Journal JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION

-
24 articles
Page of 3
Articles per Page
by
Nyoman Santiyadnya
JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION, Volume 1; doi:10.21009/JISAE.011.01

The publisher has not yet granted permission to display this abstract.
Iman Subasman
JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION, Volume 1; doi:10.21009/JISAE.011.04

The publisher has not yet granted permission to display this abstract.
Fajri Ismail
JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION, Volume 1; doi:10.21009/JISAE.011.02

The publisher has not yet granted permission to display this abstract.
Pinta Deniyanti Sampoerno
JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION, Volume 1; doi:10.21009/JISAE.011.07

The publisher has not yet granted permission to display this abstract.
Benidiktus Tanujaya
JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION, Volume 1; doi:10.21009/JISAE.011.05

The publisher has not yet granted permission to display this abstract.
JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION, Volume 1, pp 101-111; doi:10.21009/JISAE.011.08

Abstract:The study was aimed to find out the influence of problem-based learning strategies and scoring models towards mathematics achievement by controlling students’ intelligence. The research method used in this study is an experimental method. Meanwhile, the design used in this research was the factorial design of 2×2 and research hypotheses were tested by using covariant of analysis (ANCOVA). The participants of this study were 100 students from tenth grade in SMAN 55 and SMAN 60 Jakarta. The study concluded that after controlling students’ intelligence: (1) mathematics achievements of the students who were given the problem posing strategy was higher than that of those who were given the problem solving strategy, (2) mathematics achievements of the students who were given the correct score model was higher than that of those who were given the punishment score model, (3) there was an interaction effect between problem-based learning strategies and scoring models towards mathematics achievement, (4) especially for groups of students who were given Problem Posing Strategy, mathematics achievement of the students who were given the correct score model was higher than that of those who were given the punishment score model, (5) especially for groups of students who were given problem solving strategy, mathematics achievement of the students who were given the correct score model was lower than that of those who were given the punishment score model, (6) especially for groups of students who were given the correct score model, mathematics achievement of the students who were given problem posing strategy was higher than that of those who were given the problem solving strategy, and (7) especially for groups of students who were given the punishment score model, mathematics achievement of the students who were given the problem posing strategy is lower than that of those who given the problem solving strategy. Thus, it can be recommended to the teachers to use the problem posing strategy and the correct score model.
Ni Nyoman Kawiwati
JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION, Volume 1; doi:10.21009/JISAE.011.06

The publisher has not yet granted permission to display this abstract.
I Wayan Eka Mahendra
JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION, Volume 1; doi:10.21009/JISAE.011.03

The publisher has not yet granted permission to display this abstract.
JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION, Volume 3, pp 45-61; doi:10.21009/jisae.031.05

Abstract:Analysis of Differential Item Function (DIF) / otherness Function Item is an analysis conducted on a set of tests to determine the bias point. Bias grains occur because of differences in background of respondents test, while a good test devices have qualities of objectivity, transparency, accountability and non-discriminatory. This study aimed to describe the test items were contracted Differential Item Function (DIF) at the National Examination IPA SD devices based on differences in urban and rural areas in the province of Banten using Mantel-Haenszel statistical methods. Mantel Haenszel method is a statistical method that belong to the classical theory to estimate the capability (ability) answered correctly and one of the two groups Referring (City group) and Focus (village groups). In the analysis of the National Examination tests conducted by IPA SD urban and rural areas because basically learning science provide insights into the learners to study the nature of life in a real and every region has a characteristic difference in the character of each. Learners tendency of characters to characters who occupied a very large area of influence, so that the DIF analysis was performed on the test device by city and village. The method used in this research is descriptive quantitative method based on the translation of factual data and systematically based on numerical analysis using statistics, with a population of primary school learners based on the classification of the city of Dan Village. Selection of the sample was done by using stratified random sampling by classifying and analyzing each unit of analysis. Data is collected using secondary data from relevant agencies and government agencies manually and online. The analysis carried out quantitative analysis using the Mantel-Haenszel method. The results of the analysis indicate that there Differential Item Function (DIF) on items of National Examination test devices based on the analysis of urban and rural differences. DIF infected grain on the test device, twelve grains of forty grains, with a tendency to point to areas of the city of five items and the tendency to rural areas totaled seven points. Data is collected using secondary data from relevant agencies and government agencies manually and online. The analysis carried out quantitative analysis using the Mantel-Haenszel method. The results of the analysis indicate that there Differential Item Function (DIF) on items of National Examination test devices based on the analysis of urban and rural differences. DIF infected grain on the test device, twelve grains of forty grains, with a tendency to point to areas of the city of five items and the tendency to rural areas totaled seven points. Data is collected using secondary data from relevant agencies and government agencies manually and online. The analysis carried out quantitative analysis using the Mantel-Haenszel method. The results of the analysis indicate that there Differential...
I Wayan Widana
JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION, Volume 3, pp 32-44; doi:10.21009/jisae.031.04

Abstract:This study aims to: 1) provide knowledge and understanding to the teachers about the concept and characteristics of the HOTS (Higher Order Thinking Skills) assessment extensively and deep; and 2) improve the skills of the teachers to develop HOTS assessment. To achieve Reviews These objectives, the research literature sourced from journals, reference books, modules, Internet, and other sources such as the print and electronic media that are relevant to the topic HOTS development assessment. Data collected by documentation and observation techniques. The research of data were Analyzed using descriptive exploratory methods. The results of the data analysis are as follows: 1) HOTS assessments are questions or tasks that have Reviews These characteristics: to assess students abilities to analyze, Evaluate, and create based on contextual issues, and are not routine (not familiar); 2) steps compose HOTS items are: a) analyze the KD that can be created HOTS items, b) arrange the blueprint of HOTS items, c) write down the items on the card matter, d) Determine the answer key (multiple choice questions form) or arrange rubric / scoring guidelines (essay form), e) perform qualitative analysis, and f) perform quantitative analysis; 3) the advantage of HOTS assessments are: a) Increase the stundents motivation to learn and b) improve learning outcomes. and f) perform quantitative analysis; 3) the advantage of HOTS assessments are: a) Increase the stundents motivation to learn and b) improve learning outcomes. and f) perform quantitative analysis; 3) the advantage of HOTS assessments are: a) Increase the stundents motivation to learn and b) improve learning outcomes.
Page of 3
Articles per Page
by

Refine Search

Authors

New Search

Advanced search