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JournalISSN: 1410-4725

Jurnal Penelitian dan Evaluasi Pendidikan 

State University of Yogyakarta
About: Jurnal Penelitian dan Evaluasi Pendidikan is an academic journal published by State University of Yogyakarta. The journal publishes majorly in the area(s): Psychology & Cronbach's alpha. It has an ISSN identifier of 1410-4725. It is also open access. Over the lifetime, 372 publications have been published receiving 1799 citations. The journal is also known as: Jurnal Penelitian dan Evaluasi - Program Pascasarjana Institut Keguruan dan Ilmu Pendidikan Yogyakarta.


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Journal ArticleDOI
TL;DR: In this article, the authors describe the higher order thinking skills of students in solving PISA standar-based test item based on indicators that had been compiled, such as ability of logic and reasoning, analysis, evaluation, and creation.
Abstract: Tujuan penelitian ini adalah mendeskripsikan kemampuan berpikir tingkat tinggi ( Higher Order Thinking Skills/ HOTS) siswa dalam menyelesaikan soal PISA berdasarkan indikator yang telah disusun. Kemampuan berpikir tingkat tinggi dalam penelitian ini meliputi kemampuan logika dan penalaran, analisis, evaluasi, serta kreasi. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Metode pengumpulan data meliputi metode dokumentasi, tes, dan wawancara. Hasil penelitian dari 30 siswa yang tersebar di beberapa SMP di Kabupaten Jember didapatkan bahwa 18 siswa mampu melakukan kemampuan logika dan penalaran, analisis, evaluasi, serta kreasi dengan baik dalam menyelesaikan beberapa soal, sehingga tergolong memiliki kemampuan berpikir tingkat tinggi dengan level sedang. Selanjutnya, 12 siswa tidak mampu melakukan kemampuan analisis, evaluasi, kreasi, logika dan penalaran dengan baik dalam menyelesaikan semua soal, sehingga tergolong memiliki kemampuan berpikir tingkat tinggi dengan level rendah. Kata kunci: PISA, kemampuan logika dan penalaran, kemampuan analisis, evaluasi, kreasi THE HIGHER ORDER THINKING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS AT JEMBER DISTRICT IN SOLVING PISA STANDAR-BASED TEST ITEM Abstract The purpose of this research was to describe the higher order thinking skills of students in solving PISA standar-based test item based on indicators that had been compiled. The indicators in this research were the ability of logic and reasoning, analysis, evaluation, and creation. This research is a descriptive qualitative approach. The data collection methods in this research were documentation, test, and interview. From 30 students spread across many Junior High Scoolls in Jember district, 18 students are found to be able to perform logic skills and reasoning, analysis, evaluation, and creation well in resolving some of the problems, thus classified as having high level thinking skills with moderate level. Furthermore, 12 students are not able to perform analytical skills, evaluation, creation, logic and reasoning well in solving all the problems, so they are considered to have low level high order thinking skill. Keywords: PISA, logic and reasoning, analysis, evaluation, creation skills

105 citations

Journal ArticleDOI
TL;DR: In this article, the authors developed an instrument for measuring senior high school students' physics higher order thinking skills (PhysTHOTS) and to obtain the characteristics of the PhysTHOTS, which was then tried out on 1,001 students of ten senior high schools throughout Special Province of Yogyakarta.
Abstract: Penelitian dilakukan untuk mengembangkan instrumen kemampuan berpikir tingkat tinggi fisika (PhysTHOTS) peserta didik SMA dan mendapatkan karakteristik PhysTHOTS. Kisi-kisi instrumen disusun berdasarkan aspek dan subaspek kemampuan berpikir tingkat tinggi, yang selanjutnya digunakan untuk menyusun item - item . Instrumen terdiri atas dua perangkat tes yang masing-masing memiliki 26 item termasuk delapan anchor item dan telah divalidasi oleh ahli pengukuran, ahli pendidikan fisika, ahli fisika, dan praktisi. Instrumen yang telah divalidasi diujicobakan pada 1.001 siswa dari sepuluh SMAN di Daerah Istimewa Yogyakarta. Data politomus dianalisis menggunakan Partial Credit Model (PCM). Hasil uji coba menunjukkan bahwa semua item sebanyak 44 dan instrumen PhysTHOTS terbukti fit dengan PCM, reliabilitas instrumen sebesar 0,95, indeks kesukaran item mulai -0,86 sampai 1,06 yang berarti semua item dalam kategori baik. Dengan demikian, PhysTHOTS memenuhi syarat digunakan untuk mengukur kemampuan berpikir tingkat tinggi fisika peserta didik SMA. Kata kunci: pengembangan instrumen, tes kemampuan berpikir tingkat tinggi, fisika, politomus, dan PCM ______________________________________________________________ DEVELOPING HIGHER ORDER THINKING SKILL TEST OF PHYSICS (PhysTHOTS) FOR SENIOR HIGH SCHOOL STUDENTS Abstrak The objectives of this research were to develop an instrument for measuring senior high school students’ physics higher order thinking skills (PhysTHOTS) and to obtain the characteristics of the PhysHOTS. The instrument blue print was developed based on the aspects and sub-aspects of high order thinking skills, then it was used to develop the items. Two sets of instrument consisting of 26 items and each, including eight anchor items were then validated by promotors, measurement experts, physics specialists, physics education experts, and practitioners. The validated instruments were then tried out on 1,001 students of ten senior high schools throughout Special Province of Yogyakarta. The polytomous data were analyzed according to the Partial Credit Model (PCM). The results show that the 44 items and PhysTHOTS were fit to the PCM, the reliability of the test was 0.95, the items’ difficulty indexes were between -0.86 and 1.06. Therefore, the PhysTHOTS are qualified to measure senior high school students’ physics higher order thinking skills. Keywords: instrument development, physics test of higher order thinking skills, polytomous, and PCM

85 citations

Journal ArticleDOI
TL;DR: In this paper, the authors describe the implementation of the assessment in the curriculum 2013, identify the obstacle and the success of the implementation, and make a recommendation for policy makers to improve the implementation.
Abstract: Tujuan penelitian ini adalah untuk: (1) mendeskripsikan implementasi penilaian pada Kurikulum 2013; (2) mengidentifikasi hambatan dan keberhasilan pelaksanaan penilaian pada Kurikulum 2013, (3) memberikan rekomendasi kepada Pemerintah dalam mengambil kebijakan pelaksanaan penilaian pada Kurikulum 2013. Populasi dalam evaluasi ini adalah sekolah di Indonesia jenjang sekolah dasar dan menengah. Penentuan sampel dengan purposive sampling , yaitu sekolah jenjang sekolah dasar dan menengah di 15 provinsi di Wilayah Indonesia Bagian Barat, Wilayah Indonesia Bagian Tengah, dan Wilayah Indonesia Bagian Timur. Pengumpulan data menggunakan kuesioner, dokumentasi, dan Focus Group Discussion (FGD). Data dianalisis dengan analisis deskriptif kuantitatif dan kualitatif. Model ini digunakan untuk mengevaluasi kesenjangan antara kriteria yang telah ditetapkan dengan pelaksanaan program di lapangan. Hasil penelitian dibagi tiga tahap, yaitu: (1) perencanaan, disarankan kepada pemerintah untuk melakukan sosialisasi dan pelatihan membuat kisi-kisi dahulu baru membuat soal-soalnya, bukan yang dilakukan sebaliknya, juga pelatihan analisis instrumen penilaian dan membuat rubrik untuk soal uraian; (2) pelaksanaan, disarankan kepada pemerintah untuk menyederhanakan pedoman penilaian pada Kurikulum 2013, melakukan sosialisasi dan pelatihan penilaian kompetensi sikap, untuk jenjang SD perlu diberikan pelatihan teknik penilaian pada pembelajaran tematik, dan membimbing guru melakukan kegiatan analisis instrumen dan revisi butir soal; (3) pelaporan, disarankan pengambil kebijakan mengkaji kembali penggunaan rentang nilai 1-4 pada penilaian pengetahuan dan keterampilan. Kata kunci: penilaian pada Kurikulum 2013, rubrik untuk soal uraian, penilaian pada pembelajaran tematik, rentang skor 1-4 THE IMPLEMENTATION OF ASSESSMENT IN THE CURRICULUM 2013 Abstract The objectives of this study are (1) to describe the implementation of the assessment in the curriculum 2013, (2)to identify the obstacle and the success of the implementation of assessment in the curriculum 2013, and (3)to make a recommendation for policy makers to improve the implementation of assessment in the curriculum2013. The population of the study consist of the elementary schools, junior schools, and senior high schools in Indonesia. The sample was determined purposively, consisting of the elementary schools, junior schools, and senior high schools in 15 provinces in Indonesia. Data were collected through questionnaires and Focus Group Discussion (FGD). Data were analyzed using quantitative and qualitative descriptive. The findings of this study are: (1) in the planning step, the recommendations were given to principals, teachers, and head of educational districts to make socialization and workshop on developing assessment grid first, and then writing items not the other way around, and make a rubric first when writing the essay items; (2) in the implementation step, the recommendation were given to government to simplify the guidance of assessment in the curriculum 2013, to make socialization and workshop about the affective assessment, workshop thematic assessment for elementary teachers, and guiding teachers to revise and analyze the instrument; (3) in the report step, the recommendation were given to policy makers to look back at the policy of using the score range 1-4, for assessing knowledge and psychomotor domain. Keywords: assessment incurriculum 2013, rubric for essay items, assessment in thematic learning, score range 1-4

74 citations

Journal ArticleDOI
TL;DR: In this paper, a focus group discussion was conducted to evaluate the response and feasibility of education unit to the application in eight national education standards, the trend of the quantity and quality of education, school accreditation status, the level of compliance with national education standard, and ratio-nal responses to the eight education standards.
Abstract: Penelitian ini dilakukan dengan tujuan untuk memperoleh informasi tentang tanggapan dan kelayakan satuan pendidikan terhadap penerapan delapan standar nasional pendidikan (SNP), trend kuantitas dan kualitas pendidikan, status akreditasi sekolah, tingkat pemenuhan, rasional dan tanggapan terhadap SNP, urutan delapan standar nasional yang harus dicapai, standar nasional yang paling sulit dicapai, tingkat kepuasan peserta didik terhadap pelayanan sekolah dan hambatan-hambatan dalam mencapai SNP Metode penelitian yang digunakan adalah dengan Focus Group Discussion (FGD) dan studi dokumentasi Data hasil FGD dianalisis secara kualitatif dan data hasil mengedarkan instrument dianalisis secara kuan-titatif Hasil penelitian menunjukkan bahwa, setiap satuan pendidikan memberi tanggapan yang positif dan layak untuk menerapkan standar nasional pendidikan Kualitas lulusan dan persentase lulusan cenderung naik Jumlah sekolah yang terakreditasi yang terbanyak adalah nilai B, de-ngan tingkat pemenuhan delapan standar nasional untuk SD 73,55%, SMP 85,97%, SMA 77,07% dan SMK 76,15% SNP yang sulit dicapai adalah standar kompetensi lulusan, ketenagaan, sarana dan prasarana Variabel standar isi, ketenagaan, sarana dan prasarana, pembiayaan, pengelolaan, penilaian, mempunyai hubungan yang positif yang besarnya bervariasi ter-hadap variabel standar proses dan komptensi lulusan Kualitas pelayanan untuk SD telah mencapai 87,4%, SMP 82,6%, Urutan prioritas dalam me-ningkatkan kompetensi lulusan, dilakukan dengan meningkatkan kualitas standar ketenagaan, isi, sarana dan prasarana, pengelolaan, penilaian, proses dan pembiayaan meskipun terdapat berbagai hambatan yang dialami sekolah Kata kunci : trend , kualitas , standar nasional ______________________________________________________________ QUALITY EVALUATION OF EDUCATION TREND IN INDONESIA Abstract The research aims to obtain information about the response and the feasibility of education unit to the application in eight national standards, the trend of the quantity and quality of education, school accreditation status, the level of compliance with national education standards, and ratio-nal responses to the eight national standard, a sequence of eight national standards that should be achieved, the national standard that is difficult to achieve, the level of student satisfaction with the school service and ob-stacles in achieving national education standards The research method used was a Focus Group Discussion (FGD) and documentation FGD data were analyzed qualitatively and distributed instrument data results were analyzed quantitativelyThe results showed every educational unit responses positively and appropriately to implement national education standards Quality and percentage of graduates tend to increase, but still in the range of values ​​71 The percentage of graduates tends to grow up close to 99% The number of accredited schools is mostly in B The level of compliance of eight national standards for SD is 7355%, Junior high school is 8597%, SMA is 7707%, and SMK is 7615% National education standards which are difficult to achieve are competency standards, work-force, facilities and infrastructure Variable content standards, energy, infra-structure, finance, management, and appraisal have positive relation whose the amount varies with the standard variable process and competency of graduates Service quality for primary schools has reached 874%, and junior high schools reached 826% The priority to improve graduate competency was done through improving standard of content, facilities, management, assessment, process, and budgeting in spite of many obstac-les faced by schools Keywords : trend , quality, national standard

44 citations

Journal ArticleDOI
TL;DR: In this article, the validity and reliability of scientific literacy performance assessment instrument based on STEM was revealed. But the authors did not reveal the validity from the contents and empirical trials from the developed instruments.
Abstract: Penelitian ini merupakan bagian dari penelitian pengembangan asesmen kinerja literasi sains berbasis STEM pada pembelajaran fisika . Tujuan dari penelitian ini adalah untuk mengungkapkan validitas isi, validitas empiris, dan reliabilitas instrumen asesmen kinerja literasi sains berbasis STEM yang sebelumnya telah disusun . Instrumen yang dikembangkan berupa lembar pengamatan dan tes pilihan ganda. Analisis validitas isi dari lembar pengamatan menggunakan Koefisien V oleh Aiken sedangkan validitas isi instrumen tes dianalisis dengan menggunakan CVI ( Content Validity Index ) oleh Lawshe. Validitas empiris reliabilitas instrumen tes diestimasi dengan IRT ( Item Response Theory ). Reliabilitas lembar pengamatan ditentukan dengan ICC (Item Correlation Coefficient) . Hasil dari penelitian ini menunjukan bahwa (1) Lembar pengamatan berupa rubrik penskoran dan penilaian diri terbuktivalid dengan koefisien V Aiken 0,75 dan reliabel dengan koefisien Reliabilitas Alfa > 0,8 dan ICC yang Excellent . (2) Instrumen tes terbukti realiabel untuk digunakan pada peserta didik dengan kategori sedang sampai dengan tinggi (-0,7 sampai dengan 6,7 ) dengan CVI =1 dan INFIT MNSQ sesuai model Rasch. Berdasarkan hasil penelitian tersebut maka asesmen kinerja Literasi Sains berbasis STEM layak digunakan. Kata kunci: validitas isi, validitas empiris, asesmen kinerja, literasi sains, STEM VALIDITY AND RELIABILITY INSTRUMENT OF SCIENTIFIC LITERACY PERFORMANCE ASSESSMENT IN PHYSICS TEACHING BASED ON STEM Abstract This research is part of the development of scientific literacy performance assessment based on STEM in teaching physics. The aim of this research is to reveal the validity (content and also empiric) and reliability of scientific literacy performance assessment instrument based on STEM. The kind of instruments were developed are observational sheet and multiple choice test. The content validity of observational sheet was revealed by used the Aiken’s V Coefficient. The content validity of multiple choice tests was revealed by used Content Validity Index (CVI) which proposed by Lawshe. The empirical validity and reliability of multiple choice tests was revealed by used Item Response Theory Analysis. The reliability of observational sheet was revealed by used ICC (Item Correlation Coefficient) Analysis. The results of this study are the validity from the contents and empirical trials from the developed instruments. The observation sheet from scoring rubric and self-assessment has been valid with Aiken’s V value that exceeds the standard of 0,75. The reliability of the scoring rubric has Alfa Reliability> 0.8 and Excellent of ICC. Validity values from The written test is shown with CVI of 1 and the MNSQ INFIT value which match to the Rasch model. Based on the TIC and SEM graphs, the written test is stated to be reliable for use in students with moderate to high categories (-0.7 to 6.7). STEM-based Science Literacy performance assessment with caloric material is appropriate to use. Keywords: content validity, empirical validity, performance assessment, scientific literacy, STEM

41 citations

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YearPapers
202220
20214
202014
201919
201819
201719