Mathematical Refractive Thinking Ability in Multivariable Calculus: Instrument Design and Quality of Use

<p><em>Mathematical refractive thinking ability</em><em> must </em><em>be given in every lecture because it is needed in decision making. This study aims to produce a quality mathematical refractive thinking ability instrument, especially for calculus material. Instrument quality is measured in terms of validity and reliability. Content validity, con</em><em>s</em><em>tr</em><em>u</em><em>ct validity and face validity were assessed by three material experts. The instrument was tested </em><em>by</em><em> 32 mathematics education students to measure empirical validity and reliability. This research resulted in three items of mathematical refractive thinking ability tests that are valid and have instrument reliability in the medium category.</em><em></em></p>

Application of Black Scholes Method in Determining Agricultural Insurance Premium Based On Climate Index Using Historical Burn Analysis Method

Climate index insurance is an insurance that provides reimbursement for losses due to decreased harvest rates or crop failures caused by weather. The use of Historical Burn Analysis (HBA) method in determining climate index based on rainfall resulted in a concept of the agricultural insurance payment in Pasuruan Regency. The application of The Black Scholes method in determining agricultural insurance premiums is obtained when rainfall more than 17 mm the premium is Rp 221,234. If the rainfall are 13 mm ≥ RR < 17 mm, the nominal premium paid by farmers to the insurance party is Rp 147,489. Respondents in the study were farmers who owned rice fields. Instrument quality testing (questionnaire) using validity test and reliability test using the help of SPSS statistical software. It can be concluded that the questionnaire is valid and reliable. Based on the results of the questionnaire, farmers considered that the nominal agricultural insurance premiums are in accordance with farmers' income.

Variable trajectory: a systematic review, analytic synthesis and construct domain consolidation of international measures of competence in doctors and medical students

BackgroundCompetence is assessed throughout a doctor’s career. Failure to identify and manage impaired competence can have critical consequences. Consistent conceptualisation and accurate measurement of this construct is imperative. Therefore, the objective of this review was to identify and evaluate measures used to assess competence in doctors and medical students.MethodsA systematic search of the published literature was undertaken between December 2019 and February 2020 for articles reporting on the measurement of competence in doctors and/or medical students. Searches were conducted in the PsychSOURCE, US National Library of Medicine National Institutes of Health, MEDLINE (PubMed), The Cochrane Central Register of Controlled Trials and Web of Science electronic databases. Citation screening and forward citation tracking of included studies were carried out to identify any further relevant papers for inclusion. One thousand one hundred and thirty-six potentially relevant articles were screened. An analytic synthesis approach was implemented to the identification, organisation and interpretation of homogenous study and measure characteristics.ResultsTwelve competence domains were identified from the 153 identified measures. Knowledge and procedural competence domains were the dominant focus of publications reporting current medical practice, but less so in research-based studies which more frequently assessed interpersonal, psychological, physiological and ethical competencies. In the 105 included articles, the reporting of measurement instrument quality was varied, with comprehensive reporting only present in 53.6% of measures; validation for some of the measures was particularly limited.DiscussionWhile this review included a considerable number of publications reporting the measurement of competence in doctors and medical students, the heterogeneity of the measures and variation of findings limit the ability to evaluate their validity and generalisability. However, this review presents a resource for researchers and medical educators which may inform operational practice and future research.PROSPERO registration numberCRD42020162156.

The Concept of Heat Transfer measured by Cognitive Domain Assessment Instruments

The lack of availability in assessment instruments used and unmet cognitive levels of C3-C6 resulted in poor quality assessments. This study aims to develop cognitive domain assessment instruments on the concept of heat transfer material in grade V elementary school. This research was development research that used 4D models (Four-D models) to define, design, develop, and disseminate. The subject of study was the assessment instrument of the cognitive realm with the object of research, that was the instrument quality. Measurement of the validity of the content was done on two experts/judges using the non-test method and instruments of the expert validity sheet. Instrument quality measurement was conducted with field trials of 106 students using multiple-choice objective test instruments. The content validity data obtained were analyzed with the Gregory formula, while the field test result data analyzed the validity of the grain, reliability, different power, and difficulty level. The results showed that the validity of the content obtained by 0.97 (very high) with the test results of the item's validity got 30 points of the question was declared valid. The instrument reliability index was developed by 0.85 (very high). The average coefficient of different power obtained is 0.51 (good) with a test device difficulty of 0.52 (medium). The result demonstrated cognitive domain assessment instruments that were developed feasible and can be used in conducting learning assessments in the cognitive realm.

Evaluation of Authentic Assessment Implementation on Biology Learning at SMA Negeri in Semarang

Authentic assessment is an assessing technique on 2013 curriculum learning. Authentic assessment assesses learning process and students’ learning outcomes. This research aims to evaluate authentic assessment implementation on Biology learning at 4 Public Senior High Schools in Semarang. This descriptive qualitative research used CIPP (context, input, process, and product) evaluative model. The data was taken by observing, interviewing, and analyzing instrument quality used by the teacher during learning. The research instrument was developed and modified from Sumei (2014) and Bhakti's (2017) research findings. The data was analyzed by using Milles & Huberman model which consisted of reduction, display, and conclusion. The findings of authentic assessment implementation showed various outcomes. The authentic assessment instrument development of Public SHS A, B, C, and D’s biology teachers in Semarang was generally categorized excellent or high. All teachers had obtained 2013 curriculum learning training through Biology teacher discussion. The teachers were regularly supervised once in a year. The process of biology authentic assessment implementations at SHS A, B, C, and D in Semarang were categorized sufficient or moderate. The findings showed that SHS A student learning outcome average was 51; SHS B was 72; SHS C was 63; and SHS D was 73. The hindrances of the SHS A, B, C, and D’s teachers in implementing the assessment dealt with cognitive, affective, and psychomotor aspects of the students simultaneously during each learning.

ANALISIS PELAKSANAAN KURIKULUM 2013 DITINJAU DARI STANDAR PENILAIAN DALAM PEMBELAJARAN MATEMATIKA KELAS VIII DI SMP NEGERI 18 PADANG

The purpose of this study is to describe and analyze the assessment mechanisms and procedures in accordance with 2013 curriculum rules. This research is a qualitative descriptive study. Subjects in this study were mathematics teachers in class VIII SMP Negeri 18 Padang, amounting to two teachers. The instruments used in this study include documentation, observation, and interviews. Data analysis techniques include data reduction, presentation, data verification, and data triangulation. The results of this study indicate (a) in terms of the assessment mechanism of eighth grade mathematics teachers at SMPN 18 Padang not yet perfect in implementing the assessment mechanism stipulated in Permendikbud No. 23 of 2016 The imperfect indicators are 1) carry out attitude assessments with various assess,emt techniques, 2) carry out skills assessments with varios asessment techiques. (b) in terms of the assessment procedure for eighth grade mathematics teachers at SMPN 18 Padang, it is also perfect to carry out the assessment procedures stipulated in Ministry of Education and Culture Regulation No. 23 of 2016. As for the imperfect indicators, namely 1) determining the purpose of the assessment, 2) make analysis of instrument quality, 3) processing, analyzing, and interpreting the assessment, 4) reprting the reults of the assessment, 5) utilizing the results of the asessment report.

PENGEMBANGAN ROTATIONAL DYNAMICS CONCEPTUAL SURVEY (RDCS) UNTUK MENGUKUR KONSEPSI AWAL SISWA

DEVELOPING ROTATION DYNAMIC CONCEPTUAL SURVEY (RDCS) TO ASSESS STUDENT’S PRIOR CONCEPTIONAbstractThis study aims to develop an evaluation tool to measure the level of students' conception in the form of four-tier diagnostic test categories of material on rotational dynamics. The development model used is 3D+T. The steps of the 3D+T are: Define, Design, Develop, and Trial. The development instrument used was a validation sheet for material experts (expert judgment) and a four-tier question sheet for testing students. Validation of the feasibility of the items covering aspects of language, the suitability of the questions with cognitive aspects, and the indicator of the problem was declared very feasible to use. Instrument quality assessment is done by calculating CVR and CVI arranged in the form of a checklist column. This development research produced an RDCS (Rotational Dynamics Conceptual Survey) test instrument in the form of four tiers. The RDCS test instrument consisted of 16 items. Trials of the test instruments obtained a percentage of students' conceptions of error of 17%, misconceptions of 43%, did not understand the concept of 24%, and understood the concept of 16%.AbstrakTujuan penelitian ini adalah mengembangkan suatu alat evaluasi untuk mengukur level kategori konsepsi siswa berbentuk four-tier terhadap materi dinamika rotasi. Model pengembangan pada penelitian ini adalah 3D + T. Tahapan model pengembangan 3D+T yaitu: Define (Pendefinisian), Design (Perancangan), Develop (Pengembangan), dan Trial (Uji Coba). Instrumen pengembangan yang digunakan berupa lembar validasi oleh ahli materi (expert judgment) dan lembar soal four-tier untuk uji coba kepada siswa. Validasi kelayakan butir soal meliputi aspek bahasa, kesesuaian soal dengan aspek kognitif dan indikator soal dinyatakan sangat layak digunakan. Penilaian kualitas instrumen dilakukan dengan perhitungan CVR dan CVI disusun dengan bentuk kolom checklist. Penelitian pengembangan ini menghasilkan suatu instrumen tes RDCS (Rotational Dynamics Conceptual Survey) dengan bentuk four tier. Instrumen tes RDCS terdiri dari 16 butir soal. Uji coba instrumen tes diperoleh persentase konsepsi siswa eror sebesar 17%, miskonsepsi 43%, tidak paham konsep 24%, dan paham konsep 16%.

THE QUALITY OF TEACHER-MADE MULTIPLE-CHOICE TEST USED AS SUMMATIVE ASSESSMENT FOR ENGLISH SUBJECT

This study analyzed the quality of multiple-choice test used as middle test made by the English teachers in one school in Singaraja. This study was essential to be conducted since the items of the multiple-choice test must have good quality to be used to assess the students’ achievement levels. This study used content analysis method in analyzing100 items from 3 different instruments. In collecting the data, the checklist analysis form was used to compare the items of teacher-made multiple-choice test with the norms as one of the standards in making a good multiple-choice test, then clarified through interview. From the data that have been obtained, there are 72% of students who got bad scores in the middle test. There is 1% of the items has sufficient quality, 8% of items have good quality, and the rest of the items have very good quality. The most common mistake found is in the punctuation and capitalization. It is supported by the results of the interview, which show that the teachers did not know precisely the norm of punctuation and capitalization. It can be concluded that the teachers already follow the norms of making a multiple-choice test, and it is indicated that the quality of the multiple-choice test is not the only factor that affects students’ achievement levels.Keywords: instrument quality, norms, teacher-made multiple-choice test

Quality of Higher Education through the Pursuit of Satisfaction with a Focus on Sustainability

The objective of this study is to analyse individual differences in quality of higher education through the pursuit of satisfaction with a focus on sustainability, whilst considering variables pertaining to groups (family, teachers and pupils) and satisfaction in a sample of 1091 Italians: 510 pupils (45.8%), 121 teachers (11.1%) and 469 relatives (42.9%). Once the quality parameters of the instrument (quality of higher education through the pursuit of satisfaction with a focus on the sustainability (QHES) questionnaire) were determined, reliability was confirmed through confirmatory factor analysis using structural equation modelling methodology, and data collection was initiated. Results from the multi-level study (ANOVA) showed significant differences between groups. From this, it can be concluded from the study that the role performed by a quality education oriented towards sustainability equally includes teachers, students and relatives. This role focuses on the battle to incorporate effective participatory methods into the teaching process, motivating members of the educational community and social future in the search for knowledge, skills, attitudes and necessary values. This will forge a sustainable future given that it does not only depend on the characteristics and experiences of individuals but also their training, both within the centre and their families. This factor is of vital importance, as demonstrated and concluded in the present study.