scholarly journals PENINGKATAN KEMAMPUAN GURU DALAM MENGANALISATES BUTIR SOAL SECARA KOMPUTERASI DI SMA MUHAMMADIYAH BANGKINANG

2018 ◽  
Vol 2 (2) ◽  
pp. 68-72
Author(s):  
Defrizal Hamka ◽  
Berry Kurnia Vilmala ◽  
Gustia Angraiani
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Item Analysis ◽  
Learning Processes ◽  
Education Assessment ◽  
Knowledge And Skills ◽  
Training Activity ◽  
Multiple Choice Tests ◽  
Assessment Of Learning ◽  
Choice Tests

Assessment of the learning process and assessment of learning outcomes are two very important things in education. Assessment of processes and results is a part that blends with the learning process activities. Assessment of learning processes and results is used as a reference to improve the overall learning process. One part of the assessment of learning outcomes is a test. Schools still use multiple choice tests as a measure to determine the success of students. However, schools in this case the teachers have not been able to determine the quality and feasibility of the questions that are used well. Moreover, not many teachers understand how to analyze items in a computerized manner. Supposedly, before a double question is used as a measure of a learning process, the thing to do is analyze the problem. So that it can be determined questions that have good quality, questions that must be corrected, and which questions should be discarded. The training activity analyzed the items with computerization for the teachers at Muhammadiyah Bangkinang Senior High School to run well and smoothly. This training provides knowledge and understanding of the importance of conducting item analysis at this time. Thus this activity is important, because the school in this case the teacher gets the knowledge and skills in analyzing question items through computarization, namely using the software Quest. So that in the future teachers will easily make improvements to the problems at school.

scholarly journals Pelatihan Implementasi Assessment Of Learning, Assessment For Learning Dan Assessment As Learning Pada Pembelajaran IPA SMP di MGMP Kabupaten Magelang

2020 ◽  
Vol 4 (1) ◽  
pp. 71-78
Author(s):  
Dadan Rosana ◽  
Eko Widodo ◽  
Wita Setianingsih ◽  
Didik Setyawarno
Keyword(s):  
Learning Outcomes ◽  
Junior High School ◽  
Learning Process ◽  
Student Assessment ◽  
Assessment For Learning ◽  
Learning Assessment ◽  
High School Science ◽  
Training Activity ◽  
Assessment Of Learning ◽  
Assessment As Learning

AbstrakKegiatan pelatihan ini bertujuan untuk meningkatkan kualitas penilaian peserta didik sehingga dapat menerapkan otentik asesmen sebagaimana di minta di Kurikulum 2013. Penilaian konvensional cenderung dilakukan untuk mengukur hasil belajar peserta didik. Dalam konteks ini, penilaian diposisikan seolah-olah sebagai kegiatan yang terpisah dari proses pembelajaran. Pemanfaatan penilaian bukan sekadar mengetahui pencapaian hasil belajar, justru yang lebih penting adalah bagaimana penilaian mampu meningkatkan kemampuan peserta didik dalam proses belajar.Penilaian seharusnya dilaksanakan melalui tiga pendekatan, yaitu assessment of learning (penilaian akhir pembelajaran), assessment for learning (penilaian untuk pembelajaran), dan assessment as learning (penilaian sebagai pembelajaran). Dengan kegiatan pelatihan ini diharapkan kompetensi guru dalam bidang penilaian dapat meningkat.Kegiatan pengabdian ini dilakukan dalam rancangan workshop dan pendampingan mulai dari penjelasan tentang pemanfaatan Assessment of Learning, Assessment for Learning dan Assessment as Learning Pada Pembelajaran IPA SMP, melakukan validasi dan uji coba asessment di kelas pembelajaran, dan menerapkan asesmen tersebut dalam seluruh penbelajaran IPA di SMP. Evaluasi kegiatan dilaksanakan baik dari aspek proses (workshop dan pendampingan) maupun aspek produk (melakukan tes kemampuan guru menerapkan asesmen di kelas pembelajaran). Pada tahap implementasi di lapangan akan dilaksanakan dengan cara melakukan kemitraan kolaboratif dengan MGMP IPA SMP di Kabupaten Magelang, Provinsi Jawa Tengah. Kata kunci: Pelatihan guru, Assessment of Learning, Assessment for Learning, Assessment as Learning. Assessment Of Learning, Assessment For Learning And As Learning Assessment Training In Smp Learning Learning In MGMP, Magelang DistrictAbstractThis training activity aims to improve the quality of student assessment so that they can apply authentic assessments as requested in the 2013 Curriculum. Conventional assessments tend to be carried out to measure student learning outcomes. In this context, assessment is positioned as if the activity is separate from the learning process. Utilization of assessment is not just knowing the achievement of learning outcomes, rather what is more important is how assessment can improve the ability of students in the learning process. Assessment should be carried out through three approaches, namely assessment of learning (assessment of learning), assessment for learning (assessment for learning) , and assessment as learning (assessment as learning). With this training activity it is expected that teacher competency in the field of assessment can increase.These service activities are carried out in the design of workshops and mentoring starting from the explanation of the use of Assessment of Learning, Assessment for Learning and Assessment as Learning in Junior High School Science Learning, validating and testing assessments in learning classes, and implementing these assessments in all Natural Sciences learning in SMP . Evaluation of activities carried out both from the aspect of the process (workshops and mentoring) and product aspects (testing the ability of teachers to apply assessments in learning classes). At the implementation stage in the field, it will be carried out by collaborative partnership with MGMP IPA SMP in Magelang Regency, Central Java Province.Key words: Teacher training, Assessment of Learning, Assessment for Learning, Assessment as Learning

Penerapan Model Pembelajaran Grup Investigation (GI) Berbantuan Vidio Pembelajaran Untuk Meningkatkan Hasil Belajar IPA

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
I Ketut Hariawan
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Natural Science ◽  
Science Learning ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Science Students ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Academic Year

This action research aims: (1) to improve the science learning outcomes of VIIA class students in the even semester of SMP Negeri 1 Manggis in the academic year 2017/2018 by applying the learning investigation (GI) learning model assisted by learning videos. This type of research is classroom action research. The subjects of this study were 30 students in class VIIA, and the object of this study was the science learning outcomes. This action research is planned to be carried out in two cycles. Learning outcomes data were collected using multiple choice tests. Data were analyzed by descriptive analysis. The results showed that: (1) The natural science learning outcomes of the VIIA class in the second semester increased in the first cycle by an average of 70, 70% absorption, with a 50% grade completeness, and an average cycle II of 77, 77 absorption %, with 86.6% class completeness. With the achievement of an average of 77 Natural Science learning outcomes, it means that it is above the established success level of 70, so that the action is considered successful. Thus it can be said that the application of the learning investigation (GI) group learning model assisted by learning videos can improve the learning outcomes of natural science students in class VIIA an even number at SMPN 1 Manggis in the academic year 2017/2018.

scholarly journals The Analysis of Junior High School Teacher-Made Tests for the Students in Enrekang

2020 ◽  
Vol 1 (2) ◽  
pp. 122-138
Author(s):  
Husnani Aliah
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Item Difficulty ◽  
Item Analysis ◽  
Multiple Choice ◽  
Item Bank ◽  
Cognitive Domain ◽  
Multiple Choice Tests ◽  
Choice Tests

The research aimed at finding out information about the preparation of constructing teacher-made tests in Enrekang, the quality of English teacher-made test according to item analysis, and the level cognitive domain of the teacher-made test. The test quality was determined after it was used in school examination test. This research employed survey research using descriptive method. The researcher analyzed the data and then described the research finding quantitatively. The population of this research was the teachers who teach in ninth grade at junior high schools in Enrekang. This research applied simple random sampling technique by taking four different schools as sampel. The results of analysis show preparation that junior high school teachers follow in constructing teacher-made tests in Enrekang is divided into five main parts. In preparing the test, the procedures were considering tests’ materials and proportion of each topic, choosing to check the item bank that match to syllabus and indicators, or preparing test specification. In writing test, teachers’ procedures were re-writing chosen test item from internet and textbook, re-writing items that was used before and allowing the other teachers to verify it, combining items from item bank and text book, or making new item. While in analyzing a test, the procedures used by the teachers were analyzing and revising test based on its item difficulty, predicting the item difficulty and revising the test, or doing nothing to analyze the test. About the timing in preparing the test, there are three out of five teachers who need only one week to construct multiple choice tests. Besides, there are two out of five teachers who need two weeks to construct multiple choice tests. While the teachers have different ways in providing test based on students’ ability. Moreover, the item analysis shows that no test is perfectly good. It was found that almost all tests need to be revised. It was also found that there were only three categories works in all tests based on the cognitive domain of the test namely knowledge, comprehension, and application categories. There was no item belong to analysis, synthesis, and evaluation categories.

scholarly journals Video Intervention in Statistics Learning as a Strategy to Increase Mathematics Learning Outcomes

2021 ◽  
Vol 12 (1) ◽  
pp. 229-236
Author(s):  
Tri Yuni Hendrowati ◽  
Rahma Faelasofi
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
Learning Processes ◽  
Video Intervention ◽  
Intervention Treatment ◽  
Before And After ◽  
The Difference ◽  
Paired T Test

The COVID-19 pandemic requires the learning process to take place online, this has an impact on teachers who are required to creatively innovate unusual learning processes. This research aims to determine the difference in the average learning outcomes of students during online learning between the application of learning videos before and after receiving the learning video intervention treatment. The research instrument used was a test of statistics material. The learning outcomes test data obtained were processed by paired t-test. This research found that there was a difference in the average learning outcomes of students before and after the application of learning videos. The application of learning videos provides better learning outcomes than before using learning videos.

scholarly journals Effect of Formative and Ability Test Results on Early Learning of Students

2016 ◽  
Vol 9 (7) ◽  
pp. 112
Author(s):  
Abdul Kadir ◽  
Muhammad Ardi ◽  
Nurhayati B. ◽  
Gufran Darma Dirawan
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Multiple Choice ◽  
Early Learning ◽  
Higher Learning ◽  
Learning Ability ◽  
Narrative Form ◽  
Ability Test ◽  
Multiple Choice Tests ◽  
Choice Tests

<p class="apa">The objective of this study was to examine the relationship of formative tests to early learning ability of students in the science learning style. This research used an experimental method with a 2 x 2 factorial design. The participants comprised all the students in class VII of the Islamic Junior High School State of Kolaka, a total of 343 students from 9 classes. Sampling was based on the use of a two-stage cluster sampling technique to randomly select four classes of students. The four classes were re-randomized, with two being given formative tests and two being given multiple choice tests. The t-test was used to measure the student learning outcomes. The results showed: (1) the use of formative tests in narrative form in the learning process can provide a measure of higher learning output compared with the use of formative multiple choice tests. (2) For those students who have a high initial ability, the use of formative tests can provide higher learning outcomes compared with the use of multiple choice tests. (3) For those students who have a lower initial ability, the use of formative tests in narrative form does not provide a different outcome to tests in multiple choice formats.</p>

scholarly journals Examination of the Quality of Multiple-choice Items on Classroom Tests

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
David DiBattista ◽  
Laura Kurzawa
Keyword(s):  
Nous Avons ◽  
Test Scores ◽  
Item Analysis ◽  
Multiple Choice ◽  
Discriminatory Power ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Discrimination Coefficient ◽  
Multiple Choice Items

Because multiple-choice testing is so widespread in higher education, we assessed the quality of items used on classroom tests by carrying out a statistical item analysis. We examined undergraduates’ responses to 1198 multiple-choice items on sixteen classroom tests in various disciplines. The mean item discrimination coefficient was +0.25, with more than 30% of items having unsatisfactory coefficients less than +0.20. Of the 3819 distractors, 45% were flawed either because less than 5% of examinees selected them or because their selection was positively rather than negatively correlated with test scores. In three tests, more than 40% of the items had an unsatisfactory discrimination coefficient, and in six tests, more than half of the distractors were flawed. Discriminatory power suffered dramatically when the selection of one or more distractors was positively correlated with test scores, but it was only minimally affected by the presence of distractors that were selected by less than 5% of examinees. Our findings indicate that there is considerable room for improvement in the quality of many multiple-choice tests. We suggest that instructors consider improving the quality of their multiple-choice tests by conducting an item analysis and by modifying distractors that impair the discriminatory power of items. Étant donné que les examens à choix multiple sont tellement généralisés dans l’enseignement supérieur, nous avons effectué une analyse statistique des items utilisés dans les examens en classe afin d’en évaluer la qualité. Nous avons analysé les réponses des étudiants de premier cycle à 1198 questions à choix multiples dans 16 examens effectués en classe dans diverses disciplines. Le coefficient moyen de discrimination de l’item était +0.25. Plus de 30 % des items avaient des coefficients insatisfaisants inférieurs à + 0.20. Sur les 3819 distracteurs, 45 % étaient imparfaits parce que moins de 5 % des étudiants les ont choisis ou à cause d’une corrélation négative plutôt que positive avec les résultats des examens. Dans trois examens, le coefficient de discrimination de plus de 40 % des items était insatisfaisant et dans six examens, plus de la moitié des distracteurs était imparfaits. Le pouvoir de discrimination était considérablement affecté en cas de corrélation positive entre un distracteur ou plus et les résultatsde l’examen, mais la présence de distracteurs choisis par moins de 5 % des étudiants avait une influence minime sur ce pouvoir. Nos résultats indiquent que les examens à choix multiple peuvent être considérablement améliorés. Nous suggérons que les enseignants procèdent à une analyse des items et modifient les distracteurs qui compromettent le pouvoir de discrimination des items.

scholarly journals Supporting factors in the aqidah-akhlaq teaching and learning process (study at islamic senior high schools in West-South Aceh regions)

2019 ◽  
Vol 4 (2) ◽  
pp. 229-249
Author(s):  
Fedry Saputra
Keyword(s):  
High Schools ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Descriptive Research ◽  
Assessment Of Learning ◽  
The Subject

The subject of aqidah-akhlaq has a contribution in providing motivation to students to practice the values of religious belief (monotheism) and moral behavior in daily life. In this study, supporting factors in the implementation of the learning process of this subject at Islamic senior high schools (MAs) were the factors of the teachers and the environment. The research is concerned with, firstly the delivery of the teaching and learning process on the aqidah-akhlaq subject at MAs, and secondly the supporting factors of teachers in the learning process of the aqidah-akhlaq subject in MA students. This research used a qualitative approach with descriptive research method. Meanwhile, the data was collected through observation, interviews, and documentation. Research subjects were MA teachers who were in the West-South Aceh covering 5 regions: Aceh Jaya, West Aceh, Nagan Raya, Southwest Aceh, and South Aceh. The results showed that (1) there were several steps in the learning process carried out by the teachers, i.e. preparing lesson plans, delivering subject consisting of two aspects: firstly varied teaching methods and secondly varied learning media, conducting an assessment of learning outcomes, and performing follow-up efforts through individual approaches to deal with problematic students, and (2) in terms of supporting factors from both parents and society, it showed that some were supportive and some others did not care of their children.

scholarly journals PENERAPAN MODEL STAD (STUDENT TEAMS ACHIEVEMENT DIVITION) UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS X MA ZAINUL MUSTHAFA NW PENGADANG TAHUN PELAJARAN 2012/2013

2013 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Mirnawati Mirnawati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Student Learning Outcomes ◽  
Multiple Choice Tests ◽  
Lecture Method ◽  
Student Teams ◽  
Choice Tests ◽  
Academic Year ◽  
Improve Student Learning

Mastery of physics concepts of students including low category and application of learning model has not varied, still refers to the old paradigm such as teaching by lecture method. This study aims to determine the application of STAD model (Student Teams Achievement Division) to improve student learning outcomes of grade X MA Zainul Musthafa NW Pengadang academic year 2012/2013. This research is a classroom action research conducted in 2 cycles consisting of planning, implementation, observation, evaluation and reflection. The first cycle consists of three sessions and the second cycle is two sessions. Data on student learning outcomes is obtained from multiple choice tests at the end of the cycle. The results showed that the completeness of classical learning in the first cycle was 64.00% and 91.67% for the second cycle. We conclude that the application of the STAD model has a positive impact on student learning outcomes.

scholarly journals Pelaksanaan Pengukuran Ranah Kognitif, Afektif, Dan Psikomotor Pada Mata Pelajaran Ips Kelas Iii Sd Muhammadiyah Palangkaraya

2013 ◽  
Vol 13 (1) ◽  
Author(s):  
Iin Nurbudiyani
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Learning Process ◽  
Cognitive Domain ◽  
Third Grade ◽  
Multiple Choice Tests ◽  
Third Grade Students ◽  
Choice Tests ◽  
Quality Testing ◽  
Collection Methods

This procedure is also to eliminate subjectivity in research results. The sample in this study were all third grade students of Muhammadiyah Elementary School Palangkaraya, and because the population was less than 100 people, all third grade students of Muhammadiyah Elementary School became the research sample. The variables in this study are cognitive, affective and psychomotor domains. Data collection methods or techniques are using the question method or in the form of tests and observations. While the instrument used in this study is in the form of a test to measure the ability of the beginning or end of learning, and observation during the learning process takes place. The steps and procedures in analyzing data are as follows: data collection, editing, coding, data tabulation, data quality testing and describing data. In a learning process, it is always necessary to conduct an assessment or evaluation so that a teacher obtains complete data on the ability of students to have their abilities, assessment will also be meaningful when a teacher does not only do one or two assessments, but is done as often as possible to monitor student progress. continuously while looking at the extent to which learning objectives have been achieved. In addition evaluation must also be able to describe students' abilities in three domains, namely: cognitive, affective and psychomotor domains. To measure the cognitive domain using a measuring instrument in the form of multiple choice tests, while to measure the affective and psychomotor domains using the observation sheet.

scholarly journals Interaksi Sosial dalam Proses Pembelajaran

PALAPA ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 149-166
Author(s):  
Lalu Moh. Fahri ◽  
Lalu A. Hery Qusyairi
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Learning Outcomes ◽  
Prospective Teachers ◽  
Learning Process ◽  
Learning Processes ◽  
Educational Process ◽  
Development Of Attitudes

This study aims to provide an overview of students' social interactions in the learning process for instructors and prospective teachers. In this article a number of things will be reviewed, including the meaning of social interaction and learning, forms of social interaction and learning, and interaction relationships with learning. After understanding the interaction in the learning process, instructors and prospective instructors are expected to understand that learning outcomes and learning processes must be balanced so that the educational process leads to the development of attitudes, intellectual intelligence, or the development of children's skills according to their needs.

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