Research Article
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Development of Vector Representation Test Instrument for Senior High School Students in Realizing Learning Outcomes

Year 2019, Volume: 4 Issue: 4, 543 - 554, 01.10.2019
https://doi.org/10.24331/ijere.628328

Abstract

The study was conducted to developthe vector representation ability test items for seniorhigh school students and obtain Item Curve Characteristics (ICC). Grid test instruments are arranged based on competencies and vector representation indicators which are then used to compile items. The test instrument consists of five question items related to vector representation which includes drawing vectors, determining the magnitude and direction of vectors and performing vector operations. The validated instrument was piloted in 296 students from three schools in Batang Regency, Central Java. Politomus data were analyzed using the QUEST program for classical analysis and PARSCALE 4 for modern analysis theory based on Partial Credit Model (PCM). The results of the data analysis of the trial itemsindicate that of the five item questions, only 4 questions were fit with PCM. The reliability of the test instrument is 0.72, the level of difficulty of the items is in the range of 0.79 to 1.35. The information function and Standard Error Measurement (SEM) show that test items are developed reliably to measure the vector abilities of students with the average category in -1,6< θ<+3,2 logit scale with SEM ± 0,5.

References

  • Adams, R.J. & Khoo, S.T. (1996). Quest: The ınteractive test analysis system version2.1. Victoria: The Australian Councilfor Educational Research.Adekunle Ayanwale, M., Oluwatoyin Adeleke, J., & Iyabode Mamadelo, T. (2018). An assessment of ıtem statistics estimates of basic education certificate examination through classical test theory and ıtem response theory approach. International Journal of Educational Research Review, 3(3), 93–105. https://doi.org/10.24331/ijere.452504Aiken, L.R. (1985). Three coefficients for analyzing the reliability and validity of ratings.Educational and Psychological Measurements, (45), 131-142.Asysyifa, D. S., Wilujeng, I., & Kuswanto, H. (2019). Analysis of students critical thinking skills using partial credit models ( Pcm ) in physics learning.International Journal of Educational Research Review, 4(2), 245–253https://doi.org/10.24331/ijere.518068Awopeju & Afolabi. (2016). Comparative analysis of classical test theory and ıtem response theory based ıtem parameter estimates of senior school certificate mathematics examination. 12(28), 263–284. https://doi.org/10.19044/esj.2016.v12n28p263. Aybek, E. C., Demirtasli, R. N., & Computerized, R. N. (2017). Computerized adaptive test ( Cat) applications and ıtem response theory models for polytomous items: Computerized Adaptive Test ( CAT )Applications and Item Response Theory Models for Polytomous Items. https://doi.org/10.21890/ijres.327907Bacci, S.,Bartolucci, F., Gnaldi, M. (2014).A class of Multidimensional Latent Class IRT models for ordinal polytomous item responses. (February). https://doi.org/10.1080/03610926.2013.827718Baker, F.B. (2001). The basic of ıtem response theory. USA: ERIC Clearinghouse on Assessment and Evaluation.Baran, M. (2016). An analysis on high school students ’ perceptions of physics courses in terms of gender( A Sample from Turkey).Journal of Education and Training Studies4(3), 150–160. https://doi.org/10.11114/jets.v4i3.1243Barniol, P., & Zavala, G. (2014). Students ’ difficulties in problemsthat involve unit-vector notation. Latin American Journal of Physics Education, 8(4).Bond, T.G, & Fox, C.M. (2015). Applying the rasch model.Fundamental Measurement in the Human Sciences (3rd edition). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.BSNP. (2006).Standar Kompetensi dan Kompetensi Dasar Mata Pelajaran Fisika untuk SMA dan MA. Jakarta: BSNP-Depdiknas.DeMars, C. (2010). Item response theory.Oxford: Oxford University Press.Depdiknas. (2007). Peraturan Menteri Pendidikan Nasional No 20Tahun 2007 tentang Standar Penilaian.Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics, 020119, 1–58. https://doi.org/10.1103/PhysRevSTPER.10.020119Dostál, J. (2015). Theory of problem solving. Procedia -Social and Behavioral Sciences, 174, 2798–2805. https://doi.org/10.1016/j.sbspro.2015.01.970Fajrianthi., Hendriani, W., & Septarini, B.G.. (2016). Pengembangan tes berpikir kritis dengan pendekatan item response theory. Jurnal Penelitian dan Evaluasi Pendidikan,20(1), p. 45–55.Georgiou, H., & Sharma, M. D. (2015). Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences? European Journal of Physics, 36(1), 015020. https://doi.org/10.1088/0143-0807/36/1/015020Gok, T. (2010). The general assessment of problem solving processes and metacognition in physics education. Eurasian Journla of Physics and Chemistry Education, 2(2), 110–122. https://doi.org/10.1007/s11409-008-9026-0Grunert, M. L., Raker, R., Murphy, K. L., & Holme, T. A. (n.d.). polytomous versus dichotomous scoring on multiple-choice examinations:Development of arubric for rating partial credit.J. Chem. Educ, 90(10), 1310-1315.Guney, A., &Al, S. (2012). Effective learning environments in relationto different learning theories.Procedia -Social and Behavioral Sciences,46, 2334–2338. https://doi.org/10.1016/j.sbspro.2012.05.480Haladyna, T.M. (2004).Developing and validating multiple choice testıtems. New Jersey: Lawrence Erlbaum Associates, Inc.Hambleton, R.K, & Swaminathan, H. (1985). Item response theory. Boston, MA: Kluer Inc.Mardapi, D.(2012). Pengukuran penilaian dan evaluasi pendidikan. Yogyakarta: Nuha Medika.Maries, A., & Singh, C. (2016). To use or not to use diagrams: The effect of drawing a diagram in solving ıntroductory physics problems.AIP Conf. Proc. 1513, 282.Masters, G.N. & Wright, B.D. (1997). The partial credit model.In: van der Linden w.j., Hambleton, R.K. (eds) Handbook of Modern Item Response Theory. New York: Springer.Merriënboer, J. J. G. Van. (2013). Perspectives on problem solving and instruction. Computers & Education, 64, 153–160. https://doi.org/10.1016/j.compedu.2012.11.025Nguyen, N., &Meltzer, D. E. (2010). Initial understanding of vector concepts among students in introductory physics courses. American Journal of Physics, 71, 630630(2003). https://doi.org/10.1119/1.1571831Persichitte, K. A. (2016). Educational technology to improve quality and access on a global scale.Papers from the Educational Technology World Conference (ETWC 2016)Editors: Persichitte, Kay, Suparman, Atwi, Spector, Michael (Eds.)Schoenfeld, A. H. (2013). Reflections on problem solving theory and practice.The Mathematics Enthusiast: 10(1).Serway, R.A. & Jewett, J.W. (2012). Physics for scientists and engineers(6thed). United States: Brooks-Cole Publishing.Suryabrata, S. (2002). Pengembangan Alat Ukur Psikologis. Yogyakarta: Andi Offset.Wutchana, U., Bunrangsri, K., & Emarat, N. (2015). Teaching basic vector concepts: A Worksheet for the Recovery of Students ’Vector Understanding.Eurasian J. Phys.& Chem. Educ. 7(1):18-28.Wutchana, U., & Emarat, N. (2011). Students ’ understanding of graphical vector addition in one and two dimensions.Eurasian J. Phys. Chem. Educ., 3(2):102-111.Yadiannur, M. (2017). Mobile learning based worked example in electric circuit (WEIEC )application to ımprove the high school students.Electric Circuits Interpretation Ability, 12(3), 539–558. https://doi.org/10.12973/ijese.2017.1246p
Year 2019, Volume: 4 Issue: 4, 543 - 554, 01.10.2019
https://doi.org/10.24331/ijere.628328

Abstract

References

  • Adams, R.J. & Khoo, S.T. (1996). Quest: The ınteractive test analysis system version2.1. Victoria: The Australian Councilfor Educational Research.Adekunle Ayanwale, M., Oluwatoyin Adeleke, J., & Iyabode Mamadelo, T. (2018). An assessment of ıtem statistics estimates of basic education certificate examination through classical test theory and ıtem response theory approach. International Journal of Educational Research Review, 3(3), 93–105. https://doi.org/10.24331/ijere.452504Aiken, L.R. (1985). Three coefficients for analyzing the reliability and validity of ratings.Educational and Psychological Measurements, (45), 131-142.Asysyifa, D. S., Wilujeng, I., & Kuswanto, H. (2019). Analysis of students critical thinking skills using partial credit models ( Pcm ) in physics learning.International Journal of Educational Research Review, 4(2), 245–253https://doi.org/10.24331/ijere.518068Awopeju & Afolabi. (2016). Comparative analysis of classical test theory and ıtem response theory based ıtem parameter estimates of senior school certificate mathematics examination. 12(28), 263–284. https://doi.org/10.19044/esj.2016.v12n28p263. Aybek, E. C., Demirtasli, R. N., & Computerized, R. N. (2017). Computerized adaptive test ( Cat) applications and ıtem response theory models for polytomous items: Computerized Adaptive Test ( CAT )Applications and Item Response Theory Models for Polytomous Items. https://doi.org/10.21890/ijres.327907Bacci, S.,Bartolucci, F., Gnaldi, M. (2014).A class of Multidimensional Latent Class IRT models for ordinal polytomous item responses. (February). https://doi.org/10.1080/03610926.2013.827718Baker, F.B. (2001). The basic of ıtem response theory. USA: ERIC Clearinghouse on Assessment and Evaluation.Baran, M. (2016). An analysis on high school students ’ perceptions of physics courses in terms of gender( A Sample from Turkey).Journal of Education and Training Studies4(3), 150–160. https://doi.org/10.11114/jets.v4i3.1243Barniol, P., & Zavala, G. (2014). Students ’ difficulties in problemsthat involve unit-vector notation. Latin American Journal of Physics Education, 8(4).Bond, T.G, & Fox, C.M. (2015). Applying the rasch model.Fundamental Measurement in the Human Sciences (3rd edition). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.BSNP. (2006).Standar Kompetensi dan Kompetensi Dasar Mata Pelajaran Fisika untuk SMA dan MA. Jakarta: BSNP-Depdiknas.DeMars, C. (2010). Item response theory.Oxford: Oxford University Press.Depdiknas. (2007). Peraturan Menteri Pendidikan Nasional No 20Tahun 2007 tentang Standar Penilaian.Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics, 020119, 1–58. https://doi.org/10.1103/PhysRevSTPER.10.020119Dostál, J. (2015). Theory of problem solving. Procedia -Social and Behavioral Sciences, 174, 2798–2805. https://doi.org/10.1016/j.sbspro.2015.01.970Fajrianthi., Hendriani, W., & Septarini, B.G.. (2016). Pengembangan tes berpikir kritis dengan pendekatan item response theory. Jurnal Penelitian dan Evaluasi Pendidikan,20(1), p. 45–55.Georgiou, H., & Sharma, M. D. (2015). Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences? European Journal of Physics, 36(1), 015020. https://doi.org/10.1088/0143-0807/36/1/015020Gok, T. (2010). The general assessment of problem solving processes and metacognition in physics education. Eurasian Journla of Physics and Chemistry Education, 2(2), 110–122. https://doi.org/10.1007/s11409-008-9026-0Grunert, M. L., Raker, R., Murphy, K. L., & Holme, T. A. (n.d.). polytomous versus dichotomous scoring on multiple-choice examinations:Development of arubric for rating partial credit.J. Chem. Educ, 90(10), 1310-1315.Guney, A., &Al, S. (2012). Effective learning environments in relationto different learning theories.Procedia -Social and Behavioral Sciences,46, 2334–2338. https://doi.org/10.1016/j.sbspro.2012.05.480Haladyna, T.M. (2004).Developing and validating multiple choice testıtems. New Jersey: Lawrence Erlbaum Associates, Inc.Hambleton, R.K, & Swaminathan, H. (1985). Item response theory. Boston, MA: Kluer Inc.Mardapi, D.(2012). Pengukuran penilaian dan evaluasi pendidikan. Yogyakarta: Nuha Medika.Maries, A., & Singh, C. (2016). To use or not to use diagrams: The effect of drawing a diagram in solving ıntroductory physics problems.AIP Conf. Proc. 1513, 282.Masters, G.N. & Wright, B.D. (1997). The partial credit model.In: van der Linden w.j., Hambleton, R.K. (eds) Handbook of Modern Item Response Theory. New York: Springer.Merriënboer, J. J. G. Van. (2013). Perspectives on problem solving and instruction. Computers & Education, 64, 153–160. https://doi.org/10.1016/j.compedu.2012.11.025Nguyen, N., &Meltzer, D. E. (2010). Initial understanding of vector concepts among students in introductory physics courses. American Journal of Physics, 71, 630630(2003). https://doi.org/10.1119/1.1571831Persichitte, K. A. (2016). Educational technology to improve quality and access on a global scale.Papers from the Educational Technology World Conference (ETWC 2016)Editors: Persichitte, Kay, Suparman, Atwi, Spector, Michael (Eds.)Schoenfeld, A. H. (2013). Reflections on problem solving theory and practice.The Mathematics Enthusiast: 10(1).Serway, R.A. & Jewett, J.W. (2012). Physics for scientists and engineers(6thed). United States: Brooks-Cole Publishing.Suryabrata, S. (2002). Pengembangan Alat Ukur Psikologis. Yogyakarta: Andi Offset.Wutchana, U., Bunrangsri, K., & Emarat, N. (2015). Teaching basic vector concepts: A Worksheet for the Recovery of Students ’Vector Understanding.Eurasian J. Phys.& Chem. Educ. 7(1):18-28.Wutchana, U., & Emarat, N. (2011). Students ’ understanding of graphical vector addition in one and two dimensions.Eurasian J. Phys. Chem. Educ., 3(2):102-111.Yadiannur, M. (2017). Mobile learning based worked example in electric circuit (WEIEC )application to ımprove the high school students.Electric Circuits Interpretation Ability, 12(3), 539–558. https://doi.org/10.12973/ijese.2017.1246p
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Details

Primary Language English
Journal Section Articles
Authors

Puji İman Nursuhud This is me

Warsono . This is me

Supahar . This is me

Rio Sandhika Darma This is me

Publication Date October 1, 2019
Published in Issue Year 2019 Volume: 4 Issue: 4

Cite

APA Nursuhud, P. İ., ., W., ., S., Darma, R. S. (2019). Development of Vector Representation Test Instrument for Senior High School Students in Realizing Learning Outcomes. International Journal of Educational Research Review, 4(4), 543-554. https://doi.org/10.24331/ijere.628328
AMA Nursuhud Pİ, . W, . S, Darma RS. Development of Vector Representation Test Instrument for Senior High School Students in Realizing Learning Outcomes. IJERE. October 2019;4(4):543-554. doi:10.24331/ijere.628328
Chicago Nursuhud, Puji İman, Warsono ., Supahar ., and Rio Sandhika Darma. “Development of Vector Representation Test Instrument for Senior High School Students in Realizing Learning Outcomes”. International Journal of Educational Research Review 4, no. 4 (October 2019): 543-54. https://doi.org/10.24331/ijere.628328.
EndNote Nursuhud Pİ, . W, . S, Darma RS (October 1, 2019) Development of Vector Representation Test Instrument for Senior High School Students in Realizing Learning Outcomes. International Journal of Educational Research Review 4 4 543–554.
IEEE P. İ. Nursuhud, W. ., S. ., and R. S. Darma, “Development of Vector Representation Test Instrument for Senior High School Students in Realizing Learning Outcomes”, IJERE, vol. 4, no. 4, pp. 543–554, 2019, doi: 10.24331/ijere.628328.
ISNAD Nursuhud, Puji İman et al. “Development of Vector Representation Test Instrument for Senior High School Students in Realizing Learning Outcomes”. International Journal of Educational Research Review 4/4 (October 2019), 543-554. https://doi.org/10.24331/ijere.628328.
JAMA Nursuhud Pİ, . W, . S, Darma RS. Development of Vector Representation Test Instrument for Senior High School Students in Realizing Learning Outcomes. IJERE. 2019;4:543–554.
MLA Nursuhud, Puji İman et al. “Development of Vector Representation Test Instrument for Senior High School Students in Realizing Learning Outcomes”. International Journal of Educational Research Review, vol. 4, no. 4, 2019, pp. 543-54, doi:10.24331/ijere.628328.
Vancouver Nursuhud Pİ, . W, . S, Darma RS. Development of Vector Representation Test Instrument for Senior High School Students in Realizing Learning Outcomes. IJERE. 2019;4(4):543-54.

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