PENGARUH METODE DEMONSTRASI DAN METODE DRILL TERHADAP HASIL BELAJAR MATEMATIKA DI SD CENDERAWASIH 2 JAKARTA

Pandemi Covid-19 telah mengubah semua bidang salah satunya dibidang pendidikan. Guru dan siswa dituntut untuk belajar dari rumah melalui pembelajaran online, hal ini berpengaruh pada rasa percaya diri dalam belajar. Penelitian ini dilatarbelakangi oleh banyaknya temuan penurunan hasil belajar matematika siswa dari hasil observasi awal penelitian. Sehingga penelitian ini dilakukan dengan tujuan mengetahui pengaruh penggunaan metode pembelajaran demonstrasi dan metode drill. SD Cenderawasih 2 Jakarta kelas IV semester genap tahun ajaran 2019-2020 sebagai tempat melakukan penelitian. Metode eksperimen digunakan dalam penelitian ini. Populasi penelitian yaitu seluruh siswa kelas IV, kemudian dipilih sampel secara acak. Kelas eksperimen terdiri dari 30 sampel dan kelas kontrol sebanyak 30 siswa. Intrumen penelitian telah dilakukan uji validitas dengan rumus Point Biserial Correlation didapat 30 soal yang valid dan uji reliabilitas, sementara uji reliabilitas menggunakan KR-20 diperoleh hitung tabel r = 0,894  0,361 = r . Kedua data dilakukan uji lanjutan yaitu normalitas maupun uji homogenitas. Hasil uji normalitas pada kelas eksperimen diperoleh Lhitung =  161 = Ltabel 0,110 0, sementara kelas kontrol Lhitung =  161 = Ltabel 0,063 0, , sehingga kedua sampel dapat disimpulkan berdistribusi normal. Hasil perhitungan uji homogenitas dihasilkan Fhitung =  861 = Fkritis 1,095 1, , sehingga kedua kelas tersebut dapat disimpulkan mempunyai varians homogen. Hasil pengujian hipotesis dengan uji–t didapat hitung kritis t = 2,389  2,002 = t taraf signifikansi  = 0,05 serta derajat kebebasan (dk) = 58. Maka tolak H0, sehingga hasil penelitian mengambil kesimpulan bahwa ada pengaruh terhadap hasil belajar matematika menggunakan metode demonstrasi dan metode drill.

CALCULATION OF DISCRIMINATIVITY AND VALIDITY FOR EVALUATION OF THE QUALITY OF THE PEDAGOGICAL TEST FROM THE COURSE OF MATHEMATICS ON THE TOPIC "RANKS "

The last twenty years the Department of Higher Mathematics and Applied Informatics of Samara State Technical University has been using tests on all chapters of the Mathematics course to control students' knowledge. To understand how objectively a particular test allows a given assessment, it is necessary to examine its quality. Many theories are devoted to this problem. This article will analyze test quality and test tasks based on classical test theory. The study consists of the following stages: compiling a control test; conducting it on a sample of students that meets all the requirements of statistical analysis; processing of this sample and calculation of basic characteristics; analysis of the resulting coefficients, which allows us to conclude whether the test under study can be used as a control of the level of knowledge of students and what changes need to be made in order to improve it. This article analyses some characteristics when examining the quality of the test on the topic "Series" of the course of mathematics, namely, discrimination and validity. To analyze the validity of the test, point biserial correlation coefficients were found - these are correlation coefficients of some task with the student's individual score. After that, the total validity coefficient was calculated. As the calculations showed, the total validity coefficient is 0.53. This is a fairly high indicator, which cannot be said about some point biserial correlation coefficients, namely, for tasks No. 2 and 9. Therefore, these tasks must either be modified or replaced by others. Analysis of the discrimination coefficients of test tasks showed that their values satisfy the requirements of experts.

Counselors' Adjective Correlates of Working Alliance

The authors present a study of 85 counselors' adjective descriptors of clients in relation to a working alliance. The imperative for such a study emerges from Gough's 1965 Conceptual Analysis of Test Scores approach to clinical measurement. For this investigation, all 300 items of the Adjective Check List were used. Working affiance was measured by the counselor's form of the Working Alliance Inventory-Short. Point biserial correlation of each adjective with inventory scores produced 54 significant adjectives. These 54 adjectives were 18 times the number expected by chance.

Development of a Test to Measure the Knowledge Level of Small Tea Growers on Scientific Tea Cultivation Practices

The present study was conducted to construct and standardize a test to measure the knowledge level of small tea growers on scientific technology on tea cultivation. The major steps followed for developing the test were construction of items, primary and final selection of items through difficulty index, discrimination index and biserial correlation. The final test comprised of 24 objective questions, referred to as items. The procedure adopted in the study can also be followed for developing knowledge test on any other aspect.

Does Honesty Require Time? Two Preregistered Direct Replications of Experiment 2 of Shalvi, Eldar, and Bereby-Meyer (2012)

Shalvi, Eldar, and Bereby-Meyer (2012) found across two studies ( N = 72 for each) that time pressure increased cheating. These findings suggest that dishonesty comes naturally, whereas honesty requires overcoming the initial tendency to cheat. Although the study’s results were statistically significant, a Bayesian reanalysis indicates that they had low evidential strength. In a direct replication attempt of Shalvi et al.’s Experiment 2, we found that time pressure did not increase cheating, N = 428, point biserial correlation ( rpb) = .05, Bayes factor (BF)01 = 16.06. One important deviation from the original procedure, however, was the use of mass testing. In a second direct replication with small groups of participants, we found that time pressure also did not increase cheating, N = 297, rpb = .03, BF01 = 9.59. These findings indicate that the original study may have overestimated the true effect of time pressure on cheating and the generality of the effect beyond the original context.

Dealing With Artificially Dichotomized Variables in Meta-Analytic Structural Equation Modeling

Meta-analytic structural equation modeling (MASEM) is a relatively new method in which effect sizes of different independent studies between multiple variables are typically first pooled into a matrix and next analyzed using structural equation modeling. While its popularity is increasing, there are issues still to be resolved, such as how to deal with primary studies in which variables have been artificially dichotomized. To be able to advise researchers who apply MASEM and need to deal with this issue, we performed two simulation studies using random-effects two stage structural equation modeling. We simulated data according to a full and partial mediation model and systematically varied the size of one (standardized) path coefficient (β MX = .16, β MX = .23, β MX = .33), the percentage of dichotomization (25%, 75%, 100%), and the cut-off point of dichotomization (.5, .1). We analyzed the simulated datasets in two different ways, namely, by using (1) the point-biserial and (2) the biserial correlation as effect size between the artificially dichotomized predictor and continuous variables. The results of these simulation studies indicate that the biserial correlation is the most appropriate effect size to use, as it provides unbiased estimates of the path coefficients in the population.

Using Classroom Observation Scores Instead of Test Scores as Criterion in the Estimation of Discrimination Index

Item discrimination index, which indicates the ability of the item to distinguish whether or not the individuals have acquired the qualities that are evaluated, is basically a validity measure and it is estimated by examining the fit between item score and the test score. Based on the definition of item discrimination index, classroom observation scores were used in this study instead of test scores as the indication of having the tested quality.In the framework of the study, a 25-item multiple-choice test prepared in the context of 8th grade Mathematics Unit "Multipliers and Multiples" was administered to a total of 109 8th graders (44 females, 65 males) studying in 4 separate classrooms of Ömer Nasuhi Bilmen Secondary School in Şanlıurfa Province. Furthermore, these students’ Mathematics teachers were asked to observe and score students during the unit and the obtained observation scores were used as external criterion in estimating the discrimination index. By using this criterion, fit values estimated with the help of upper and lower groups consisting of 27% from the extremes of the criterion score distribution and biserial correlation were compared with the traditional conditions where test scores were utilized. It was found that item discrimination indices based on classroom observations were higher than those based on test scores in both of the discrimination indices estimated via upper-lower 27% groups and biserial correlation. This finding was discussed to be related to the fact that while classroom observation scores were an external validity criterion, test scores were composed of items whose discrimination values were calculated. The finding also demonstrated that classroom observation scores were more rigid and eliminative than test scores in terms of discrimination.

DIVERSIFICATION OF REASONING SCIENCE TEST ITEMS OF TIMSS GRADE 8 BASED ON HIGHER ORDER THINKING SKILLS: A CASE STUDY OF INDONESIAN STUDENTS

The aim of this research was to assess the classification of science test items of TIMSS grade 8 based on higher order thinking skills (HOTS) and determine whether those classified-science test items can be an assessment tool in science class. Sixteen sample test items of HOTS were chosen from 37 reasoning items of TIMSS 1999, 2003, and 2011; which were 6 of analysing, 6 of evaluating, and 4 of creating. The selected items were tested to 410 ninth grade students in 14 public schools in Jember, Indonesia. Data were analysed by using point-biserial correlation to measure the index of discrimination and degree of difficulty at items of each level of HOTS test. The result revealed that the point-biserial index of discrimination for each item was higher than 0.25. The degree of difficulty of analysing, evaluating and creating test items exhibited a similar trend, which was in good range. Each test item has significant validity. Whilst reliability analysis showed that each test item was acceptable and indicating a high level of internal consistency. In conclusion, the classified science test items of TIMSS are good to use as assessment tools to measure HOTS of students in science class. Keywords: higher order thinking skills, point biserial correlation, science test items.