Email this article 
Validation of Instrument Multiple Representations for Analyzing the Multiple Representations Capability of Students in Hydrocarbon Materials
(1)
(2) Yogyakarta State University
(*) Corresponding Author
Abstract
This study aims to validate multiple representational instruments to analyze the ability of multiple representations of students on hydrocarbon material. This research uses a descriptive quantitative method with a non-experimental approach. This research uses the stratified purposive sampling method with 123 students who will respond to 35 items of multiple-choice questions covering macroscopic, microscopic, symbolic, and mathematical aspects. The data analysis technique used in the research is qualitative data analysis and quantitative data analysis. The Rasch model in this research analyzed instruments such as unidimensionality, item fit, test reliability, and difficulty level of the item. The data analysis shows that the average Aiken index is 0.961 on the substance aspect, 0.93 on the construction aspect, and 0.950 on the language aspect for the theoretical validation results. The highest Aiken index is 1.000, and the lowest is 0.896. Unidimensionality was 32.4%, the result of the item fit analysis obtained 1 item that was not fit, namely item number 29, and for the reliability test results: the person reliability value was 0.65, and the item reliability was 0.97. The analysis results of the difficulty level of the items on the instrument of measuring the cognitive abilities of students with multiple representations types were nine items in the easy category, 14 items in the medium category, and 11 items in the difficult category. Therefore, based on the resulting validity and reliability categories, the compiled test instrument can be used as a tool to measure students’ multiple representation abilities.
Full Text:
PDFReferences
Adedoyin, O. O., & Mokobi, T. (2013). Using IRT psychometric analysis in examining the quality of junior certificate mathematics multiple-choice examination test items. International Journal of Asian Social Science, 3(4), 992-1011. Retrieved from http://www.aessweb.com/pdf-files/ijass-3(4)-992-1011.pdf
Aiken, L. R. (1980). Content validity and reliability of single items or questionnaires. Educational and Psychological Measurement, 40(4), 955-959. DOI: 10.1177/001316448004000419
Ainsworth, S. (1999). The functions of multiple representations. Computers & Education, 33(2-3), 131-152. DOI: https://doi.org/10.1016/S0360-1315(99)00029-9
Baharudin. (2013). Menganalisis instrumen penilaian pembelajaran matematika pada materi segi empat sekolah menengah pertama negeri 1 dompu. Jurnal Kependidikan, 15(1), 1-10. Retrieved from http://lppm.ikipmataram.ac.id/wp-content/uploads/2016/01/Baharudin.-Menganalisis-Instrumen-Pembelajaran-Matematika.-Jurnal-Kependidikan-Edisi-Maret-2016-Vol.-15-No.-1.pdf
Bhatnagar, R., Kim, J., & Many J. E. (2014). Candidate surveys on program evaluation: examining instrument reliability, validity, and program effectiveness. American Journal of Educational Research, 2(8), 683-690. DOI: 10.12691/education-2-8-18
Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chemistry Education Research and Practice, 8(3), 293-307. DOI: 10.1039/B7RP90006F
Gabel, D. (1999). Improving teaching and learning through chemistry education research: A look to the future. Journal of Chemical Education, 76(4), 548-554. DOI: 10.1021/ed076p548
Ghazali, N. H. M. (2016). A reliability and validity of an instrument to evaluate the school-based assessment system: a pilot study. International Journal of Evaluation and Research in Education, 5(2), 148-157
Gilbert, J. K., & Treagust, D. (2009). Models and modeling in science education: Multiple representations in chemical education. Perth: Springer. DOI: 10.1007/978-1-4020-8872-8
Hernandez, G. E., Criswell, B. A., Kirk, N. J., Sauder, D. G., & Rushton, G. T. (2014). Pushing for particulate level models of adiabatic and isothermal processes in upper-level chemistry courses: a qualitative study. Chemistry Education Research and Practice, 15, 354-365. DOI: 10.1039/c4rp00008k
Johnstone, A. H. (1993). The development of chemistry teaching a changing response to changing demand. The Forum Symposium on Fievolution and Evolution in Chemical Education, 70(9), 701-705. DOI: 10.1021/ed070p701
Johnstone, A. H. (2000). Teaching of chemistry-logical or psychological?. Chemistry Education: Research and Practice in Europe, 1(1), 9-15. DOI: 10.1039/A9RP90001B
Kimberlin, C. L., & Winterstein, A. G. (2008). Validity and reliability of measurement instruments used in research. American Society of Health-System Pharmacists, 65, 2276-2284
Maisyaroh, Zulkarnain W., Setyowati, A. J., & Mahanal, S. (2014). Masalah guru dalam implementasi kurikulum 2013 dan kerangka model supervisi pengajaran. Manajemen Pendidikan, 24(3), 213-220. Retrieved from http://ap.fip.um.ac.id/wp-content/uploads/2015/05/volume-24-no.-337-44.pdf
Milenkovic, D. D., Segedinac, M. D., & Hrin, T. N. (2014). Increasing high school students’ chemistry performance and reducing cognitive load through an instructional strategy based on the interaction of multiple levels of knowledge representation. Journal of Chemical Education, A-H. DOI: 10.1021/ed400805p
Nakhleh, M. B., & Krajcik, J. S. (1994). Influence of levels of information as presented by different technologies on students’ understanding of acid, base, and ph concepts. Journal of Research in Science Teaching, 31(10), 1077-1096. DOI: https://doi.org/10.1002/tea.3660311004
Peeters, M. J., Beltyukova, S. A., & Martin, B. A. (2013). Educational testing and validity of conclusions in the scholarship of teaching and learning. American Journal of Pharmaceutical Education, 77(9), 1-9
Reckase, M. D. (1979). Unifactor latent trait models applied to multifactor test: results and implications. Journal of Educational Statistics, 4(3), 207-230. DOI: 10.2307/1164671
Rosengrant, D., Etkina, E., & Heuvelen, A. V. (Juli 2006). An overview of recent research on multiple representations. Physics Education Research Conference, New York, 883, 149-152. DOI: http://dx.doi.org/10.1063/1.2508714
Sanova, A., Bakar, A., & Afrida. (2017). Standarisasi instrumen penilaian hasil belajar dengan program anates v4 bagi-guru SMPN 17 Kota Jambi, Jurnal Pengabdian Masyarakat, 2(1), 1-10. Retrivied from http://ojs.ejournal.id/index.php/ppm/article/view/73
Setiadi, H. (2016). Pelaksanaan penilaian pada kurikulum 2013. Jurnal Penelitian dan Evaluasi Pendidikan, 20(2), 166-178. DOI: http://dx.doi.org/10.21831/pep.v20i2.7173
Shah, R. L. Z. R. M., Samad, M. H. A., Shah, R. N. F. A. R. M., Adenan, N. H. (2017). Validity and reliability of graphing calculator skills test items for circles topic (CGCST) using Rasch measurement model analysis: a pilot study. International Journal of Education and Research, 5(8), 189-200
Sullivan, G. M. (2011). A primer on the validity of assessment instruments. Journal of Graduate Medical Education, 119-120
Sumintono, B., & Widhiarso, W. (2014). Aplikasi model rasch untuk penelitian ilmu-ilmu sosial (Rev. Ed.). Cimahi: Trim Komunikata Publishing House
Sumintono, B., & Widhiarso, W. (2015). Aplikasi pemodelan rasch: pada assessment pendidikan. Cimahi: Trim Komunikata Publishing House
Thomas, G. P. (2017). “Triangulation”: An expression for stimulating metacognitive reflection regarding the use of ‘triplet’ representations for chemistry learning. Chemistry Education Research and Practice, 18(4), 1-48. DOI: 10.1039/C6RP00227G
Wu, H. K., Krajcik, J. S., & Soloway, E. (2001). Promoting understanding of chemical representations: students’ use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38(7), 821-842. DOI: https://doi.org/10.1002/tea.1033
Wu, H. K., & Shah, P. (2003). Exploring visuospatial thinking in chemistry learning. Science Education, 88(3), 465-492. DOI: 10.1002/sce.10126/full
DOI: http://dx.doi.org/10.30998/formatif.v11i2.5922
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Formatif: Jurnal Ilmiah Pendidikan MIPA
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
| Publisher: Institute for Research and Community Services (LPPM) Universitas Indraprasta PGRI Kampus A Building 3, 2nd Floor | Jl. Nangka No. 58 C (TB. Simatupang), Kel. Tanjung Barat, Kec. Jagakarsa, Jakarta Selatan 12530, Jakarta, Indonesia. |
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.