scholarly journals Validitas dan reliabilitas instrumen asesmen kinerja literasi sains pelajaran fisika berbasis STEM

2018 ◽  
Vol 22 (2) ◽  
pp. 219-230 ◽  
Author(s):  
Khoirul Bashooir ◽  
Supahar Supahar
Keyword(s):  
Performance Assessment ◽  
Item Response ◽  
Content Validity ◽  
Scientific Literacy ◽  
Multiple Choice ◽  
Validity And Reliability ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Literacy Performance ◽  
Written Test

Penelitian ini merupakan bagian dari penelitian pengembangan asesmen kinerja literasi sains berbasis STEM pada pembelajaran fisika. Tujuan dari penelitian ini adalah untuk mengungkapkan validitas isi, validitas empiris, dan reliabilitas instrumen asesmen kinerja literasi sains berbasis STEM yang sebelumnya telah disusun. Instrumen yang dikembangkan berupa lembar pengamatan dan tes pilihan ganda. Analisis validitas isi dari lembar pengamatan menggunakan Koefisien V oleh Aiken sedangkan validitas isi instrumen tes dianalisis dengan menggunakan CVI (Content Validity Index) oleh Lawshe. Validitas empiris reliabilitas instrumen tes diestimasi dengan IRT (Item Response Theory). Reliabilitas lembar pengamatan ditentukan dengan ICC (Item Correlation Coefficient). Hasil dari penelitian ini menunjukan bahwa (1) Lembar pengamatan berupa rubrik penskoran dan penilaian diri  terbuktivalid dengan koefisien  V Aiken 0,75 dan reliabel dengan koefisien Reliabilitas Alfa > 0,8 dan ICC yang Excellent. (2) Instrumen tes terbukti realiabel untuk digunakan pada peserta didik dengan kategori sedang sampai dengan tinggi (-0,7 sampai dengan 6,7 ) dengan CVI=1 dan INFIT MNSQ sesuai model Rasch. Berdasarkan hasil penelitian tersebut maka asesmen kinerja Literasi Sains berbasis STEMlayak digunakan.Kata kunci:validitas isi, validitas empiris, asesmen kinerja, literasi sains, STEM VALIDITY AND RELIABILITY INSTRUMENT OF SCIENTIFIC LITERACY PERFORMANCE ASSESSMENT IN PHYSICS TEACHING BASED ON STEMAbstractThis research is part of the development of scientific literacy performance assessment based on STEM in teaching physics. The aim of this research is to reveal the validity (content and also empiric) and reliability of scientific literacy performance assessment instrument based on STEM. The kind of instruments were developed are observational sheet and multiple choice test. The content validity of observational sheet was revealed by used the Aiken’s V Coefficient. The content validity of multiple choice tests was revealed by used Content Validity Index (CVI) which proposed by Lawshe. The empirical validity and reliability of multiple choice tests was revealed by used Item Response Theory Analysis. The reliability of observational sheet was revealed by used ICC (Item Correlation Coefficient) Analysis. The results of this study are the validity from the contents and empirical trials from the developed instruments. The observation sheet from scoring rubric and self-assessment has been valid with Aiken’s V value that exceeds the standard of 0,75. The reliability of the scoring rubric has Alfa Reliability> 0.8 and Excellent of ICC. Validity values from The written test is shown with CVI of 1 and the MNSQ INFIT value which match to the Rasch model. Based on the TIC and SEM graphs, the written test is stated to be reliable for use in students with moderate to high categories (-0.7 to 6.7). STEM-based Science Literacy performance assessment with caloric material is appropriate to use.Keywords: content validity, empirical validity, performance assessment, scientific literacy, STEM

scholarly journals Validitas dan reliabilitas instrumen asesmen kinerja literasi sains pelajaran Fisika berbasis STEM

2018 ◽  
Vol 22 (2) ◽  
pp. 168-181 ◽  
Author(s):  
Raden Roro Yayuk Srirahayu ◽  
Indyah Sulistyo Arty
Keyword(s):  
Performance Assessment ◽  
Item Response ◽  
Content Validity ◽  
Scientific Literacy ◽  
Multiple Choice ◽  
Validity And Reliability ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Literacy Performance ◽  
Written Test

Penelitian ini merupakan bagian dari penelitian pengembangan asesmen kinerja literasi sains berbasis STEM pada pembelajaran fisika. Tujuan dari penelitian ini adalah untuk mengungkapkan validitas isi, validitas empiris, dan reliabilitas instrumen asesmen kinerja literasi sains berbasis STEM yang sebelumnya telah disusun. Instrumen yang dikembangkan berupa lembar pengamatan dan tes pilihan ganda. Analisis validitas isi dari lembar pengamatan menggunakan Koefisien V oleh Aiken sedangkan validitas isi instrumen tes dianalisis dengan menggunakan CVI (Content Validity Index) oleh Lawshe. Validitas empiris reliabilitas instrumen tes diestimasi dengan IRT (Item Response Theory). Reliabilitas lembar pengamatan ditentukan dengan ICC (Item Correlation Coefficient). Hasil dari penelitian ini menunjukan bahwa (1) Lembar pengamatan berupa rubrik penskoran dan penilaian diri  terbuktivalid dengan koefisien  V Aiken 0,75 dan reliabel dengan koefisien Reliabilitas Alfa > 0,8 dan ICC yang Excellent. (2) Instrumen tes terbukti realiabel untuk digunakan pada peserta didik dengan kategori sedang sampai dengan tinggi (-0,7 sampai dengan 6,7 ) dengan CVI=1 dan INFIT MNSQ sesuai model Rasch. Berdasarkan hasil penelitian tersebut maka asesmen kinerja Literasi Sains berbasis STEMlayak digunakan.Kata kunci:validitas isi, validitas empiris, asesmen kinerja, literasi sains, STEM VALIDITY AND RELIABILITY INSTRUMENT OF SCIENTIFIC LITERACY PERFORMANCE ASSESSMENT IN PHYSICS TEACHING BASED ON STEMAbstractThis research is part of the development of scientific literacy performance assessment based on STEM in teaching physics. The aim of this research is to reveal the validity (content and also empiric) and reliability of scientific literacy performance assessment instrument based on STEM. The kind of instruments were developed are observational sheet and multiple choice test. The content validity of observational sheet was revealed by used the Aiken’s V Coefficient. The content validity of multiple choice tests was revealed by used Content Validity Index (CVI) which proposed by Lawshe. The empirical validity and reliability of multiple choice tests was revealed by used Item Response Theory Analysis. The reliability of observational sheet was revealed by used ICC (Item Correlation Coefficient) Analysis. The results of this study are the validity from the contents and empirical trials from the developed instruments. The observation sheet from scoring rubric and self-assessment has been valid with Aiken’s V value that exceeds the standard of 0,75. The reliability of the scoring rubric has Alfa Reliability> 0.8 and Excellent of ICC. Validity values from The written test is shown with CVI of 1 and the MNSQ INFIT value which match to the Rasch model. Based on the TIC and SEM graphs, the written test is stated to be reliable for use in students with moderate to high categories (-0.7 to 6.7). STEM-based Science Literacy performance assessment with caloric material is appropriate to use.Keywords: content validity, empirical validity, performance assessment, scientific literacy, STEM

De validiteit van luistertoetsen Moderne Vreemde Talen

1978 ◽  
Vol 5 ◽  
pp. 59-74
Author(s):  
H.W.M. van den Nieuwenhof
Keyword(s):  
Content Validity ◽  
Listening Comprehension ◽  
Multiple Choice ◽  
Test Results ◽  
Multiple Choice Questions ◽  
Relative Difficulty ◽  
Test Form ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Testing Techniques

For ten years now multiple choice tests have been used in the Dutch school system to measure listening comprehension of English, French and German. The tests were developed in a research program, conducted at the Insitute of Applied Linguistics by Dr. ? Groot. Now that the tests have been in use for 10 years we are confronted with the following questions. Are the tests still reliable, as they were 10 years ago? In how far does the multiple choice technique give a true picture of the listening comprehension of students? Does the multiple choice technique help studens to cope with language material that they could not have coped with otherwise, in other words, to what extent does the language material used in tests suggest a higher level of listening comprehension than the students actually have? An experiment has been carried out at C.I.T.O. (Central Institute for Test Development). Students had to answer both multiple choice questions and open ended questions concerning the same language material. The results suggested that the language material used in tests was verydifficult for students to handle in an open ended question test form. The results also suggested that various levels of difficulty of the langua material used within a single test was reflected in the open ended test results, but not in the results of the multiple choice tests. The multiple choice technique seems to obscure the relative difficulty of the various test components. It has been found that an appropriate use of the multiple choice technique can cover only a restricted range of language material. The measuring technique must not restrict the choice of language material, and thereby influence content validity. A possible solution to the problem would be the development of a new kind of test. In this test a great variety of language material should be tested with a great variety of testing techniques: a great variety of language material in order to improve the content validity of the test, a great variety of testing techniques in order to reduce, as much as possi ble, the disadvantages of every single testing technique by itself.

scholarly journals Analysis of Students’ Understanding of Motion Concept with Video based Learning Assisted by Tracker Software

2020 ◽  
Vol 8 (2) ◽  
pp. 126
Author(s):  
Nur Utami Amaliah ◽  
I Wayan Darmadi ◽  
Sahrul Saehana
Keyword(s):  
Conceptual Understanding ◽  
Multiple Choice ◽  
Specific Response ◽  
Test Results ◽  
Initial Test ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Before And After ◽  
Video Based Learning ◽  
Written Test

This study aims to determine and analyze students' understanding of the motion concept taught with video-based learning assisted by Tracker Software. The subjects of this descriptive qualitative research were 30 students from 10th grade at SMA Negeri 5 Palu. The instruments in this study were multiple-choice tests and interviewed guide. Multiple-choice tests are used with reasons and are equipped with a Specific Response Index (CRI). It was given before and after video-based learning assisted by Tracker Software applied. To add the information about students' understanding, the interview with a few respondents was done. Respondents were selected based on subjects' written test results in the high, medium, and low categories. They also were interviewed related to their conception and certainty of their answers. In learning by using video-assisted by tracker software, the student also employed the worksheet in experimenting. The results showed that a conceptual understanding of student motion on the initial test could be categorized as low. After using video media that is assisted by Tracker Software, students' conceptual understanding increases. Thus, the teacher can use video media and software to teach physics concepts that can be directly observed and displayed using mathematical and graphical representations.

Two Models for Multiple Choice Tests

1968 ◽  
Author(s):  
J. Brown Grier ◽  
Raymond Ditrichs
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Tests ◽  
Choice Tests
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