ANALYSIS OF CLASICAL TEST THEORY (CTT) APPROCH ON ACADEMIC ABILITY TEST INSTRUMENT

1970 ◽  
Vol 5 (2) ◽  
pp. 43-54
Author(s):  
Dinar Pratama
Keyword(s):  
Academic Ability ◽  
Test Theory ◽  
Difficulty Level ◽  
Ability Test ◽  
A Value ◽  
Test Instrument ◽  
New Students ◽  
Index Of Difficulty ◽  
The Difference ◽  
Theory Test

The purpose of this study to estimate the parameters in Clasical Test Theory (CTT) approach on Academic Ability Test Instrument new students of IAIN Syaikh Abdurrahman Siddik Bangka Belitung academic year 2018/2019. Data was collected through documentation techniques in the form of 425 sheets of student test answers. Based on the results of data analysis, it is known that the index of difficulty level in all problem fields has not shown a balance of comparison of easy, medium and difficult questions. The average questions are distributed in the medium category questions with a percentage of 25% easy questions, 51% medium questions, and 24% difficult questions. Distinguishing power index, in all question areas shows there are 37% of questions that are able to distinguish test takers 'abilities and as many as 18% questions are not able to distinguish test takers' abilities. While the effectiveness of distractors there are 239 or 79.6% functioning and there are 61 or 20.3% of the non-functioning distractors. The results of the validity analysis of 100 questions obtained 54% which have a coefficient of validity more than 1.59 and as many as 46% that have a coefficient value less than 1.59. For the overall reliability coefficient, a value of 0.81 is obtained. This means that 80% of the difference in scores obtained by test takers with others is their pure score difference or is not influenced by other factors as a source of error in the measurement.  Keywords: clasical theory test, test instruments.

scholarly journals ANALYSIS OF CLASICAL TEST THEORY (CTT) APPROCH ON ACADEMIC ABILITY TEST INSTRUMENT

2020 ◽  
Vol 5 (2) ◽  
pp. 43-54
Author(s):  
Dinar Pratama
Keyword(s):  
Academic Ability ◽  
Test Theory ◽  
Difficulty Level ◽  
Ability Test ◽  
A Value ◽  
Test Instrument ◽  
New Students ◽  
Index Of Difficulty ◽  
The Difference ◽  
Theory Test

The purpose of this study to estimate the parameters in Clasical Test Theory (CTT) approach on Academic Ability Test Instrument new students of IAIN Syaikh Abdurrahman Siddik Bangka Belitung academic year 2018/2019. Data was collected through documentation techniques in the form of 425 sheets of student test answers. Based on the results of data analysis, it is known that the index of difficulty level in all problem fields has not shown a balance of comparison of easy, medium and difficult questions. The average questions are distributed in the medium category questions with a percentage of 25% easy questions, 51% medium questions, and 24% difficult questions. Distinguishing power index, in all question areas shows there are 37% of questions that are able to distinguish test takers 'abilities and as many as 18% questions are not able to distinguish test takers' abilities. While the effectiveness of distractors there are 239 or 79.6% functioning and there are 61 or 20.3% of the non-functioning distractors. The results of the validity analysis of 100 questions obtained 54% which have a coefficient of validity more than 1.59 and as many as 46% that have a coefficient value less than 1.59. For the overall reliability coefficient, a value of 0.81 is obtained. This means that 80% of the difference in scores obtained by test takers with others is their pure score difference or is not influenced by other factors as a source of error in the measurement.  Keywords: clasical theory test, test instruments.

scholarly journals ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SEKOLAH MENENGAH PERTAMA BERDASARKAN GAYA KOGNITIF

2021 ◽  
Vol 9 (2) ◽  
pp. 233-243
Author(s):  
Lihar Raudina Izzati ◽  
Erlinda Rahma Dewi ◽  
Andika Wisnu
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Cognitive Style ◽  
Junior High School ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Ability Test ◽  
Test Instrument ◽  
The Difference

Problem-solving ability is a characteristic of mathematical activities and a major ability in developing mathematical understanding. Mathematical problem-solving ability can be seen from several dimensions, one of which is cognitive style. Cognitive style is a unique way for each individual to acquire, process, store, use the information to respond to tasks or situations, and build knowledge. FD and FI cognitive styles are one type of cognitive style that are categorized by general ways of thinking, solving problems, learning, and dealing with other people so that they have a relationship with problem-solving abilities. The subjects in this study involved 72 students (around the age of 13-14 years), namely 33 students with FD cognitive style and 39 students with FI cognitive style. The problem-solving ability test instrument in this study was a mathematical problem-solving ability test that had been validated by experts and tested for reliability. The cognitive style test instrument is the Group Embedded Figure Test (GEFT) item developed by Witkin. The problem-solving ability of junior high school students with FI cognitive style is better than FD students even though the difference is not much different.

scholarly journals Pengembangan Instrument Tes Berpikir Kritis Gen-Z Dalam Materi Manusia dan Cinta

2021 ◽  
Vol 4 (2) ◽  
pp. 607-622
Author(s):  
Subandri Simbolon ◽  
Hugo Theo Kurniason ◽  
Tetty Novitasari Simbolon
Keyword(s):  
Critical Thinking ◽  
Close Correlation ◽  
Regional Culture ◽  
Catholic High School ◽  
First Semester ◽  
A Value ◽  
Test Instrument ◽  
Index Of Difficulty ◽  
Thinking Process

A close correlation between gadgets and the internet makes it easier for Gen-Z to access information but tends to be low in critical thinking. Regrettably, the must-needed critical thinking process in absorbing information is usually missed as the process of copying or imitating all the information is way much easier to do. This research aims to develop a test instrument that can measure the critical thinking quality of Gen-Z (students at the Pontianak State Catholic High School). The test instrument developed focuses on the topic of humans and love, one of the materials contained in regional culture and multicultural subjects offered in the first semester. The test instrument developed using formative research can measure the quality of students' critical thinking. In addition, the test instrument has a value of validity, reliability, index of difficulty, and distinguishing power as determined.

Academic Ability Test

2012 ◽  
Author(s):  
Ellsworth Lowry
Keyword(s):  
Academic Ability ◽  
Ability Test

HUBUNGAN DISIPLIN MAHASISWA DAN FASILITAS KAMPUS DENGAN PRESTASI MAHASISWA

2018 ◽  
Vol 15 (1) ◽  
pp. 99
Author(s):  
Didi C. Chalil
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Key Words ◽  
Learning Process ◽  
Difficulty Level ◽  
Motivation To Learn ◽  
Classroom Learning ◽  
Final Exam ◽  
Lecture Material ◽  
A Value

One indicator of the success ofeducation in the level of classroom learning is when a lecturer is able to build student learning achievement and will be more successful if this achievement can be increased if their attendance is above 80% (minimum 10 times attendance from 12 meetings). If the students can be grown discipline and provided a decent campus facilities, then as difficult as any lecture material or learning process that followed by they undoubtedly will live with feelings of joy, even they will feel sad if that day lecturer could not come because there is a need outside campus.There are four stages of appraisal that apply to each student for each course taken include (1) attendance of 10% (2) Task 20% (3) 30% Semester Exam (UTS) and (4) Final Exam Semester. (UAS) 40%. The writer as a lecturer tries to cultivate motivation to learn from the beginning, in addition to always communicate actively with students who follow the lecture also monitor attendance and assignment, each completed college is always given the practice / tasks are directly given the value, usually given the task quite easily so they can get a value of 100, even if there is a miscalculation, they are still given the opportunity to fix the error so that eventually get a value of 100. With the value of this 100, their motivation to grow and even grow in such a way that spur them to diligent lectures.The difficulty level of the task is balanced with the lecture, the longer it is raised so as to reach the maximum average level of student ability at the end of the lecture meeting...This research reveals that there is no a significant correlation between student achievement to discipline presence of student/mahasiswa with campus facilities. The analyzing was taken from an answer of 55 students who were randomly selected as respondents by filling out the Questionaire that was distributed to them. Key words : achievement, attendance, discipline, campus facility

KARAKTERISTIK BUTIR SOAL TRY OUT UJIAN NASIONAL SMA MATA PELAJARAN MATEMATIKA Se-KOTA MATARAM DENGAN MENGGUNAKAN PROGRAM ITEMAN

Jurnal Varian ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 11-21
Author(s):  
Habib Ratu Perwira Negara ◽  
Kiki Riska Ayu Kurniawati
Keyword(s):  
High School ◽  
Answer Sheet ◽  
Senior High School ◽  
Difficulty Level ◽  
National Examination ◽  
School Year ◽  
Level Of Difficulty ◽  
The Difference ◽  
Answer Choice ◽  
Answer Option

The purpose of this research was to know how characteristic items of Try Out National Exam Year 2010/2011 at Senior High School on Mathematics Subject in Mataram City that analyzed by using Iteman Program. The characteristic in question was whether the item can be used or not based on the difficulty level of the item, the difference in power, and the functioning of the answer option. The research method used was descriptive. Techniques of collecting data in the form of documents. Source of data in the form of answer sheet of computer package 61 of Try Out National Exam Year 2010/2011 at Senior High School on Mathematics Subject in Mataram City. Aspects analyzed by using this Iteman Program include the level of difficulty item, different power, and the function of whether or not the answer choice. Based on the results of Item of Analysis Try Out National Examination of School Year 2010/2011 Senior High School on Mathematics Subjects in Mataram City by using Iteman Program, it can be concluded that for the level of difficulty Package 61 was classified. Different power for package 61 has a good category. For the reliability of having a high category and a matter of Try Out Package 61 there are 23 problems received with the improvement of 4, 5, 8, 9, 14, 16, 17, 18, 19, 20, 21, 22, 23, 24, 26, 28, 30, 31, 32, 34, 35, 36, and 40. Improvements need to be made on the less functioning effluent. There are 15 accepted questions: 1, 2, 3, 7, 10, 11, 12, 13, 15, 27, 29, 33, 37, 38, and 39. And there are 2 rejected questions 6 and 25.

scholarly journals The Water Footprint of Primary and Secondary Processing of Beef from Different Cattle Breeds: A Value Fraction Allocation Model

2021 ◽  
Vol 13 (12) ◽  
pp. 6914
Author(s):  
Frikkie Alberts Maré ◽  
Henry Jordaan
Keyword(s):  
Water Footprint ◽  
Negative Relationship ◽  
High Water ◽  
Allocation Model ◽  
Cattle Breeds ◽  
A Value ◽  
Average Production ◽  
High Water Intake ◽  
The Difference ◽  
By Products

The high water intake and wastewater discharge of slaughterhouses have been a concern for many years. One neglected factor in previous research is allocating the water footprint (WF) to beef production’s different products and by-products. The objective of this article was to estimate the WF of different cattle breeds at a slaughterhouse and cutting plant and allocate it according to the different cuts (products) and by-products of beef based on the value fraction of each. The results indicated a negative relationship between the carcass weight and the processing WF when the different breeds were compared. Regarding a specific cut of beef, a kilogram of rib eye from the heaviest breed had a processing WF of 614.57 L/kg, compared to the 919.91 L/kg for the rib eye of the lightest breed. A comparison of the different cuts indicated that high-value cuts had higher WFs than low-value cuts. The difference between a kilogram of rib eye and flank was 426.26 L/kg for the heaviest breed and 637.86 L/kg for the lightest breed. An option to reduce the processing WF of beef is to lessen the WF by slaughtering heavier animals. This will require no extra investment from the slaughterhouse. At the same time, the returns should increase as the average production inputs per kilogram of output (carcass) should reduce, as the slaughterhouse will process more kilograms.

scholarly journals The comparison of the scores obtained by Bayesian nonparametric model and classical test theory methods

2021 ◽  
Vol 104 (3) ◽  
pp. 003685042110283
Author(s):  
Meltem Yurtcu ◽  
Hülya Kelecioglu ◽  
Edward L Boone
Keyword(s):  
Classical Test Theory ◽  
Small Sample ◽  
Test Theory ◽  
Nonparametric Model ◽  
Bayesian Nonparametric ◽  
Test Equating ◽  
Classical Test ◽  
A Value ◽  
Item Functioning ◽  
The Individual

Bayesian Nonparametric (BNP) modelling can be used to obtain more detailed information in test equating studies and to increase the accuracy of equating by accounting for covariates. In this study, two covariates are included in the equating under the Bayes nonparametric model, one is continuous, and the other is discrete. Scores equated with this model were obtained for a single group design for a small group in the study. The equated scores obtained with the model were compared with the mean and linear equating methods in the Classical Test Theory. Considering the equated scores obtained from three different methods, it was found that the equated scores obtained with the BNP model produced a distribution closer to the target test. Even the classical methods will give a good result with the smallest error when using a small sample, making equating studies valuable. The inclusion of the covariates in the model in the classical test equating process is based on some assumptions and cannot be achieved especially using small groups. The BNP model will be more beneficial than using frequentist methods, regardless of this limitation. Information about booklets and variables can be obtained from the distributors and equated scores that obtained with the BNP model. In this case, it makes it possible to compare sub-categories. This can be expressed as indicating the presence of differential item functioning (DIF). Therefore, the BNP model can be used actively in test equating studies, and it provides an opportunity to examine the characteristics of the individual participants at the same time. Thus, it allows test equating even in a small sample and offers the opportunity to reach a value closer to the scores in the target test.

Berechnung kinetischer Isotopeneffekte für die Reaktion von Methyljodid mit Cyanid-Ion

1966 ◽  
Vol 21 (9) ◽  
pp. 1377-1384
Author(s):  
A. V. Willi
Keyword(s):  
Transition State ◽  
Secular Equation ◽  
Isotope Effects ◽  
Force Constants ◽  
Bond Breaking ◽  
Bending Force ◽  
A Value ◽  
Order Of Magnitude ◽  
Deuterium Isotope Effects ◽  
The Difference

Kinetic carbon-13 and deuterium isotope effects are calculated for the SN2 reaction of CH3I with CN-. The normal vibrational frequencies of CH3I, the transition state I · · · CH3 · · · CN, and the corresponding isotope substituted reactants and transition states are evaluated from the force constants by solving the secular equation on an IBM 7094 computer.Values for 7 force constants of the planar CH3 moiety in the transition state (with an sp2 C atom) are obtained by comparison with suitable stable molecules. The stretching force constants related to the bonds being broken or newly formed (fCC, fCC and the interaction between these two stretches, /12) are chosen in such a way that either a zero or imaginary value for νʟ≠ will result. Agreement between calculated and experimental methyl-C13 isotope effects (k12/ k13) can be obtained only in sample calculations with sufficiently large values of f12 which lead to imaginary νʟ≠ values. Furthermore, the difference between fCI and fCC must be small (in the order of 1 mdyn/Å). The bending force constants, fHCI and fHCC, exert relatively little influence on k12/k13. They are important for the D isotope effect, however. As soon as experimental data on kH/kD are available it will be possible to derive a value for fHCC in the transition state if fHCI is kept constant at 0.205 mdynA, and if fCI, fCC and f12 are held in a reasonable order of magnitude. There is no agreement between experimental and calculated cyanide-C13 isotope effects. Possible explanations are discussed. — Since fCI and fCC cannot differ much it must be concluded that the transition state is relatively “symmetric”, with approximately equal amounts of bond making and bond breaking.

scholarly journals Three Social Classroom Applications to Improve Student Attitudes

2014 ◽  
Vol 2014 ◽  
pp. 1-14 ◽  
Author(s):  
Alf Inge Wang ◽  
Aleksander Aanesl. Elvemo ◽  
Vegard Gamnes
Keyword(s):  
Social Interaction ◽  
Software Architecture ◽  
Student Attitudes ◽  
Activity Level ◽  
Difficulty Level ◽  
Technical Quality ◽  
Digital Devices ◽  
Highly Sensitive ◽  
The Difference

The paper presents results of a quasiexperiment where the three social classroom applications Post-It, WordCloud, and Categorizer were used in software architecture lectures. Post-It and WordCloud are applications that allow students to brainstorm or give comments related to a given topic. Categorizer is a puzzle game where the students are asked to place a number of terms in one of two correct categories. The three applications are multimodal HTML5 applications that enable students to interact in a classroom using their own digital devices, and the teacher’s laptop is used to display progress and results on the large screen. The focus of this study was to evaluate how the difference of these applications and how their integration into the lecture affected the students’ motivation, engagement, thinking, activity level, social interaction, creativity, enjoyment, attention, and learning. In addition, the study evaluated the usability and the technical quality of the applications. The results of the experiment show that the way such applications are integrated into a lecture highly affects the students’ attitude. The experiment also showed that the game-based application was on average better received among the students and that the students’ attitude was highly sensitive to the difficulty level of the game.

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