Multidimentional Item Respose Utilization for Validating Mathematics National Examination in Indonesia

Arlinwibowo, Janu; Achyani, I.; Kurniadi, Galih

doi:10.1088/1742-6596/1764/1/012113

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…Studies reported that solving a mathematical word problem with multisteps can create more error in obtaining the right answers (Dewanto et al, 2017). Moreover, the report of the National Examination result of High School of 2018 shows that there are only 33.05% of students in Indonesia, and 30.03% of students in West Java, who answer the right answer when solving the word problem of trigonometry (Arlinwibowo et al, 2021;Rosidin et al, 2019). Therefore, it is important to analyse high school students' errors in solving the word problem of trigonometry.…”

Section: Introductionmentioning

confidence: 99%

High School Students’ Error in Solving Word Problem of Trigonometry Based on Newman Error Hierarchical Model

Wardhani

Argaswari

2022

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This study aims to identify students’ errors in solving word problems of trigonometry according to the Newman Error Hierarchical Model. This study uses qualitative descriptive data gathered based on fact, and data analysis presented descriptively. The population is students of X IPA 2 at SMAN 1 Cikarang Utara, West Java, Indonesia, and to understand more about the error that happened, the researcher took six students of SMAN 1 Cikarang Utara as a sample. The sample is chosen by purposive sampling. Instrument tests, interviews, and documentation are the data collected. This study used the Newman Error Hierarchical Model to analyze high school students’ errors in solving word problems of trigonometry. The results show that students made errors in comprehension, transformation, process skill, and encoding stage. The errors were caused by their lack of understanding some words and terms in the word problem, lack of ability in transforming the word problem to the mathematical model and strategy, lack of processing the algebra and calculation, lack of motivation, and carelessness.

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Section: Introductionmentioning

confidence: 99%

High School Students’ Error in Solving Word Problem of Trigonometry Based on Newman Error Hierarchical Model

Wardhani

Argaswari

2022

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“…The results of the assumption test will show the grouping of response patterns. If the response pattern clusters into one dimension, the instrument will be analyzed with unidimensional item response theory, and if the response pattern clusters into more than one dimension, then the instrument will be analyzed with multidimensional item response theory (Arlinwibowo, Achyani, & Galih Kurniadi, 2021;Arlinwibowo, Hadi, et al, 2020). This assumption test is crucial to show the estimation of students' abilities, whether measuring a single ability or splitting it into several abilities.…”

Section: Introductionmentioning

confidence: 99%

Challenge of Analysis of Polytomous Item Characteristics with Item Response Theory

Santoso¹

2022

Materials of International Practical Internet Conference “Challenges of Science”

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In the world of education, a lot of scoring is done with a polytomous, for example, on items that are constructed responses. Likewise, at the Open University of Indonesia, the questions for the final exam of a course called the take-home exam (THE) are presented in the form of a constructed response. This problem is done by students who take this course, but the number of students who take this course is not stable. Sometimes, this course is taken by a few participants. On the one hand, it is necessary to carry out an analysis of item characteristics. On the other hand, doing so will face many challenges. In this study, the challenge of analyzing polytomous data is presented on the polytomous score in 3 courses whose final exam is presented in the form of a take-home exam (THE). This study is a mixed research, quantitative analysis packaged in qualitative research with a narrative tradition. Documentary data in the form of students' answers to 3 courses' take-home exams are then analyzed for their characteristics by using various models of IRT polytomous data analysis. Obstacles in conducting analysis are told in narrative form. The analysis was carried out on the take-home exam package of three subjects, namely the Statistical Method II course (89 test participants and two questions), Experimental Design (67 test participants and three questions), and the Sampling method (206 test participants and three questions). Based on the results of the analysis, there is only one package of questions that can be thoroughly analyzed with item response theory, namely the package of questions with the sampling method. Based on the analysis process, it was found that there are challenges in conducting an analysis with item response theory. The challenges are mastery of the R language, the syntax of the selected analysis package, the length or many items in one test package, many test takers, and, last, foresight in rescoring to produce a more proportional pattern. This limitation can be used as a consideration for other researchers in analyzing the polytomous data.

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Multidimentional Item Respose Utilization for Validating Mathematics National Examination in Indonesia

Cited by 2 publications

References 8 publications

High School Students’ Error in Solving Word Problem of Trigonometry Based on Newman Error Hierarchical Model

High School Students’ Error in Solving Word Problem of Trigonometry Based on Newman Error Hierarchical Model

Challenge of Analysis of Polytomous Item Characteristics with Item Response Theory

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