MEASURING STUDENT’S LOGICAL REASONING SKILLS OF CHINESE SENIOR HIGH SCHOOL USING RASCH MEASUREMENT MODEL

##plugins.themes.bootstrap3.article.sidebar##

View / Download Journal (English)
Diterbitkan Nov 12, 2021
DOI https://doi.org/10.37081/mathedu.v4i3.3247

##plugins.themes.bootstrap3.article.main##

Abstrak

Penelitian ini bertujuan untuk mengembangkan alat evaluasi untuk mengevaluasi keseluruhan keterampilan core literasi penalaran logis dan memahami perbedaan tingkat literasi penalaran logis antara siswa dari kelas yang berbeda dan jenis kelamin yang berbeda. Kualitas alat evaluasi yang dikembangkan diuji dan dioptimalkan berdasarkan model Rasch. Data sampel yang diukur diproses dan dianalisis dengan perangkat lunak winsteps dan perangkat lunak SPSS. 122 siswa kelas 3 SMA dari kelas yang berbeda dievaluasi dengan alat evaluasi tingkat literasi penalaran logis yang dikembangkan dengan reliabilitas dan validitas yang baik. Ditemukan bahwa keseluruhan literasi penalaran logis siswa SMA terkonsentrasi di Level II, dan beberapa siswa bisa mencapai Level III; terlihat jelas perbedaan tingkat literasi penalaran logis antara kelas eksperimen dan kelas biasa. Tingkat keseluruhan kelas eksperimen lebih tinggi dari kelas biasa; ada sedikit perbedaan distribusi anak laki-laki dan perempuan di tingkat rendah, tetapi dibandingkan dengan anak laki-laki, tingkat melek huruf anak perempuan jelas terbatas setelah mencapai tingkat tertentu, sehingga sulit untuk menerobos dan naik ke tingkat ketiga.

##plugins.themes.bootstrap3.article.details##

##submission.howToCite##
MEASURING STUDENT’S LOGICAL REASONING SKILLS OF CHINESE SENIOR HIGH SCHOOL USING RASCH MEASUREMENT MODEL. (2021, November 12). JURNAL MathEdu (Mathematic Education Journal), 4(3), 472-479. https://doi.org/https://doi.org/10.37081/mathedu.v4i3.3247
Terbitan
Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021
Bagian
Articles

Authors who publish with this journal retain copyright to their articles. However, they grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.

Referensi

Ahmad, J., & Siew, N. M. (2021). Curiosity towards stem education: A questionnaire for primary school students. Journal of Baltic Science Education, 20(2), 289–304. https://doi.org/10.33225/jbse/21.20.289
Ayuningtyas, W., Mardiyana, & Pramudya, I. (2019). Students’ responses to the test instruments on geometry reasoning ability in senior high school. Journal of Physics: Conference Series, 1265(1). https://doi.org/10.1088/1742-6596/1265/1/012015
Bayazit, I. (2013). Quality of the Tasks in the New Turkish Elementary Mathematics Textbooks: the Case of Proportional Reasoning. International Journal of Science and Mathematics Education, 11(3), 651–682. https://doi.org/10.1007/s10763-012-9358-8
Bernard, M., & Chotimah, S. (2018). Improve student mathematical reasoning ability with open-ended approach using VBA for powerpoint. AIP Conference Proceedings, 2014(September). https://doi.org/10.1063/1.5054417
Bernhardt, A. C., Yorozu, R., & Medel-Añonuevo, C. (2014). Literacy and life skills education for vulnerable youth: What policy makers can do. International Review of Education, 60(2), 279–288. https://doi.org/10.1007/s11159-014-9419-z
Boone, W. J., & Staver, J. R. (2020). Advances in Rasch Analyses in the Human Sciences. Springer International Publishing AG.
Chotimah, S., Wijaya, T. T., Aprianti, E., Akbar, P., & Bernard, M. (2020). Increasing primary school students ’ reasoning ability on the topic of plane geometry by using hawgent dynamic mathematics software. Journal of Physics: Conference Series, 1657(1), 012009. https://doi.org/10.1088/1742-6596/1657/1/012009
Hidayat, W., Wahyudin, W., & Prabawanto, S. (2018). Improving students’ creative mathematical reasoning ability students through adversity quotient and argument driven inquiry learning. Journal of Physics: Conference Series, 948(1). https://doi.org/https://doi.org/10.1088/1742-6596/948/1/012005
Ma, Y., & Qin, X. (2021). Measurement invariance of information, communication and technology (ICT) engagement and its relationship with student academic literacy: Evidence from PISA 2018. Studies in Educational Evaluation, 68(January), 100982. https://doi.org/10.1016/j.stueduc.2021.100982
Nikou, S., & Aavakare, M. (2021). An assessment of the interplay between literacy and digital Technology in Higher Education. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10451-0
Saidi, S. S., & Siew, N. M. (2019). Reliability and Validity Analysis of Statistical Reasoning Test Survey Instrument using the Rasch Measurement Model. International Electronic Journal of Mathematics Education, 14(3), 535–546. https://doi.org/10.29333/iejme/5755
Sumintono, B. (2016). Aplikasi pemodelan Rasch pada asesmen pendidikan: Implementasi penilaian formatif (Assessment for learning). Makalah Dipresentasikan Dalam Kuliah Umum Pada Jurusan Statistika, Institut Teknologi Sepuluh November, Surabaya, 17 Maret 2016., March, 1–19. http://eprints.um.edu.my/15876/1/ITS_rasch_model_asesment_for_learning.pdf
Weller, J. A., Dieckmann, N. F., Tusler, M., Mertz, C. K., Burns, W. J., & Peters, E. (2013). Development and Testing of an Abbreviated Numeracy Scale: A Rasch Analysis Approach. Journal of Behavioral Decision Making, 26(2), 198–212. https://doi.org/10.1002/bdm.1751
Zhang, D., & Qi, C. (2019). Reasoning and proof in eighth-grade mathematics textbooks in China. International Journal of Educational Research, 98(September), 77–90. https://doi.org/10.1016/j.ijer.2019.08.015