The computer-assisted testlet assessment instrument to measure students’ learning difficulties in chemical bonding

Lutviana, Eva; Rahardjo, Sentot Budi; Susanti, Elfi; Yamtinah, Sri; Mulyani, Sri; Saputro, Sulistyo

doi:10.1088/1742-6596/1156/1/012019

Cited by 6 publications

(3 citation statements)

References 10 publications

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“…Asesmen Kompetensi Minimum (AKM) merupakan penilaian kompetensi mendasar yang diperlukan oleh semua peserta didik untuk mampu mengembangkan kapasitas diri dan berpartisipasi positif pada masyarakat (Watini, 2020) (Rizka, 2022) (Indahri et al, 2021). Dengan demikian, (Lutviana et al, 2019) asesmen yang benar akan mendapatkan informasi akurat tentang pencapaian kompetensi siswa. Keberhasilan pendidikan akan terlihat sejauhmana instrumen yang digunakan dapat mengukur setiap tujuan.…”

Section: Pendahuluanunclassified

Pelatihan Penyusunan Instrumen Asesmen Kompetensi Minimum (AKM) Di Smk Bina Kusuma Ruteng

Murni¹,

Nendi²,

Jundu³

et al. 2022

Creat J. Cumn Enga

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ABSTRAK Asesmen Kompetensi Minimum merupakan penilaian kemampuan minimum yang dilakukan kepada peserta didik. Kemampuan minimum yang dimaksud adalah kemampuan paling dasar yang harus dimiliki oleh peserta didik pada jenjang tertentu, yaitu literasi membaca dan numerasi. AKM mengukur kompetensi berpikir atau bernalar peserta didik ketika membaca teks (literasi) dan menghadapi persoalan yang membutuhkan pengetahuan matematika (numerasi). Tidak semua guru memiliki pengetahuan dan keterampilan menyusun instrumen, contohnya para guru di SMK Bina Kusuma Ruteng. Oleh karena itu, tim pengabdian kepada masyarakat melaksanakan kegiatan pelatihan penyusunan instrumen Asesmen Kompetensi Minimum untuk para guru SMK Bina Kusuma Ruteng. Pelatihan dilakukan untuk mengembangkan kompetensi guru dalam menyusun instrumen AKM sehingga mendukung tercapainya tujuan pembelajaran yang diharapkan. Kegiatan pelatihan diikuti oleh 30 guru SMK Bina Kusuma Ruteng. Kegiatan ini dilakukan melalui beberapa tahap, yaitu wawancara, perencanaan, pelaksanaan, dan evaluasi. Kegiatan ini dapat berpengaruh positif terhadap kemampuan dan keterampilan para guru dalam menyusun instrumen Asesmen Kompetensi Minimum. Berdasarkan hasil analisis data ditemukan bahwa pelatihan memiliki kualitas dengan kategori baik sekali (4.75) dan memberikan dampak dalam kategori kategori baik sekali (4.92). Terbukti bahwa para guru bisa menyusun instrumen AKM dengan baik. Sedangkan, dampak pelaksanaan pelatihan masuk dalam kategori baik sekali (4.82). Mitra mampu menyusun instrumen PKM dengan benar, hal ini dapat dilihat pada tugas yang dipresentasikan oleh mitra. Instrumen yang dihasilkan ini diharapkan dapat menjadi penduan bagai para guru dan calon guru untuk mengembangkan dan menggunakan instrumen AKM pada proses pembelajaran dan penilaian di kelas. Jadi, dapat disimpulkan bahwa kegiatan pelatihan ini dapat mengembangkan kompetensi guru dalam menyusun instrumen AKM, sehingga guru mampu menyelenggarakan pembelajaran secara efektif dan efisien. Kata Kunci: Pelatihan, Penyusunan, Instrumen, AKM ABSTRACT Minimum Competency Assessment is a minimum ability assessment carried out on students. The minimum ability in question is the most basic ability that must be possessed by students at a certain level, namely reading literacy and numeracy. AKM measures the thinking or reasoning competence of students when reading texts (literacy) and dealing with problems that require mathematical knowledge (numbering). Not all teachers have the knowledge and skills to compose instruments, for example, teachers at SMK Bina Kusuma Ruteng. Therefore, the community service team carried out training activities for the preparation of Minimum Competency Assessment instruments for teachers of SMK Bina Kusuma Ruteng. The training was conducted to develop teacher competence in compiling the AKM instrument to support the achievement of the expected learning objectives. The training activity was attended by 30 teachers of SMK Bina Kusuma Ruteng. This activity was carried out through several stages, namely interviews, planning, implementation, and evaluation. This activity can have a positive effect on the ability and skills of teachers in preparing the Minimum Competency Assessment instrument. Based on the results of data analysis, it was found that the quality of the training was in the very good category (4.75) and had an impact in the very good category (4.92). It is proven that the teachers can arrange the AKM instrument well. Meanwhile, the impact of the implementation of the training is in the very good category (4.82). It is proven that the teachers can arrange the AKM instrument well. Meanwhile, the impact of the implementation of the training is in the very good category (4.82). Teachers can develop PKM instruments correctly, this can seen in the tasks presented by teachers. The result of instrument is expected to be a guide for teachers and prospective teachers to develop and use the AKM instrument in the learning and assessment process in the classroom. So, it can concluded that this training activity can develop teacher competence in preparing AKM instruments, so that teachers are able to organize learning effectively and efficiently. Keywords: Training, Preparation, Instruments, AKM

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Section: Pendahuluanunclassified

Pelatihan Penyusunan Instrumen Asesmen Kompetensi Minimum (AKM) Di Smk Bina Kusuma Ruteng

Murni¹,

Nendi²,

Jundu³

et al. 2022

Creat J. Cumn Enga

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“…Then, this stem or main question will become the problem context to be asked hierarchically in supporting questions. In this way, students' thinking processes are hierarchically identified while still simplifying the assessment process like traditional multiple choice (Chang & Wang, 2010;Lutviana et al, 2019;Wang & Wilson, 2005;Xiaohui et al, 2002). Because the Testlet has supporting questions that distinguish it from traditional multiple-choice, the graded response model is used as a guide for scoring using this Computerised Testlet instrument (Chang & Wang, 2010;Zhu & Stone, 2012).…”

Section: Computerised Testlet Assessmentmentioning

confidence: 99%

Computerised Testlet Instrument to Assess Students’ Conceptual Understanding of Chemistry on the Topic of Stoichiometry: Psychometric Analysis

Yamtinah¹,

Fahmina²,

Gilang³

et al. 2022

APJEE

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Measuring students’ conceptual understanding is a challenge for teachers. Teachers usually use open-ended instruments to measure students’ conceptual understanding in depth. However, this instrument is considered highly subjective in the assessment and requires a relatively long time to check the answers. Computerised Testlet instruments developed by combining the advantages of open-ended and closed-ended instruments are deemed the solution to these problems. This study, therefore, aims to analyse the quality of the Computerised Testlet instrument psychometrically. The Rasch analysis model with Winsteps software was used in this study. A total of 10 Testlet items with three supporting questions were developed on the topic of stoichiometry. A total of 413 students (N = 413: 236 female, 177 male) from three different schools took tests on stoichiometry using the Testlet instrument, which was provided through a web developed previously (computerised). Rasch analysis model helped psychometric analysis regarding reliability, linear validity of students’ knowledge, and difficulty of items. This study reveals that Computerised Testlet able to identify students’ thinking processes. Besides, the psychometric analysis results showed that using Testlet to measure conceptual knowledge had good unidimensionality and reliability; it could be used to measure stoichiometric conceptual knowledge. Some questions needed to be revised as they proved unable to distinguish between high and low students’ conceptual knowledge; in general, the instrument could be used and provided a good function in analysing conceptual knowledge on the topic of stoichiometry.

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“…A Testlet is a collection of items containing information on the same topic where the items have been considered a single unit that shares the same problem contest (Nova et al, 2016). Lutviana et al, (2019) explain that the Testlet model questions have more practicality than the description form test because the scoring can be done objectively and is polytomic. Testlet is an assessment instrument that can combine the advantages of multiple-choices questions and descriptions (Safitri, 2020;Shiell & Slepkov, 2015;Slepkov, 2013;Wahyuni et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Development of Testlet Assessment Instrument Model Integrated with E-ujian Website to Measure the Higher-Order Thinking Skills

Dwijayanti

Savitri²

2022

Tadris

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This research and development research aimed to determine the feasibility and characteristics of the Testlet model assessment instrument integrated with the E-ujian website in measuring the Higher-order Thinking Skills (HOTS) of junior high school students. The researchers employed the 4D development model (define, design, develop and disseminate). However, the researchers conduct the development up to the develop stage. The research was conducted at a junior high school with 42 students as respondents. The researchers collected the data through test techniques, questionnaires, interviews, observation, and documentation. This development research utilized the descriptive-quantitative data analysis method through characteristic tests, teacher and students’ questionnaire responses analysis, and analysis of students' HOTS profiles. The students’ HOTS profiles based on the assessment instrument were divided into 53 percent of students in the poor HOTS category, 31 percent of students in the low HOTS category, and 16 percent of students in the high HOTS category. Concluded that the assessment instrument developed was very feasible, with a percentage of 94 percent. The assessment instrument developed had the characteristics of valid, reliable, discriminatory, disproportionate, relevant, representative, impractical, and specific. The Testlet model assessment instrument development can be used as an alternative for the distance learning assessment during the Covid-19 pandemic.

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The computer-assisted testlet assessment instrument to measure students’ learning difficulties in chemical bonding

Cited by 6 publications

References 10 publications

Pelatihan Penyusunan Instrumen Asesmen Kompetensi Minimum (AKM) Di Smk Bina Kusuma Ruteng

Pelatihan Penyusunan Instrumen Asesmen Kompetensi Minimum (AKM) Di Smk Bina Kusuma Ruteng

Computerised Testlet Instrument to Assess Students’ Conceptual Understanding of Chemistry on the Topic of Stoichiometry: Psychometric Analysis

The Development of Testlet Assessment Instrument Model Integrated with E-ujian Website to Measure the Higher-Order Thinking Skills

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