Comparing the methods of vertical equating for the math learning achievement tests for junior high school students
Developing the students’ mathematical ability needs to be carried out to improve the teaching process. This is very important for continuous education. This study aimed to describe: (1) the characteristics of the mathematics achievement tests for grades VII and VIII; (2) the equity constant of the v...
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| Format: | Article |
| Language: | English |
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Universitas Negeri Yogyakarta
2018-12-01
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| Series: | REID (Research and Evaluation in Education) |
| Subjects: | |
| Online Access: | https://journal.uny.ac.id/index.php/reid/article/view/19291 |
| _version_ | 1797284099515219968 |
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| author | Chairun Nisa Heri Retnawati |
| author_facet | Chairun Nisa Heri Retnawati |
| author_sort | Chairun Nisa |
| collection | DOAJ |
| description | Developing the students’ mathematical ability needs to be carried out to improve the teaching process. This is very important for continuous education. This study aimed to describe: (1) the characteristics of the mathematics achievement tests for grades VII and VIII; (2) the equity constant of the vertical equating result of the mathematics achievement; (3) the accuracy of the mean & mean method, mean and sigma, Haebara characteristics curve, Stocking & Lord characteristics curve methods in the vertical equating of the tests for grades VII and VIII. The data were the students’ scores for the Higher Order Thinking tests collected with the anchor test design. The analysis technique utilized was the descriptive quantitative analysis. The findings of the study show that: (1) the learning achievement tests for grades VII and VIII have the difficulty level (location) in the fair category (0.190 and 0.451), and the discrimination index (slope) in the category of good with the mean of 0.700 and 0.633; (2) the vertical equating result shows an equation of Y’ = 0.88X-0.27 with the mean and mean method, Y’ = 0.19X-0.02 with the mean and sigma method, Y’ = 0.38X-0.12 with the Haebara characteristics curve method, and Y’ = 0.57X-0.18 with the Stocking and Lord characteristics curve; (3) the lowest Root Mean Square Different (RMSD) belongs to the mean and mean method, followed by the Stocking and Lord characteristics curve method, mean and sigma method, and the Haebara characteristics curve method. |
| first_indexed | 2024-03-07T17:43:03Z |
| format | Article |
| id | doaj.art-92a9ae3e62b84c68a8a33fb9397bf4cb |
| institution | Directory Open Access Journal |
| issn | 2460-6995 |
| language | English |
| last_indexed | 2024-03-07T17:43:03Z |
| publishDate | 2018-12-01 |
| publisher | Universitas Negeri Yogyakarta |
| record_format | Article |
| series | REID (Research and Evaluation in Education) |
| spelling | doaj.art-92a9ae3e62b84c68a8a33fb9397bf4cb2024-03-02T15:47:29ZengUniversitas Negeri YogyakartaREID (Research and Evaluation in Education)2460-69952018-12-014216417410.21831/reid.v4i2.1929111059Comparing the methods of vertical equating for the math learning achievement tests for junior high school studentsChairun Nisa0Heri Retnawati1Department of Educational Research and Evaluation, Universitas Negeri YogyakartaDepartment of Mathematics Education, Universitas Negeri YogyakartaDeveloping the students’ mathematical ability needs to be carried out to improve the teaching process. This is very important for continuous education. This study aimed to describe: (1) the characteristics of the mathematics achievement tests for grades VII and VIII; (2) the equity constant of the vertical equating result of the mathematics achievement; (3) the accuracy of the mean & mean method, mean and sigma, Haebara characteristics curve, Stocking & Lord characteristics curve methods in the vertical equating of the tests for grades VII and VIII. The data were the students’ scores for the Higher Order Thinking tests collected with the anchor test design. The analysis technique utilized was the descriptive quantitative analysis. The findings of the study show that: (1) the learning achievement tests for grades VII and VIII have the difficulty level (location) in the fair category (0.190 and 0.451), and the discrimination index (slope) in the category of good with the mean of 0.700 and 0.633; (2) the vertical equating result shows an equation of Y’ = 0.88X-0.27 with the mean and mean method, Y’ = 0.19X-0.02 with the mean and sigma method, Y’ = 0.38X-0.12 with the Haebara characteristics curve method, and Y’ = 0.57X-0.18 with the Stocking and Lord characteristics curve; (3) the lowest Root Mean Square Different (RMSD) belongs to the mean and mean method, followed by the Stocking and Lord characteristics curve method, mean and sigma method, and the Haebara characteristics curve method.https://journal.uny.ac.id/index.php/reid/article/view/19291equating methodvertical equatinghotmathematics |
| spellingShingle | Chairun Nisa Heri Retnawati Comparing the methods of vertical equating for the math learning achievement tests for junior high school students REID (Research and Evaluation in Education) equating method vertical equating hot mathematics |
| title | Comparing the methods of vertical equating for the math learning achievement tests for junior high school students |
| title_full | Comparing the methods of vertical equating for the math learning achievement tests for junior high school students |
| title_fullStr | Comparing the methods of vertical equating for the math learning achievement tests for junior high school students |
| title_full_unstemmed | Comparing the methods of vertical equating for the math learning achievement tests for junior high school students |
| title_short | Comparing the methods of vertical equating for the math learning achievement tests for junior high school students |
| title_sort | comparing the methods of vertical equating for the math learning achievement tests for junior high school students |
| topic | equating method vertical equating hot mathematics |
| url | https://journal.uny.ac.id/index.php/reid/article/view/19291 |
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