, pemangku kebijakan pendidikan menerapkan rasionalitas ekonomi berdasarkan pendekatan pasar bebas untuk merencanakan sistem pendidikan nasional dalam hal penyediaan kurikulum dan praktik penilaiannya. Dalam hal ini minimal ada dua (2) pertanyaan mendasar yang juga memerlukan pertimbangan seksama. Pada akhirnya, pada implementasi kebijakan penilaian dalam konteks akuntabilitas, pendekatan pemerintah terhadap penilaian pendidikan yang menggabungkannya dengan sistem akuntabilitas, melalui mekanisme manajerial/birokrasi dan pasar bebas, perlu dipertanyakan lebih lanjut. Dalam hal ini minimal ada enam (6) pertanyaan mendasar yang memerlukan perhatian khusus.
Kemampuan Siswa SMA IPA dan IPS dalam Menjawab Soal HOTS Mata Pelajaran Bahasa Indonesia Berdasarkan Hasil UN 2017 Safari, Safari
Indonesian Journal of Educational Assessment Vol 1, No 1 (2018): IJEA 2018
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (303.169 KB) | DOI: 10.26499/ijea.v1i1.2

Abstract

Tujuan utama studi ini adalah untuk mengetahui apakah terdapat perbedaan rata-rata skor kemampuan siswa SMA IPA dan IPS dalam menjawab soal HOTS mata pelajaran Bahasa Indonesia hasil UN 2017? Populasi penelitian ini adalah siswa SMA yang sedang belajar pada tahun 2016, sedangkan sampelnya adalah siswa SMA kelas 12 yang mengikuti UN 2017. Berdasarkan hasil analisis t-tes dengan program SPSS dan Mplus diperoleh hasil seperti berikut. Pertama, berdasarkan nilai rata-rata nasional menunjukkan bahwa kemampuan siswa SMA IPA dalam menjawab soal HOTS adalah lebih tinggi (mean 68,18, standar deviasi 11,66) daripada kemampuan siswa SMA IPS (mean = 55, 68 standar deviasi 12,69). Nilai ini berdasarkan klasifikasi hasil ujian nasional masih tergolong cukup dan kurang. Kedua, perbedaan kemampuan siswa SMA IPA dan IPS terhadap kemampuan “menjawab soal HOTS mata pelajaran Bahasa Indonesia” adalah terbukti. Artinya terdapat perbedaan yang signifikan kemampuan siswa SMA IPA dan IPS terhadap kemampuan “menjawab soal HOTS” (P-value= 0,00). Kesimpulan penelitian ini adalah terdapat perbedaan yang signifikan kemampuan siswa IPA dan IPS dalam menjawab soal HOTS mata pelajaran Bahasa Indonesia hasil UN 2017. Kemampuan siswa IPA dan IPS dalam menjawab soal HOTS adalah cukup dan kurang.
Best Practices Pendidikan Karakter Pada Sekolah Unggulan di Bandung Prakoso, Bagus Hary; Ramdani, Zulmi; Rahmah, Bilqisthi
Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (541.296 KB) | DOI: 10.26499/ijea.v3i1.61

Abstract

Character education is an inseparable part of the program of strengthening and improving the quality of education in various aspects of life. Character education is manifested in a variety of activities and conditions that allow each school to be able to optimize the cognitive abilities of children in addition to strengthening their morals and character as a whole. Each school has advantages and good mechanisms that support the implementation of the character education program the study was conducted to explore and obtain a picture of best practices carried out by leading schools implementing the character education strengthening program (PPK). Qualitative research with a collective case study design is used in this study. There are 3 excellent schools that become research locus with 18 respondents who involved as research participants selected using purposive sampling. Exploration was implemented using the interview method, focus group discussion, and direct observation. The results showed that the implementation of character education conducted at the three schools was very effective because it was supported by various policies, concrete actions, and the consistency and seriousness of the school in supporting the program. The best practices that might be used as a model by other schools include praying together, conducting joint worship routines, rotating cults, conducting environmental love programs, literacy, and cultural love programs
KAJIAN UMPAN BALIK GURU TERHADAP HASIL BELAJAR SISWA Sofyatiningrum, Etty; Ulumudin, Ikhya; Perwitasari, Farah
Indonesian Journal of Educational Assessment Vol 2, No 2 (2019): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (283.766 KB) | DOI: 10.26499/ijea.v2i2.36

Abstract

The purpose of this study was to identify the form of feedback on the learning outcomes on 8th graders junior high school conducted by the teacher. The study was conducted in the city of Yogyakarta, Makassar, Bandung and Badung during July-August 2019. Respondents were 8th grade junior high school teachers, who teach Science and English subjects. School samples were purposely taken from students who achieve high scores in the UN. Respondents were observed during the learning process followed by interviews and discussion with other teacher. The results of the study show that the implementation of teacher feedback on student learning outcomes has not yet optimal. This is indicated by the teacher's comments on student learning outcomes only correcting mistakes, and giving the correct answers. Almost all teachers have not provide depth explanation nor additional concepts towards the mistakes in order to strengthen students’ understanding. According to respondents, there are contributing factors in giving feedbacks on the learning outcomes. These are: (1) teachers’ knowledge on the meaning and function of feedback on student learning outcomes; (2) there is no guidance from the government regarding the importance of teacher feedback, and (3) there is no training from the government about feedback. To foster teachers’ feedback on student learning outcomes requires government efforts with clear guidelines about the necessity to emphasize feedback on student learning outcomes.
Validitas Tes Keterampilan Berpikir Kritis Remaja (TKBKR) di Universitas Pendidikan Indonesia R. Marfu’i, Lucky Nindi; Krisnanda, Veno D.
Indonesian Journal of Educational Assessment Vol 2, No 1 (2019): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (6116.264 KB) | DOI: 10.26499/ijea.v2i1.15

Abstract

This study aims to examine the validity of tests of critical thinking skills in adolescents. Validity tested based on; 1) test content, 2) response process, and 3) internal structure. The constructs of Critical Thinking Skills are 23 questions with the correct answer wrong with the answer answers in the form of reasons supporting the correct wrong answers. The subjects in this study amounted to 304 students from six faculties, namely FPMIPA, FIP, FPOK, FPIPS, FPBS, and FPTK at the Indonesian University of Education. The results of the study showed that of the 36 questions there were only 23 questions that could be maintained because 13 questions that had fallen had poor validity and measurement of adolescent critical thinking skills. Based on the results of the validity test of proof of the contents of the language expert, critical thinking experts, and experts in analytical ability mathematically evaluate that this test is feasible to use and the constructed answer key is in accordance with the questions presented. Based on evidences of the internal structure, it is explained that the KMO value of the results of factor analysis shows the number 0.570 with 2 components formed, namely analysis and evaluation capabilities. Suggestions for further research, TKBK has not been tested in its external validity in depth so that there needs to be evidence based on the relationship to other variables and based on the consequences of the test.
Penggunaan Asesmen Elektronik Berbasis Edmodo Sebagai Assessment for Learning Keterampilan Abad 21 Wulan, Ana Ratna; Isnaeni, Aisah; Solihat, Rini
Indonesian Journal of Educational Assessment Vol 1, No 2 (2018): IJEA 2018
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (501.735 KB) | DOI: 10.26499/ijea.v1i2.7

Abstract

Keterampilan abad 21 adalah keterampilan yang perlu dikuasai siswa dalam era globalisasi. Penguasaan keterampilan abad 21 sangat menentukan kelulushidupan generasi Indonesia di masa depan. Keterampilan memecahkan masalah merupakan salah satu keterampilan penting abad ke-21. Oleh sebab itu, penelitian ini difokuskan pada keterampilan memecahkan masalah abad 21. Pengembangan keterampilan abad 21 pada siswa tidak akan berhasil jika asesmen yang digunakan tidak sesuai. Siswa tidak akan memperoleh umpan balik yang tepat untuk perbaikan pembelajarannya. Inovasi pembelajaran yang dilakukan tidak akan berhasil jika asesmen yang digunakan tidak tepat. Sesuai tantangan global dewasa ini, penelitian ini mengembangkan asesmen berbasis ICT yang tidak hanya mengukur keterampilan kognitif siswa, akan tetapi juga mengembangkannya. Model asesmen dikembangkan dengan memanfaatkan aplikasi website berbasis Edmodo. Fitur-fitur asesmen tersebut dapat diakses melalui smartphone. Penelitian ini dilakukan melalui Mixed Method. Penelitian ini telah menghasilkan model asesmen elektronik untuk assessment for learning. Asesmen elektronik tersebut dapat meningkatkan keterampilan memecahkan masalah, sebagai salah satu indikator penting keterampilan abad 21.
Analisis Rasch terhadap Instrumen General Selfefficacy Scale-12 Versi Bahasa Indonesia: Studi Komparasi Rating Scale Model (RSM) dan Partial Credit Model (PCM) Putra, Muhammad Dwirifqi Kharisma; Retnawati, Heri
Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.057 KB) | DOI: 10.26499/ijea.v3i1.55

Abstract

Self-efficacy is one of the most researched topics in education and psychology, which grounded within social cognitive theory. Various instruments are available that can be used to measure general self-efficacy. As a foundational instrument in the measurement of general self-efficacy, the study investigated the psychometric properties of the General Self-Efficacy Scale-12 (GSES-12). Although the instrument has been adapted into Bahasa, the contribution of the Rasch measurement model in validating this instrument has never done before. By utilizing various advantages of the Rasch model, the polytomous Rasch model (RSM and PCM) were used. The data used in this study are secondary data from previous research. The sample consisted of 303 students (132 male, 171 female) with an age range 18 - 22 years old (mean age = 19.56, SD = 1.20). The results of Rasch's analysis show that the psychometric characteristics of GSES-12 are adequate. The data fit to the Partial Credit Model compared to Rating Scale Model. All assumptions in applying the Rasch model are fulfilled, and also the item fit to the model. Implications and suggestions for future research are also discussed.

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