Assessment of Chemistry Learning: How is The Quality of The Tests Made by The Teacher?

Amelia, Rizki; Sari, Anggi Ristiyana Puspita; Astuti, Sri Rejeki Dwi

doi:10.21580/jec.2021.3.1.6582

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…The increase in post-test scores is thought to be realistic because the test is administered after the teacher has taught students about optical instruments. Although other factors that were not detected during the assessment, such as student cheating and student luck in selecting or guessing multiple-choice answers on the G-form [21], may have occurred. As a result, an assessment instrument that examines additional aspects of students' views in answering questions, such as the four-tier diagnostic examination, may be required.…”

Section: Resultsmentioning

confidence: 99%

Improving high school students’ conceptual knowledge using contextual E-Module on optical devices topic

Aprianti,

Ambarwulan,

Purwahida

2023

J. Phys.: Conf. Ser.

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Since the covid pandemic, learning has continued to innovate, especially in the technological era. This innovation is urgently needed to improve the quality of education, including in learning Physics. Teachers are required to be able to integrate ICT to produce electronic teaching media. One of the media that high school physics teachers can develop is an e-module based on contextual learning for high school optical devices. In this study, the e-module used was validated, so the researchers immediately collected data on the effect of using the module on students’ conceptual knowledge of optical devices. In this study, researchers used qualitative methods. The instrument used was a survey using Google Forms, while the t-test was used to test the hypothesis. The study results provide information that e-modules based on contextual learning on optical devices Topic at the high school level was improved in the moderate category. The results of testing the hypothesis t-test where the value of tcount > ttable then Ha is accepted, that is there is a significant influence between the use of contextual-based optical devices e-modules on conceptual knowledge of optical devices in class XI high school students. This means that the e-module has been successfully developed and can be used to increase students’ conceptual knowledge. Although it does not rule out other variables that can still affect students’ conceptual knowledge.

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Section: Resultsmentioning

confidence: 99%

Improving high school students’ conceptual knowledge using contextual E-Module on optical devices topic

Aprianti,

Ambarwulan,

Purwahida

2023

J. Phys.: Conf. Ser.

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“…Sebaliknya, siswa dengan kemampuan rendah dapat memberikan respon yang benar terhadap soal yang sukar dikarenakan cara berpikir mereka yang lebih simpel. Oleh karena itu, pemodelan Rasch dapat mengalami kendala karena adanya terlalu banyak ketidakpastian dan kepastian dalam menganalisis suatu data (Amelia, Sari, & Astuti, 2021). Dengan demikian, peneliti harus cermat dalam melakukan penelitian sampel, supaya sampel yang digunakan dapat memberikan hasil yang representative jika diuji atau dites menggunakan suatu instrumen penelitian.…”

Section: Hasil Penelitianunclassified

Instrumen Penilaian Terintegrasi : Pengukuran Kemampuan Berpikir Kritis Dan Keterampilan Sains Siswa Pada Materi Larutan Elektrolit Dan Nonelektrolit

Astuti

Sari²,

Amelia³

et al. 2022

tar

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This study aimed to explore the characteristics of the tests used in measuring students' abilities such as item fit, item difficulty level, and test reliability and to measure students’ ability in electrolyte test takers' reliability, and person misfit. This research involved 260 students from two senior high schools in Bantul, Yogyakarta. The research instruments was integrated assessment instrument for electrolyte and nonelectrolyte solution matter consisted of 8 essay question. The data were analyzed with Rasch model using Winstep software version 3.73. The results revealed that all items on the integrated assessment instrument have been proven to be fit with Rasch model, have good test reliability, and have good difficulty level parameters. Moreover, students' abilities were obtained very diverse, i.e. very low, low, medium, high and very high abilities. Meanwhile, the person reliability were very low and 48 students were identified as person misfit . Thus, further examination can be conducted, so that students who are identified as misfit s can obtain guidance from the teacher.

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“…The test results of students are combined from many exams taken over a period of time. Teachers should guarantee that the test instruments are legitimate and relevant [1]- [4]. since these tests affect the future job success of various learners.…”

Section: Introductionmentioning

confidence: 99%

Testing content validity of teacher-made test: Profiling teacher perceptions and demographic variables

Musah

Tahir

Al-Hudawi³

et al. 2022

IJERE

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<span lang="EN-US">The content validity of teacher-made tests (TMT) in Malaysian Chinese primary schools was explored in this research. The study used teacher-made tests to analyze the selected Chinese primary schools, which have yet to be thoroughly explored in the context of these school types. It also investigated how well teachers in the sampled schools understand the table of specifications (TOS). The study further examined the extent to which included demographic variables affect the validity of teacher-made tests. A total of 660 questionnaires were distributed randomly to teachers from 21 Chinese primary schools. There were 381 completed questionnaires (58% of total rate) received and analyzed. The findings demonstrated that most teachers have a basic understanding of the TOS and that teacher-made test levels are valid. K-group MANOVA analysis also revealed that work experience and age had a significant influence on teacher understanding. Work experience and age, on the other hand, had no effect on the teacher-made test. Furthermore, the findings demonstrated that both teacher understanding and teacher-made tests were unaffected by teacher gender. </span>

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Assessment of Chemistry Learning: How is The Quality of The Tests Made by The Teacher?

Cited by 4 publications

References 14 publications

Improving high school students’ conceptual knowledge using contextual E-Module on optical devices topic

Improving high school students’ conceptual knowledge using contextual E-Module on optical devices topic

Instrumen Penilaian Terintegrasi : Pengukuran Kemampuan Berpikir Kritis Dan Keterampilan Sains Siswa Pada Materi Larutan Elektrolit Dan Nonelektrolit

Testing content validity of teacher-made test: Profiling teacher perceptions and demographic variables

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