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Science generic skills cannot be separated from conceptual learning. In order to measure the science generic skills that had by student, it is needed the assessment instrument that easily used and appropriately to measure science generic skills. The aim of this study is to measure students' science generic skills using testlet assessment instrument...
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... Testlet dapat membantu guru untuk penilaian kognitif peserta didik (Kristayanto, 2019). Instrumen penilaian testlet dapat membantu kemampuan generik IPA dan keterampilan general sains pada tingkat menengah (Ratna, 2017). Keterampilan proses kategori sedang (Indri, 2020). ...
Penelitian ini bertujuan untuk mengembangkan instrumen penilaian berbentuk tes testlet untuk mengukur pemahaman konsep materi optik dan alat optik dan di salah satu SMAN di Kota Bima. Penelitian ini menggunakan pendekatan penelitian dan pengembangan R&D model ADDIE yang dikembangkan oleh Dick dan Carey. Kelayakan instrumen testlet diperoleh dari hasil validasi oleh dua validator. Nilai rata-rata yang diperoleh dari dua Validator 3,54 yang tergolong sangat layak (Valid). Selain itu dilakukan validasi oleh peserta didik salah satu SMAN di Kota Bima sehingga diperoleh 34 soal yang valid dari 40 soal dengan tingkat reliabilitas sangat tinggi yaitu 0,82 menunjukan kejengan yang soal yang baik. Pengembangan item soal dalam bentuk testlet sangat layak sebagai alternatif instrumen penilaian konsep untuk materi optik dan alat optik.
... The Rasch model assumed that the difficulty item is a disposition that is influenced by the response of respondence, and personability is a characteristic that influences by the difficulty level estimation (Linacre, 1999;Nur et al., 2020). The advantages of the Rasch model if compared with a classic theory that Rasch model can identify the false answer, identify the assessment that is not appropriate, and predict the loss data based on systematic response patterns (Fahmina et al., 2019;Goodwin & Leech, 2017;Ratna et al., 2017). ...
This article explains how to analyze test items in arithmetic operation with fractions to obtain the items' level of difficulty and fitness. Data were collected by using multiple-choice questions given to 50 fourth-grade students of an elementary school in Tasikmalaya city. The answers were then analyzed using the Rasch model and Winsteps 3.75 application, a combination of standard deviation (SD) and logit mean values (Mean). The score data of each person and question were used to estimate the pure score in the logit scale, indicating the level of difficulty of the test items. The categories were difficult (logit value +1 SD); very difficult (0.0 logit +1 SD); easy (0.0 logit -1 SD); very easy (logit value –SD). Three criteria were used to determine the level of difficulty and fitness of the questions: the Outfit Z-Standard/ZSTD value; Outfit Mean Square/MNSQ; and Point Measure Correlation. It resulted in a collection of test items suitable for use with several levels of difficulties, namely, difficult, very difficult, easy, and very easy, from the previous items, which had difficult, medium, and easy categories. Rasch model can help categorize questions and students' ability levels.
... Additionally, the Rasch model is a wellstudied measurement approach that models the relationship between item difficulty, people's abilities, and the probability of a given response (Andrich, 1981). The advantage of the Rasch model compared to classical theory is that it can identify incorrect answers from experts, identify incorrect judgments, and predict missing data based on systematic response patterns (Fahmina et al., 2019;Goodwin & Leech, 2003;Ratna et al., 2017). ...
Information on students' ability in higher-order thinking obtained during the learning process can certainly provide an overview for teachers to evaluate appropriate and effective learning. In this context, how can a teacher properly carry out diagnostic and remedial teaching based on the information on student abilities obtained? Therefore, this study aims to provide a disclosure analysis technique for the acquisition of students' abilities in higher-order thinking. This research is one of the stages of Design-Based Research (DBR), which is a reflection to produce design principles and perfect their implementation. Determination of the research sample is done by using the purposive sampling technique. Data collection of students' ability in higher-order thinking was done through HOTS-based test questions developed based on the cognitive hierarchy adopted from Bloom's taxonomy. The results of the acquisition of students' abilities in higher-order thinking were then analyzed through Rasch modeling with the help of the Winsteps 3.75 application. Based on the results of Rasch modeling, it was obtained that the students' abilities were grouped into high, medium, and low categories and had a level of suitability of abilities that did not need to be reviewed, and there were no biased student abilities. The results of data processing and analysis of students' ability in higher-order thinking have implications for teacher actions in carrying out appropriate and effective learning evaluations as well as mapping students' abilities in higher-order thinking with unbiased conformity
... The Testlet instrument contains stems with several questions [14], which was initially developed to measure students' cognitive achievement. However, in the last few years the instrument has been developed to measure various skills, such as science process [15], evaluating reading comprehension [16], and generic science [17]. It combines the advantages of multiple-choice and essay questions [18], with the ability to speed up the lecturers in correcting answers and still be able to analyze students' answers. ...
The use of technology blurred the borders between classroom learning and online platform as a blended design. This design is appropriately applied in higher education in the fourth industrial revolution era. The study aimed to investigate the progression of undergraduate students' metacognition of blended learning and their achievement in the environmental chemistry course. The study employed a quantitative method. The quantitative method used a quasi-experiment research method. A non-equivalent post-tests group control design was applied. The population was fifty-nine students who enrolled in the environmental chemistry course in the chemistry education department at one of the public universities in Indonesia. Twenty-nine students were randomly selected for experimental class and thirty students in the control class. The experimental class experienced the blended learning environment, while the control class had conventional learning. At the end of the course, both classes measured their metacognition using the Testlet instrument. The Testlet instrument can measure students' cognitive achievement in environmental chemistry courses, also students' metacognition. There is different progress regarding students' metacognition between two groups. However, students' cognitive achievement showed the same trend. This gap is caused by various factors, such as a difference in learning experience and unpreparedness of students in blended learning.
... This study uses a testlet instrument that has been developed and validated before. Several previous studies have used testlet instruments for various purposes, such as the assessment of science process skills [39,40], science generic skills [41], diagnosis of student learning difficulties [42] and other educational measurement purposes [34,43,44]. In this study, the testlet instrument was used to measure students' scientific literacy skills. ...
The assessment on students’ skills is influenced not only by the ability to use the skills but also by the knowledge of a particular subject in which the skills are used. Scientific literacy in chemistry is the students’ skill influenced by the knowledge of chemistry subject. Students must link the knowledge of science in chemistry and the ability to solve the problem. This kind of skill is rather difficult to assess. For those, the aim of this study was to investigate the students’ scientific literacy in the chemistry subject. The purpose-designed survey method was used in this study. A total of 151 students consisting of 91 female and 60 male were selected as respondents in this study. These students were purposively selected from 3 representative schools in Madiun, East Java. The testlet instrument consisted of 30 multiple choice questions that had been validated and arranged into scientific literacy skill indicators in the chemical bonds topic. The scientific literacy skills indicators were analyzed including nominal, conceptual, functional, structural, multidimensional, and applications. The computerized testlet instruments are constructed hierarchically based on the concept of chemical bonds. The result of this study indicated that students have good scientific literacy skills on the nominal indicators, meaning that they can recognize scientific terms but do not have much understanding of science concepts. However, they have poor performance on application indicators, which means that they are still not able to apply the knowledge they get to different problems.
... Many test developers find this Testlet design interesting because it is efficient in writing items [35]. The testlet instrument has been used by the researcher for various measurement purposes, such as the measurement of science process skills [36,37] and generic science skills [38]. It is also as an instrument for diagnosing students' learning difficulties [39] and other educational measurement purposes [40][41][42]. ...
Understanding how students learn and what difficulties exist in teaching and learning process is difficult for teachers to effectively do. Identifying students’ learning difficulties and finding the effective ways of addressing them have been the two of major concerns in chemistry education. The aims of this research were to identify and to address students’ learning difficulties in hydrolysis using testlet assessment instrument. The purpose-designed survey method was used in this research with a testlet instrument for identifying students’ learning difficulties in hydrolysis subject. The categories for classifying students’ difficulties were conceptual knowledge, numeracy, and interpretation. Testlet instruments consisting of 10 stems. Each stem has three supporting questions, were tested on 151 eleventh-grade students from 3 representative schools in Surakarta. The research findings indicate that the testlet instrument can be used as an alternative instrument for identifying students’ learning difficulties. The students tend to have learning difficulties in determining the hydrolysed ion. In addition, they had learning difficulties in interpretation indicator. The findings could provide the teachers with sufficiently valuable information required in order to adapt their teaching methods to the students’ needs.
... Testlet is a type of test that produces more than one response and is multilevel related to the knowledge to be measured [10]. Testlet test instruments combine the advantages of multiplechoice questions and description questions, especially in terms of time efficiency when giving assignments or training to students [11]- [14]. This instrument can measure students' abilities more deeply like the type of essay questions, but this instrument provides more benefits in the form of time efficiency because it is in the form of multiple choices so that the teacher is easier to correct [15]. ...
Content validity is useful for testing the suitability of test items with the materials and capabilities to be measured. This validity is done by testing the feasibility of the instrument through panel discussions by experts who are competent in their fields. In this study, content validity was applied to the computerized testlet instrument. Computerized testlet is a group of multiple-choice items to reveal the same information developed in a computerized system. The computerized testlet instrument in this study consists of sevens stem (the subject matter), each of with consists of three interrelated multiple-choice questions. This computerized testlet instrument was validated by nine raters consisting of three chemistry education experts, three chemistry teachers, and three chemistry education students. The validation was done by referring to the assessment of five aspects including the aspects of scientific competence, science subject knowledge, question context, spelling and language, and clarity of the question command. Assessment was done by giving a score of 1-4 in each aspect that refers to the assessment rubric. This research was a quantitative study using Rasch Model analysis. The result of the analysis shows that the exact agreement is 56.2% and the expected agreement is 58.2%. The most difficult aspects to be achieved in the sequential assessment of the questions are the aspects of spelling and language, clarity of the question command, science subject knowledge, and question context, while the easiest aspects to be achieved are the aspects of scientific competence.
Penggunaan instrumen mempunyai peranan penting dan dibutuhkan untuk penilaian dan mengetahui keberhasilan pembelajaran yang terjadi. Penelitian ini bertujuan untuk mengembangkan instrumen penilaian model testlet yang memenuhi syarat dalam mengukur kemampuan berpikir tingkat tinggi (HOTS). Produk yang dihasilkan berupa instrumen penilaian model testlet untuk mengukur kemampuan berpikir tingkat tinggi (HOTS) pada materi ikatan kimia yang berjeniskan soal pilihan ganda dan mencakup dimensi kognitif C4, C5, dan C6. Pada proses pengembangan, produk yang dikembangkan harus melewati beberapa tahap dengan mengikuti tahapan model Wilson, Model Oriondo dan Antonio (1998) yang mencakup 3 langkah: perancangan tes, uji coba tes, dan pengukuran tes. Pada tahap pengembangannya diuji kelayakan secara konseptual oleh para tim ahli dari segi materi, konstruk, bahasa dengan hasil masing-masing 3,92; 3,85; 3,87 kategori Sangat Layak dan dapat diujicobakan lapangan tanpa revisi dan kelayakan secara praktisi oleh respon 8 guru kimia yaitu 94,9% kategori Sangat Layak, respon siswa sebanyak 121 siswa sebesar 60,7% serta hasil uji validitas 30 item soal dengan keterangan valid, hasil reliabilitas yaitu 0,653 kriteria tinggi, hasil kesukaran item, yaitu 10 soal mudah; 10 soal sedang; dan 10 soal susah, hasil daya pembeda yaitu 6 soal kategori sangat baik; 9 soal kategori baik; 11 soal kategori cukup; 4 soal kriteria kurang dan hasil tes dengan rata-rata skor 51,3%. Analisa data menggunakan aplikasi IMB SPSS statistics 25 dengan analisis korelasi/bivariate, realibility analysis, dan frequencies. Dengan demikian, produk yang dihasilkan dapat dikatakan valid dan layak untuk evaluasi pembelajaran oleh para ahli teori, pendidik/pengguna serta uji item.
Science process skills cannot be separated from conceptual learning. To measure science process skills possessed by students, assessment instruments are needed that are easy to use and appropriate. This study aims to measure the science process skills of high school students using the Testlet assessment instrument. Indicators The science process skills used are observing, hypothesizing, planning experiments or investigations, analyzing experimental data, applying concepts or principles, and communicating. This assessment instrument Testlet consists of 6 stem and 3 supporting questions for each stem, questions in the form of multiple choices and given to 36 grade XI students at Madiun 4 High School. The results of this study indicate the Science Process Skills of students at SMA 4 Madiun on static fluid material included in the medium category with an average value of 63.51%.
