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Indonesian Journal of Educational Assesment

ijea
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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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PENGARUH KEBIASAAN SISWA MENJAWAB SOAL URAIAN TERHADAP HASIL UN 2018 Safari, Safari
Indonesian Journal of Educational Assessment Vol 2, No 2 (2019): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

The main purpose of this study is to answer the following question Is there any influences of students' habits in answering the essay questions toward the results of the 2018 SMP National Exam (UN)? The population of this study was SMP students who participated in the 2018 UN. The data in this study is provide in the form of test scores and student answers on questionnaires taken from 34 provinces throughout Indonesia. The questionnaire was filled in voluntarily on the last day of the UN, so the number of respondents who filled out the questionnaire was 3.224.331 students from 37.859 junior high schools. These respondents is a sample in this study. Based on the results of the T-test analysis, the following results were obtained. The effect of students' habits in answering the essay questions on 2018 UN results is proven. This means that there is a significant difference (P <0,000) between students who are used to and are not used to answer essay questions on the results of the 2018 National Examination. The conclusion is that there is a significant difference between the students who are used to and not used to answer essay questions toward the results of the National Examination 2018 for subjects: Indonesian, English, Mathematics, and Natural Sciences, (Sig. 0,000).

Refleksi Diri untuk Memperbaiki Hasil Belajar berdasarkan Hasil TIMSS Fahmi, NFN; Purwati, Rumondang
Indonesian Journal of Educational Assessment Vol 2, No 1 (2019): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

The aim of this study is to obtain information about the mathematics competency of Indonesian students based on international benchmark in TIMSS 2011. This study is a quantitative descriptive study based on TIMSS 2011 data. The population of this study is all students in the junior high schools (SMP) in Indonesia. The subjects of the research are 5.795 Indonesian students from 154 schools. Â The methods of multistage stratified and random sampling are conducted as sample-determining technic. Data analysis was administered by International Association for the Evaluation of Educational Achievement (IEA) using IDB analyzer program.The average mathematics score acquired by Indonesian students is 386, below the international average score (500). Indonesian students is at rank 40 of 45. Based on international benchmark, there are 0% Indonesian students who can achieve advanced level, 2% reaching the high level, 15% achieving intermediate level, and 43% in the low level. For most of Indonesian students the Â mastery of Mathematics material is very low, especially in solving the problem at proficient level and high level. The research concludes that: (1) Indonesian students are less accustomed to work on items in applying and reasoning cognitive domain, especially in constructed-response items; (2) Indonesian students are less accustomed to work on items that need more than one process of solving the questions; (3) Misconception among Indonesian students about arithmetic operations (+, -, x, :), which one should be done first; and (4) Indonesians students have more difficulties in working on algebraic operations than number operations.Abstract. The aim of this study is to obtain information about the mathematics competency of Indonesian students based on international benchmark in TIMSS 2011. This study is a quantitative descriptive study based on TIMSS 2011 data. The population of this study is all students in the junior high schools (SMP) in Indonesia. The subjects of the research are 5.795 Indonesian students from 154 schools. Â The methods of multistage stratified and random sampling are conducted as sample-determining technic. Data analysis was administered by International Association for the Evaluation of Educational Achievement (IEA) using IDB analyzer program.The average mathematics score acquired by Indonesian students is 386, below the international average score (500). Indonesian students is at rank 40 of 45. Based on international benchmark, there are 0% Indonesian students who can achieve advanced level, 2% reaching the high level, 15% achieving intermediate level, and 43% in the low level. For most of Indonesian students the Â mastery of Mathematics material is very low, especially in solving the problem at proficient level and high level. The research concludes that: (1) Indonesian students are less accustomed to work on items in applying and reasoning cognitive domain, especially in constructed-response items; (2) Indonesian students are less accustomed to work on items that need more than one process of solving the questions; (3) Misconception among Indonesian students about arithmetic operations (+, -, x, :), which one should be done first; and (4) Indonesians students have more difficulties in working on algebraic operations than number operations.AbstrakTujuan penelitian ini adalah memperoleh informasi tentang kemampuan matematika siswa Indonesia berdasarkan benchmark Internasional dalam TIMSS 2011. Penelitian ini merupakan penelitian deskriptif kuantitatif berdasarkan data TIMSS tahun 2011. Populasi dari penelitian ini adalah seluruh siswa SMP/MTs dan sampel penelitian adalah siswa kelas VIII SMP/MTs. Jumlah siswa yang menjadi sampel sebanyak 5.795 siswa dari 154 sekolah. Penentuan sampel dilakukan dengan metode multistage stratified dan acak. Analisis data dilakukan oleh International Association for the Evaluation of Educational Achievement (IEA) menggunakan program IDB analyzer. Rerata skor matematika siswa Indonesia adalah 386, di bawah rerata skor Internasional (500). Indonesia berada pada peringkat 40 dari 45 negara peserta. Capaian siswa Indonesia untuk level mahir 0%, level tinggi 2%, level menengah 15%, dan level rendah 43%. Penguasaan materi matematika bagi sebagian besar siswa Indonesia masih sangat rendah terutama untuk menyelesaikan soal-soal pada level mahir dan level tinggi. Simpulan dari penelitian ini adalah: (1) siswa Indonesia masih menemui kesulitan untuk menyelesaikan soal aplikasi dan penalaran, terutama untuk soal uraian, (2) dalam konsep operasi hitung (+, - , x, : ) masih ditemukan siswa yang belum memahami urutan oprerasi hitung yang dikerjakan terlebih dahulu, dan (3) siswa Indonesia masih kesulitan menyelesaikan soal dalam bentuk variabel atau operasi aljabar.

Meningkatkan Capaian Matematika Siswa Indonesia: Kajian Kesalahan Konsep Nilai Tempat Rahmawati, Rahmawati; Nizam, Nizam
Indonesian Journal of Educational Assessment Vol 1, No 1 (2018): IJEA 2018
Publisher : Pusat Asesmen dan Pembelajaran

Rendahnya hasil siswa Indonesia pada studi internasional sudah umum menjadi konsumsi publik. Setiap kali hasil TIMSS diumumkan, ranking serta skor adalah fokus utama. Namun, diagnosa mendalam untuk menyelami penyebab rendahnya capaian masih jarang dilakukan. Penelitian ini bertujuan untuk menggali salah satu faktor kesalahan umum yang terjadi pada siswa di jenjang pendidikan dasar, khususnya bidang studi matematika. Faktor yang ditelaah adalah (1) buku teks yang digunakan pada pembelajaran dan (2) soal-soal penilaian tingkat kelas yang lazim digunakan. Kesalahan umum dideteksi melalui analisis kuantitatif, sedangkan faktor yang memengaruhi didiagnosis dengan telaah kualitatif. Respon dari sampel 4024 siswa SD/MI kelas 4 pada studi Trend in International Mathematics and Science Study (TIMSS) 2015 digunakan untuk analisis kuantitatif. Hasil analisis kuantitatif menunjukkan siswa terkecoh dan memilih distraktor soal matematika yang sama. Terkecohnya siswa menunjukkan terjadinya kesalahan konsep nilai tempat. Siswa rancu antara nilai tempat, tempat bilangan, dan nilai bilangan. Diskusi kelompok terpumpun untuk menelaah substansi terhadap buku teks menunjukkan terjadinya simplifikasi penjelasan topik nilai tempat. Sedangkan review soal-soal topik nilai tempat pada penilaian kelas mengindikasikan bahwa secara umum, model pertanyaan menggiring hanya pada satu perspektif. Disarankan penggunaan konteks kehidupan sehari-hari untuk topik nilai tempat pada buku teks sehingga siswa mudah memahami konsep yang benar. Selain itu, penggunaan beragam stimulus untuk menilai pemahaman konsep siswa tentang nilai tempat juga diperlukan untuk meluruskan kesalahan konsep yang terjadi.

Front Cover IJEA Journal ijea, jurnal
Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

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IJEA Journal

Front Cover IJEA Journal Journal, IJEA
Indonesian Journal of Educational Assessment Vol 2, No 2 (2019): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Front Cover IJEA Journal

School Refusal pada Anak Usia 4-5 Tahun Ditinjau dari Perkembangan Sosial Fitroh, Siti Fadjryana; Oktavianingsih, Eka; Mayangsari, Dewi; Faâ€™idah, Mutimmatul
Indonesian Journal of Educational Assessment Vol 2, No 1 (2019): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

This study aims to perceive the social development ofÂ children aged 4-5 years with school refusal. This research used descriptive qualitative approach. Data analysis is conducted through three stages: data reduction, display data, and conclusions: drawing/verifying. The participants of this study are 4 children aged 4-5 years. The results of this study indicated that 1) The behavior captured on school refusal in children agedÂ 4-5 year olds consisted of refusing to go to school, having absent for several days, and having difficulties in learning or making friends. There was a difference in school refusal for boys and girls. BoysÂ are more dominantly having school refusal than girls. 2) The social development of childrenâ€™s school refusal especially on the self-awareness aspect are: the childrenâ€™s lack of confidence and they need help to understand the rules and be discipline. In the sense of responsibility to theirself and others, they need a assist to share, support and help friends. In the aspect of childâ€™s prosocial behavior, they require a help to get along with their friends, less appreciate the friendsâ€™ work, and do not show their empathy. Furthermore, it has been found the differences of social development on school refusal children between men and women. It has been revealed that boys tend to be less independent, not confident, unfrriendly, and less appreciate their friendsâ€™ work. Moreover, girls are more independent, showing confidence, willing to play with friends, and appreciate friendsâ€™ help.AbstrakPenelitian ini bertujuan untuk mengetahui perkembangan sosial anak school refusal usia 4-5 tahun. Penelitian ini menggunakan pendekatan kualitatif metode deskriptif. Analisis data dilakukan melalui tiga tahapan: data reduction, data display, dan conclusions: drawing/verifying. Subjek dalam penelitian ini 4 anak usia 4-5 tahun. Hasil penelitian ini menunjukkan bahwa 1) Gambaran school refusal anak usia 4-5 tahun terdiri dari menolak berangkat sekolah, absen sekolah selama beberapa hari, dan kesulitan belajar atau bergaul. Ditemukan perbedaan school refusal anak laki-laki dan anak perempuan. Anak laki-laki lebih mengalami school refusal daripada anak perempuan. 2) Perkembangan sosial anak school refusal yaitu pada aspek kesadaran diri anak kurang percaya diri dan membutuhkan bantuan untuk memahami peraturan dan disiplin. Pada aspek rasa tanggung jawab terhadap diri sendiri dan orang lain membutuhkan bantuan untuk berbagi, menolong dan membantu teman. Pada aspek perilaku prososial anak membutuhkan bantuan untuk bergaul dengan teman, kurang menghargai karya teman, dan tidak menunjukkan empati. Ditemukan perbedaan perkembangan sosial anak school refusal antara laki-laki dan perempuan. Terlihat anak laki-laki cenderung kurang mandiri, tidak percaya diri, menyendiri, dan kurang menghargai teman. Anak perempuan lebih mandiri, menunjukkan percaya diri, mau bermain bersama teman, dan mau menghargai teman dengan bantuan.Â Â

Pengaruh Tingkat Pendidikan Orang Tua terhadap Hasil UN SMP 2018 Safari, Safari
Indonesian Journal of Educational Assessment Vol 1, No 2 (2018): IJEA 2018
Publisher : Pusat Asesmen dan Pembelajaran

Tujuan utama studi ini adalah menjawab pertanyaan berikut. Apakah terdapat pengaruh pendidikan orang tua siswa terhadap hasil ujian nasional (UN) SMP 2018? Populasi penelitian ini adalah siswa SMP yang sedang belajar pada tahun 2018, sedangkan sampelnya adalah siswa SMP kelas 9. Alasan pemilihan sampel adalah siswa yang sedang mengikuti UN tahun 2018. Data dalam penelitian ini berbentuk skor tes dan kuesioner yang dijawab siswa SMP di 34 provinsi di seluruh Indonesia, yaitu 3224331 siswa dari 37859 SMP. Berdasarkan hasil analisis varian satu jalur diperoleh hasil seperti berikut. Berdasarkan nilai rata-rata nasional, pendidikan orang tua siswa SMP peserta UN 2018 berpengaruh terhadap hasil UN 2018 adalah terbukti. Artinya terdapat pengaruh yang signifikan (P<0,000) terhadap hasil UN 2018 untuk mata pelajaran: Bahasa Indonesia, Bahasa Inggris, Matematika, dan IPA, baik pada pendidikan ayah, pendidikan ibu, maupun keduanya secara bersama-sama (Sig. 0,000). latar belakang pendidikan ayah lebih dominan pada mata pelajaran Bahasa Indonesia dan Matematika (loding faktornya 0,467 dan -0,218) daripada latar belakang pendidikan ibu (loding faktornya 1,261 dan 0,195. Latar belakang pendidikan ibu lebih dominan pada mata pelajaran Bahasa Inggris dan IPA (loding faktornya 0,244 dan -0,054) daripada latar belakang pendidikan ayah. Kesimpulannya adalah bahwa pendidikan orang tua siswa SMP sangat berpengaruh secara signifikan terhadap hasil UN 2018.

Students' Perception of Teacher Guidance on Reading Learning Based on Results of PISA 2018 Safari, NFN
Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

The main purpose of this study is to answer the following question; is there any difference between international students' perceptions of teacher guide on learning to read to meet real-life challenges whose country position is above and below the 2018 average Program for International Student Assessment (PISA) score? The data in this study taken from PISA 2018 data that has been released to the public and has been permitted for research and development purposes. The population of this study was 15-year-old students (SMP) throughout the world who were studying in 2018, while the sample was 15-year-old students. PISA test participants was spread in 80 countries. The sample was students who participated in the 2018 PISA test. The data in this study were taken from the studentsâ€™ test scores and questionnaires that were answered by 612.004 students from 80 countries. Based on the results of the analysis of variants of one path obtained the following results; there is a statistically significant difference (p<0,000) between studentsâ€™ perceptions of countries below and above the PISA average on the following issues; (1) teacher feedback, (2) improvement of material, and (3) performance improvement in reading, learning to meet real life challenges where the country's position is above and below the average score average PISA 2018, (Sig. 0,000). The conclusion indicates that teachers in countries above the PISA average often provide feedback and provide improved reading material to their students compared to teachers in countries below the PISA average. Teachers in countries below the PISA average provide feedback for performance improvement more often than to teachers in countries above the PISA average. Because the learning dependence of students in countries above the PISA average is higher than students in countries below the PISA average, the frequency of feedback is considered unnecessary.Â Â

STUDENTSâ€™ CULTURAL INTEREST: AN OVERVIEW OF COMPUTER-BASED NATIONAL EXAMINATION (UNBK) 2019 Rahdiani, Dian; Maulida, Nur Syifa; Nuraini, Nuraini
Indonesian Journal of Educational Assessment Vol 2, No 2 (2019): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

In the globalization era, it is very easy to get information about everything, including information about other countriesâ€™ culture, such as lifestyle, good and well-known school, joyful environment and complete facilities, beautiful places for a holiday, comfortable living places, as well as a various technological advances. Besides, there are many other cultural characteristics such as punctuality, independency, critical thinking, creativity, and more freedom in determining life and career paths. These situations make people more interested in learning about other countriesâ€™ cultures. The main objective of this study is to answer the following questions: how are students interested in learning about other countries' cultures? Could studentsâ€™ interest of culture have positive contribution to their score in UNBK 2019? The sample of this study was 9th grader of junior high school who were taking the Computer-Based National Examination (UNBK) 2019 in 34 provinces and completed the questionnaires about their interest in learning other countries' cultures. This paper focuses on studentsâ€™ cultural interests that assume a positive contribution to their academic performance. The analysis method used in this research is descriptive analysis and regression analysis. Results of the analysis, show that students who are interested in other countries' cultures have slightly higher UNBK scores compared to their peers. Therefore, based on the results analysis of this paper, cultural interest has made a positive contribution to the UNBK score in 2019. Further, researches recommend to give more attention to this variable in order to build studentsâ€™ characteristics, and to enhance their academic achievement.

Integritas Akademik: Prediktor Kesejahteraan Siswa di Sekolah Ramdani, Zulmi; Prakoso, Bagus Hary
Indonesian Journal of Educational Assessment Vol 2, No 1 (2019): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Â Studentâ€™s school well-being is one of the factors that determine the extent to which the quality of education can be felt effectively by all individuals in it. The concept of wellbeing arises because of the overall collaboration and mutual support among the elements of education in schools. One of the factors that contribute to the studentâ€™s school wellbeing is academic integrity. Academic integrity refers to the tendency of students to behave as the values of truth that they believe in and in accordance with the demands of the environment. This study aims to examine the influence and contribution of academic integrity to the well-being of students at school. The quantitative research design by testing of regression assumptions was carried out in this study. The subjects involved in this study amounted to 186 participants by being selected based on the random sampling method. The results of the study indicate that academic integrity moderately influences the well-being of students at school. This assumes that personal factors such as academic integrity are needed to support the quality of effective learning, because learning outcomes depend on how the mental and psychological conditions of the students themselves.AbstrakÂ Kesejahteraan siswa di sekolah menjadi salah satu faktor yang menentukan sejauhmana kualitas pendidikan itu bisa dirasakan efektif oleh seluruh individu yang ada di dalamnya. Kesejahteraan muncul karena adanya kolaborasi yang menyeluruh dan saling mendukung di antara elemen pendidikan di sekolah. Salah satu faktor yang ikut berperan terhadap kesejahteraan siswa di sekolah adalah integritas akademik. Integritas akademik mengacu kepada kecenderungan siswa untuk bersikap dan bertingkah laku sebagaimana nilai kebenaran yang mereka yakini dan sesuai dengan tuntutan lingkungan. Penelitian ini bertujuan untuk menguji pengaruh dan kontribusi integritas akademik terhadap kesejahteraan siswa di sekolah. Desain penelitian kuantitatif dengan pengujian asumsi regresi dilakukan dalam penelitian ini. Subjek yang terlibat dalam penelitian berjumlah 186 partisipan dengan dipilih berdasarkan metode random sampling. Hasil penelitian menunjukkan bahwa integritas akademik secara moderat mempengaruhi kesejahteraan siswa di sekolah. Hal ini mengasumsikan bahwa faktor personal seperti integritas akademik dibutuhkan dalam menunjang kualitas pembelajaran yang efektif, karena hasil belajar itu tergantung pada bagaimana kondisi mental dan psikologis siswa itu sendiri

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Home Page

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Contact Name Bagus Hary Prakoso

Contact Email wincifirdaus1@gmail.com

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Location Kota adm. jakarta pusat, Dki jakarta INDONESIA

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Contact Name
Bagus Hary Prakoso

Contact Email
wincifirdaus1@gmail.com

Phone
+62213847537

Journal Mail Official
ijeajournal@kemdikbud.go.id

Location
Kota adm. jakarta pusat,

Dki jakarta

INDONESIA