Pembinaan dan validasi instrumen pengukuran proses Matematik murid menggunakan model Rasch pelbagai faset
<p>Kajian ini bertujuan membina dan menentusahkan instrumen proses matematik murid</p><p>(ProM3). Kajian menggunakan model ADDIE melibatkan fasa analisis, reka bentuk,</p><p>pembangunan, pelaksanaan serta penilaian. Reka bentuk ka...
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LB Theory and practice of education Normarina Abd Rahman Pembinaan dan validasi instrumen pengukuran proses Matematik murid menggunakan model Rasch pelbagai faset |
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<p>Kajian ini bertujuan membina dan menentusahkan instrumen proses matematik murid</p><p>(ProM3). Kajian menggunakan model ADDIE melibatkan fasa analisis, reka bentuk,</p><p>pembangunan, pelaksanaan serta penilaian. Reka bentuk kajian adalah pembinaan dan</p><p>validasi instrumen melibatkan kaedah tinjauan pada fasa penilaian. Dua instrumen</p><p>dibangunkan iaitu sampel tugasan berbentuk penyelesaian masalah berkaitan topiktopik</p><p>Matematik tingkatan 1 beserta rubrik. Sejumlah 407 murid tingkatan satu</p><p>daripada tiga kategori sekolah berasrama penuh terlibat sebagai sampel kajian.</p><p>Respon murid bagi tugasan diskor oleh tujuh orang pemeriksa berpandukan rubrik</p><p>untuk lima dimensi proses matematik iaitu penyelesaian masalah, penaakulan,</p><p>komunikasi, perwakilan dan perkaitan. Hasil analisis penilaian oleh sembilan orang</p><p>pakar menunjukkan tugasan dan rubrik mempunyai kesahan kandungan yang tinggi,</p><p>dengan nilai CVR dalam julat 0.80 hingga 1.00. Model Rasch pelbagai faset (MFRM)</p><p>digunakan bagi menentukan kesahan rubrik ProM3 daripada aspek kebolehan murid,</p><p>ketegasan pemeriksa (rater) dan kesukaran item. Rubrik menunjukkan kesahan</p><p>konstruk yang baik dengan nilai PTMEA CORR positif (0.32-0.75), dan nilai statistik</p><p>fit dalam julat yang boleh diterima (0.5-1.5). Analisis unidimensionaliti menunjukkan</p><p>instrumen dapat menerangkan 50.40% daripada kemahiran proses matematik yang</p><p>diukur. Skala pemeringkatan juga berfungsi baik dengan saiz selang dalam julat 1.4</p><p>hingga 5.0. Sementara itu ukuran kesukaran item (+1.84--2.33 logit) tertabur sepadan</p><p>dengan kebolehan murid (+4.75--3.58 logit). Rubrik juga menunjukkan nilai</p><p>kebolehpercayaan item (0.99) dan persetujuan yang baik antara pemeriksa (48.7%).</p><p>Peta pemboleh ubah menunjukkan responden terbahagi kepada empat tahap</p><p>kemahiran proses matematik iaitu Cemerlang (2.46%), Baik (41.77%), Sederhana</p><p>(52.58%) dan Lemah (3.19%). Min kemahiran proses matematik murid berada pada</p><p>tahap sederhana (-0.38 logit). Kesimpulannya, instrumen yang dibangunkan</p><p>mempunyai ciri-ciri psikometrik yang baik bagi mengukur proses matematik murid.</p><p>Implikasinya, penggunaan instrumen boleh diperluaskan kepada murid-murid sekolah</p><p>menengah dan boleh dijadikan model bagi mengukur kemahiran yang sama untuk</p><p>topik-topik yang berlainan.</p> |
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Normarina Abd Rahman |
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Normarina Abd Rahman |
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Normarina Abd Rahman |
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Pembinaan dan validasi instrumen pengukuran proses Matematik murid menggunakan model Rasch pelbagai faset |
| title_short |
Pembinaan dan validasi instrumen pengukuran proses Matematik murid menggunakan model Rasch pelbagai faset |
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Pembinaan dan validasi instrumen pengukuran proses Matematik murid menggunakan model Rasch pelbagai faset |
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Pembinaan dan validasi instrumen pengukuran proses Matematik murid menggunakan model Rasch pelbagai faset |
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Pembinaan dan validasi instrumen pengukuran proses Matematik murid menggunakan model Rasch pelbagai faset |
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pembinaan dan validasi instrumen pengukuran proses matematik murid menggunakan model rasch pelbagai faset |
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Universiti Pendidikan Sultan Idris |
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Fakulti Pembangunan Manusia |
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2022 |
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oai:ir.upsi.edu.my:87202023-02-22 Pembinaan dan validasi instrumen pengukuran proses Matematik murid menggunakan model Rasch pelbagai faset 2022 Normarina Abd Rahman LB Theory and practice of education <p>Kajian ini bertujuan membina dan menentusahkan instrumen proses matematik murid</p><p>(ProM3). Kajian menggunakan model ADDIE melibatkan fasa analisis, reka bentuk,</p><p>pembangunan, pelaksanaan serta penilaian. Reka bentuk kajian adalah pembinaan dan</p><p>validasi instrumen melibatkan kaedah tinjauan pada fasa penilaian. Dua instrumen</p><p>dibangunkan iaitu sampel tugasan berbentuk penyelesaian masalah berkaitan topiktopik</p><p>Matematik tingkatan 1 beserta rubrik. Sejumlah 407 murid tingkatan satu</p><p>daripada tiga kategori sekolah berasrama penuh terlibat sebagai sampel kajian.</p><p>Respon murid bagi tugasan diskor oleh tujuh orang pemeriksa berpandukan rubrik</p><p>untuk lima dimensi proses matematik iaitu penyelesaian masalah, penaakulan,</p><p>komunikasi, perwakilan dan perkaitan. Hasil analisis penilaian oleh sembilan orang</p><p>pakar menunjukkan tugasan dan rubrik mempunyai kesahan kandungan yang tinggi,</p><p>dengan nilai CVR dalam julat 0.80 hingga 1.00. Model Rasch pelbagai faset (MFRM)</p><p>digunakan bagi menentukan kesahan rubrik ProM3 daripada aspek kebolehan murid,</p><p>ketegasan pemeriksa (rater) dan kesukaran item. Rubrik menunjukkan kesahan</p><p>konstruk yang baik dengan nilai PTMEA CORR positif (0.32-0.75), dan nilai statistik</p><p>fit dalam julat yang boleh diterima (0.5-1.5). Analisis unidimensionaliti menunjukkan</p><p>instrumen dapat menerangkan 50.40% daripada kemahiran proses matematik yang</p><p>diukur. Skala pemeringkatan juga berfungsi baik dengan saiz selang dalam julat 1.4</p><p>hingga 5.0. Sementara itu ukuran kesukaran item (+1.84--2.33 logit) tertabur sepadan</p><p>dengan kebolehan murid (+4.75--3.58 logit). Rubrik juga menunjukkan nilai</p><p>kebolehpercayaan item (0.99) dan persetujuan yang baik antara pemeriksa (48.7%).</p><p>Peta pemboleh ubah menunjukkan responden terbahagi kepada empat tahap</p><p>kemahiran proses matematik iaitu Cemerlang (2.46%), Baik (41.77%), Sederhana</p><p>(52.58%) dan Lemah (3.19%). Min kemahiran proses matematik murid berada pada</p><p>tahap sederhana (-0.38 logit). Kesimpulannya, instrumen yang dibangunkan</p><p>mempunyai ciri-ciri psikometrik yang baik bagi mengukur proses matematik murid.</p><p>Implikasinya, penggunaan instrumen boleh diperluaskan kepada murid-murid sekolah</p><p>menengah dan boleh dijadikan model bagi mengukur kemahiran yang sama untuk</p><p>topik-topik yang berlainan.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=8720 https://ir.upsi.edu.my/detailsg.php?det=8720 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Adibah Abdul Latif. (2013). Pembangunan instrumen penilaian akhlak pelajar di</p><p>Institusi Pengajian Tinggi Awam. Tesis Doktor Falsafah, Universiti Teknologi</p><p>Malaysia.</p><p></p><p>Ag. Syahrole Ag. Saman, & Chin Kin Eng. (2017). Solving mathematics word</p><p>problems through reflection. International journal of academic research in</p><p>business and socials sciences, 6(12). https://doi.org/10.6007/ijarbss/v6-i12/2497</p><p></p><p>Agarwal, B. P. 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