Penerapan Partial Credit Model (PCM) dalam Mengevaluasi Tes Uraian
Application of Partial Credit Model (PCM) in Evaluating the Essay Tes
DOI:
https://doi.org/10.59672/emasains.v8i1.274Keywords:
Partial Credit Model (PCM), difficulty level, essay testAbstract
The study, titled "Application of Partial Credit Model (PCM) in Evaluating the Essay Test" aims to find out how the Partial Credit Model (PCM) is applied in evaluating tests. This research is an explorative descriptive research and data analysis is done using PCM with the help of Parscale software. Research data obtained from the results of the middle tests of numerical method.
The application of PCM in evaluating the essay test provided information that the variable ability of test participants significantly influenced to the probability of correct answer, ie 98.1%, the average of the difficulty level was -0.078 indicating that the numerical method test included in the difficult category, the average ability of the test participants was -0.008 indicating that the average ability of the participants in answering the numerical methods test was in the medium category, and based on the information function and the Standard Error of Measurement (SEM) it was found that the numerical method test developed was suitable for students with the ability to medium category.
Downloads
References
Du Toit, M. (Ed.). (2003). IRT from SSI: BILOG-MG, MULTILOG, PARSCALE, TESTFACT. Chicago: Scientific Software International.
Gronlund, Norman. E. (1985). Measurement and Evaluation in Teaching. New York: Macmillan Publishing Company.
Hambleton & Swaminathan.(1985). Item Response Theory Principles and Applications. Boston: Kluwer Nijhoff Publishing.
Istiyono, Edi., Djemari Mardapi, Suparno. (2014). Pengembangan Tes Kemampuan Berpikir Tingkat Tinggi Fisika (PysTHOTS) Peserta Didik SMA. Jurnal Penelitian dan Evaluasi Pendidikan Volume 18(1).
Kurniawan, Dwi dan Devi. (2015). Analisis Kualitas Soal Ujian Akhir Semester Matematika Berdasarkan Teori Respon Butir. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika UMS.
Masters, Geoff N. 1982. A Rasch Model For Partial Credit Scoring. Psychometrika 47(2).
Penfield, Randall David. (2014). An NCME Instructional Module on Polytomous Item Response Theory Models. Educational Measurement: Issues and Practice 33(1):36-48.
Retnawati, Heri. (2014). Teori Respons Butir dan Penerapannya untuk Peneliti, Praktisi Pengukuran dan Pengujian, Mahasiswa Pascasarjana. Yogyakarta: Nuha Medika.
Retnawati, Heri. (2015). Karakteristik Butir Tes dan Analisisnya.Disampaikan pada Workshop Penyusunan Instrumen Uji Kompetensi Guru, 30 September-1 Oktober 2015 Di PPP4TK Seni Budaya Yogyakarta.
Sudaryono. (2011). Implementasi Teori Responsi Butir (Item Response Theory) pada Penilaian Hasil Belajar Akhir di Sekolah. Jurnal Pendidikan dan Kebudayaan 17( 6).
Wahyu, Widhiarso. (2010). Model Politomi dalam Teori Respons Butir. Fakultas Psikologi UGM.
Wasis. (2011). Model Penskoran Partial Credit pada Butir Multiple True-False Bidang Fisika. Jurnal Penelitian dan Evaluasi Pendidikan 15(1).
Wetzel, Eunike., Claus H. Carstensen. (2014). Reversed Thresholds in Partial Credit Models: A Reason for Collapsing Categories. Assessment 21(6), 765-774.
Published
Issue
Section
Hak cipta mencakup hak eksklusif untuk mereproduksi dan mengirimkan artikel ini dalam semua bentuk dan media, termasuk mencetak ulang, memotret, mikrofilm dan reproduksi serupa lainnya, serta terjemahannya. Reproduksi dari bagian manapun dari jurnal ini, penyimpanannya di database dan transmisinya dengan bentuk atau media apa pun, seperti salinan elektronik, elektrostatik dan mekanis, fotokopi, rekaman, media magnetik, dan lain-lain, akan diizinkan hanya dengan izin tertulis dari penerbit jurnal.
