Analisis Kualitas Soal Kemampuan Membedakan Rangkaian Seri Dan Paralel Melalui Teori Tes Klasik Dan Model Rasch

Erfan, Muhammad; Maulyda, Mohammad Archi; Hidayati, Vivi Rachmatul; Astria, Fitri Puji; Ratu, Tursina

doi:10.23887/ijerr.v3i1.24080

Cited by 19 publications

(26 citation statements)

References 7 publications

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“…The results of the item analysis shown in Figure 3 on the Cronbach Alpha value (KR-20) show a value of 0.72 more than a minimum value of 0.70 (Pallant, 2010). This figure shows that if the items were analyzed using classical test theory, the results of a good or steady reliability analysis were obtained (Erfan et al, 2020).…”

Section: Constructive Reliabilitymentioning

confidence: 84%

“…Besides, a separation index value of 6.25 was also obtained, in which the separation index could differentiate test items into 8.67 rounded up to 9 (nine) difficulty items. The greater the value of item separation, the quality of the instrument in terms of the overall respondents and the items the better, because it can identify the group of respondents and item groups (Sumintono & Widhiarso, 2015;Erfan et al, 2020). The results of the item analysis shown in Figure 3 on the Cronbach Alpha value (KR-20) show a value of 0.72 more than a minimum value of 0.70 (Pallant, 2010).…”

Section: Constructive Reliabilitymentioning

confidence: 99%

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Validity and reliability of cognitive tests study and development of elementary curriculum using Rasch model

Erfan

Maulyda

Ermiana

et al. 2020

PETiER

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The instrument for measuring knowledge in the subject of Elementary School Curriculum Study and Development has been created to measure students' understanding of teacher candidates in applying concepts, implications and curriculum development at the elementary school level. In order to make reliable and feasible instrument for measuring students knowledge in the subject of Elementary School Curriculum Study and Development, this study aims to produce empirical evidence about the validity and reliability of test instruments using the Rasch model analysis. The study was conducted by testing 20 items on 142 elementary school teacher candidate at one of the State Universities in the City of Mataram, West Nusa Tenggara. The validity and reliability of the instrument were measured by the Rasch analysis model using the Winstep program. The one-dimensional testing of 20 items has a variance measured at 42.7% which exceeds the minimum points of 40.0% desired by the Rasch model. The reliability index of the respondents was 0.65 and the item reliability index was 0.98. All items show a positive value for Point Measure Correlation (PMC) in terms of item polarity which means there is no conflict between the item and the construct being measured. Outfit Mean Square value also shows that all items that almost all items have an MNSQ Outfit value smaller than 1.5 which means the measurement value can be said to be productive except for item 13 (3.77) and item 16 (3.77). Both of these items need to be re-examined because they have problems in measuring their validity. The results of this study have proven that the knowledge measurement test instrument in the Elementary School Curriculum Study and Development course has validity and reliability values that meet and are empirically feasible to be used in measuring Basic School Curriculum Study and Development knowledge for prospective teacher students.

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Section: Constructive Reliabilitymentioning

confidence: 84%

Section: Constructive Reliabilitymentioning

confidence: 99%

Validity and reliability of cognitive tests study and development of elementary curriculum using Rasch model

Erfan

Maulyda

Ermiana

et al. 2020

PETiER

Self Cite

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“…If student's level of difficulty and ability is balanced, then the questions is classified as moderate. According to Erfan et al (2020), a good quality questions is a question that is not too difficult and not too easy. Questions that have a low difficulty level with logit values below -1 must be revised again (Ibnu et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

Rasch model: Quality of final semester assessment items for class x on biology subject

Isnaeni

Aprilia²,

Saifuddin³

2022

Biosfer

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The Final The quality of the question item is important to know to produce more accurate measurements. Final Semester Assessment questions have not been analyzed, and many students still have not passed the Minimum Criterion of Mastery Learning (MCML). This research aims to determine the quality of the question items in the Final Semester Assessment of State High School in the Gondokusuman District. This research uses a quantitative descriptive approach. The population and sample in this study were the answer sheets of all students of class X MIPA at 6th and 9th State Senior High School Yogyakarta in the 2020/2021 school year, which amounted to 462 sheets. Sampling techniques used saturated samples. The data collection procedures were observation and documentation; The analysis was quantitative descriptive. Research results showed the results as 1) there is a difference in the level of question validity of the two schools; 2) The reliability of the questions whether by 6th and 9th State Senior High School Yogyakarta had excellent value; 3) The difficulty level of questions at SMA N 6 Yogyakarta is higher than SMA N 9 Yogyakarta; 4) Differentiating level of the questions by 6th State Senior High School Yogyakarta was seven groups of questions and the questions by 9th State Senior High School Yogyakarta was 11 groups of questions; 5) The effectiveness of distracting questions at 6th and 9th State Senior High School Yogyakarta is not practical; 6) The suitability of the questions with the material and construction aspects of the questions at SMA N 9 Yogyakarta is better than SMA N 6 Yogyakarta.

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“…Kualitas item soal dari aspek reliabilitas item soal menggunakan nilai Cronbach Alpha jika memenuhi kriteria yang ditunjukkan pada Tabel 1. Sedangkan reliabilitas item soal dengan Rasch model memiliki kriteria dalam menentukan nilai Item Reliability dan Person Reliability berdasarkan kriteria (Erfan et al, 2020) dapat dilihat pada Tabel 2 sebagai berikut. Tingkat kesulitan item (item measure) memberikan gambaran yang komprehensif dari nilai logit masing-masing item.…”

Section: Analisis Dataunclassified

“…Suatu soal dapat dikatakan baik jika tingkat kesulitannya proporsional (seimbang) (Rusiyah et al, 2020). Distribusi tingkat kesulitan item soal menjadi empat kategori sebagai berikut (Erfan et al, 2020). Hasil distribusi tingkat kesulitan butir soal dapat dilihat pada Tabel 5.…”

Section: Tingkat Kesulitan Item Soalunclassified

Analisis Item Soal Kimia SMA Menggunakan Rasch Model

Octaviana

Anggara

Jamilah

et al. 2022

OJPK

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Assessment is a technique for evaluating student learning outcomes and deciding whether or not the learning objectives have been achieved. This study aims to determine the validity, reliability, and difficulty level of the tested items. The data collection technique used a documentation technique in the form of an answer sheet for the odd semester final exam for the 2021/2022 academic year for class XI at SMAS Al-Amjad Medan with a total of 222 respondents, and the form of the question was 45 multiple-choice questions (dichotomies) with five categories of answers. The Rasch model is used to obtain fit items. This analysis was carried out with the help of Winsteps software version 3.7.3. Based on the results of the analysis of the results of the item analysis using the Rasch model, the following conclusions can be drawn: in terms of validity, the questions consist of 86,67% valid and 13,33% invalid; Cronbach's alpha value of 0,95 in the very good category, the Person Reliability value is 0,93, which is included in the excellent category; the Item Reliability value is 0,95 in the special category; the distribution of the difficulty level of the item items is by the rules for making questions because 8 items (17,78%) are in the very difficult category, 9 items are about (20%) are in the difficult category, 23 items are about (51,11%) are in the easy category and 5 items (11,11%) in the very easy category.

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Analisis Kualitas Soal Kemampuan Membedakan Rangkaian Seri Dan Paralel Melalui Teori Tes Klasik Dan Model Rasch

Cited by 19 publications

References 7 publications

Validity and reliability of cognitive tests study and development of elementary curriculum using Rasch model

Validity and reliability of cognitive tests study and development of elementary curriculum using Rasch model

Rasch model: Quality of final semester assessment items for class x on biology subject

Analisis Item Soal Kimia SMA Menggunakan Rasch Model

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