M. Zainudin
@ikippgribojonegoro.ac.id
IKIP PGRI Bojonegoro
Scopus Publications
Scopus Publications
M. Zainudin, Bambang Subali, and Jailani Jailani
Horizon Research Publishing Co., Ltd.
One of the alternative approaches in the scoring of items that can be used is the Latent Trait Theory Approach for polytomous scoring with a Generalized Partial Credit Model (GPCM). This study aimed at estimating the test taker’s capability to think critically (higher order thinking) in maths in the form of essay questions with items scoring in GPCM by considering the level of difficulty in each of the steps that must be taken to obtain the correct answer. The instrument used in this study was essay question developed. The data analysis used in this study was SPSS version number 22 and Parscale from Ssi. SPSS version number 22 was used to detect the sufficiency requirements of the number of samples used and prerequisite analysis of scoring using the GPCM method. Parscale was used to estimate the capability of respondents. The estimation of capability was presented in Phase 3 on a scale (-4, +4) in which, then, it can be transformed with a linear transformation to the equation x = 12,5θ + 50, x is the estimation of capability in the range of [0,100]. The result of capability estimation was in the range of [0,100] so that it was obtained the minimum capability estimation 49.36 and maximum 100.
M. Zainudin, , Bambang Subali, Jailani Jailani, , and
Modestum Limited
Mathematical creativity instrument is a tool to assess students’ creative thinking skills in solving mathematical problems. Mathematical creativity has a pivotal role in improving the quality of life, solving problems, making a change, and increasing the efficiency and effectiveness of a system. Unfortunately, there is a gap in the assessment of mathematical creativity in Indonesia because the instrument used is merely confirm teachers’ explanation through mathematical problem which focuses on measuring students’ knowledge. Therefore, it is necessary to prove the construct validity of the items in the instrument of mathematical creativity assessment. Based on the concept, there are 3 aspects used in creating mathematical creativity instruments, i.e. fluency, flexibility, and originality. This study aimed at examining the construct validity of the instrument. This study used a design and development model. The data were obtained from testing 313 junior high school students in Indonesia. The data were analyzed using Confirmatory Factor Analysis (CFA), using Lisrel 8.80 software through the first-order and the second-order stages. The results show that of all items, totally 15 items, are valid or uni-dimensional with TValue at the value of the loading factor >1.96. This finding proves that unidimensional data parameters can measure the constructs of mathematical creativity and have a significant effect.
M. Zainudin and E. Istiyono
Eurasian Society of Educational Research
This study was aimed at investigating whether or not there is an interaction between learning approach and social intelligence towards response fluency. A number of 126 eighth grade students (M = 13.9; SD = 0.5 years) in Bojonegoro, Indonesia were randomly selected to participate in this study. This research used 2x3 factorial quasi-experiment with the matching static comparison design. The statistical Analysis Of Covariance (ANCOVA) ware implemented for analysis of data in the study. The results show that: there is a significant difference in response to fluency between students who learn with a scientific approach and direct learning approach; there are significant differences in response to fluency between students who have high, medium, and low social intelligence, both in scientific and direct learning approaches, the students with high social intelligence levels have better response to fluency than those with moderate social intelligence or low, and the students with moderate social intelligence have better response to fluency than those with low social intelligence, in all levels of social intelligence, the students who were taught by using scientific approach have better response to fluency than those who were taught by using direct learning approach.