Analisis rasch untuk soal tes berpikir kritis pada pembelajaran STEM di sekolah dasar

Syadiah, Ainun Nurul; Hamdu, Ghullam

doi:10.25273/pe.v10i2.6524

Cited by 10 publications

(10 citation statements)

References 8 publications

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“…The results of the analysis of the Final Semester Assessment of Biology class X subjects at 9th State Senior High School Yogyakarta are categorized into four categories, namely as many as five questions with a percentage of 15.62% including very difficult problems, 9 questions with a percentage of 28.18% including difficult problems, 13 questions with a percentage of 40.62% including easy questions, and 5 points of questions with a percentage of 15.62% including very easy problems. Syadiah and Hamdu (2020) said that the high difficulty level of questions could be seen from the highest logit values. This condition corresponds to the total score column representing how many respondents answered correctly on the tested question (Widyaningsih & Yusuf, 2018).…”

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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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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“…STEM or STEAM education research in elementary schools is more developed on test questions (Syadiah & Hamdu, 2020;Hamdu et al, 2020) and 21st-century skills (Perdana et al, 2021;Nuraeni et al, 2020) in thematic learning integrated with STEM or STEAM education. At the secondary school level, its research implemented a lot of STEM integration with various learning models and media in science subjects.…”

Section: Integration Of Stem or Steam Educationmentioning

confidence: 99%

A Systematic Literature Review of STEM Education in Indonesia (2016-2021): Contribution to Improving Skills in 21st Century Learning

2023

pegegog

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STEM (Science, Technology, Engineering, and Mathematics) education is an alternative learning approach to constructing 21st century skills. It encourages the emergence of innovation to develop these skills. The study uses a systematic literature review method adapted from Sharif and Moher et al. using PRISMA. The content analysis aimed to systematically analyze trends in STEM or STEAM education research in Indonesia using articles published in national and international journals. From the inclusion criteria, there were 63 articles collected analyzed using the Paper Classification Form (PCF) instrument adapted from Kizilaslan et al. with indicators title, author, author nation, journal name, year publishing, journal type, language, index, principal discipline, research method, data collection, sample, and data analysis. The findings indicate that the dominant topic is learning strategies with experimental research methods. STEM or STEAM education dominates at the secondary school level for science subjects. Project-based learning, problem-based learning, and Inquiry are the dominant learning models integrated with STEM or STEM learning. Critical thinking ability, scientific literacy, and learning outcomes are the dominant theme in STEM or STEAM education. Empirical research is needed on the potential of STEAM education to improve skills in 21st-century learning.

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“…Penelitian yang dilakukan (Syadiah & Hamdu, 2020) tentang pendekatan STEM dengan menggunakan soal tes berpikir kritis. Metode dalam penelitian ini menggunakan analisis dengan Model Rasch sebagai alat yang digunakan untuk mengukur kesesuaian butir soal dan abilitas peserta didik.…”

Section: Hasil Dan Diskusiunclassified

Studi Literatur: STEM untuk Menumbuhkan Keterampilan Abad 21 di Sekolah Dasar

Rusminati

Juniarso

2023

joe

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Education is the main foundation of a country. The use of STEM in learning is an effort made so that students can apply 21st century skills. This study aims to examine and explore the application of STEM in learning and its impact on 21st century skills. The method used in this study is a systematic literature study and in accordance with the discussion, namely about STEM and 21st century skills. Based on the results of a systematic review of literature, STEM learning design can be used as an acternative by teachers in carrying out the learning process so that it can meet 21st century skills, namely critical thinking and problem solving, creative thinking, communication, and collaboration.

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Analisis rasch untuk soal tes berpikir kritis pada pembelajaran STEM di sekolah dasar

Cited by 10 publications

References 8 publications

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

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

A Systematic Literature Review of STEM Education in Indonesia (2016-2021): Contribution to Improving Skills in 21st Century Learning

Studi Literatur: STEM untuk Menumbuhkan Keterampilan Abad 21 di Sekolah Dasar

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