Sahrul Sahrul, Lisa Virdinarti Putra, Sudarsono Sudarsono, Reza Fahlefi, Anton Afries Setyawan

Pengembangan Instrumen Tes Untuk Mengukur Kemampuan Konsep Dasar Mata Kuliah Statistik

Introduction

Pengembangan instrumen tes untuk mengukur kemampuan konsep dasar mata kuliah statistik. Kembangkan instrumen tes statistik yang valid & reliabel untuk mengukur kemampuan konsep dasar mahasiswa PAUD. Alat evaluasi pembelajaran formatif dan sumatif yang efektif.

Abstract

Penelitian ini memiliki tujuan mengembangkan instrumen tes yang valid dan reliabel sesuai dengan capaian pembelajaran pada mata kuliah statistik. Instrumen tes ini berfungsi sebagai alat evaluasi pembelajaran untuk mengukur kemampuan mahasiswa dalam menyelesaikan soal statistik, baik dalam penilaian formatif maupun sumatif. Penelitian ini merupakan model penelitian pengembangan dengan menggunakan sembilan tahap yaitu: 1) menyusun spesifik tes, 2) menulis soal tes, 3) menelaah soal tes, 4) melakukan uji coba tes 5) menganalisis butir soal tes, 6) memperbaiki tes, 7) merakit tes, 8) melaksanakan tes, 9) menafsirkan hasil tes. Penelitian ini dilaksanakan pada mahasiswa program studi Pendidikan Anak Usia Dini pada Universitas W Jawa Tengah dengan jumlah sampel sebanyak 31 orang. penelitian ini menggunakan evaluasi, pengamatan, wawancara, pemberian tes untuk mengetahui kemampuan mahasiswa dalam menyelesaikan soal statistik yang berhubungan dengan mencari interval kelas pada data kelompok. Berdasarkan hasil analisis menggunakan aplikasi Jamovi, bahwa instrumen tes yang dikembangkan untuk mengukur kemampuan mahasiswa pada mata kuliah Statistik telah memenuhi kriteria, kualitas instrumen yaitu valid dan reliabel dan sudah memiliki nilai lebih dari (>) 0,3. Berdasarkan hasil pengetahuan jawaban mahasiswa yang dihitung dengan menggunakan rumus persentase hasil belajar memiliki nilai dengan rata-rata sebesar 72,6% berada pada kategori tinggi.

Review

This study presents a commendable effort in developing a valid and reliable test instrument for assessing fundamental statistical concepts, specifically targeting students in early childhood education programs. The clear objective of creating an evaluation tool for both formative and summative assessments is well-articulated, highlighting its practical utility in educational settings. The research follows a robust developmental model, employing a detailed nine-stage process that includes test specification, item writing, expert review, pilot testing, item analysis, revision, assembly, administration, and interpretation. This methodical approach underscores a strong commitment to quality and rigor in instrument development, which is essential for ensuring the psychometric soundness of educational assessments. The focus on measuring students' ability to solve problems related to calculating class intervals in grouped data provides a specific and relevant application of statistical knowledge. The abstract provides several key details regarding the execution and findings of the research. The study was conducted with 31 students from the Early Childhood Education program at Universitas W Jawa Tengah, a specific context that helps to define the instrument's initial scope. The use of Jamovi for data analysis is noted, and the conclusion that the instrument meets criteria for validity and reliability, with values exceeding 0.3, is a positive finding. However, for a reviewer, specifying *which* psychometric indices (e.g., item-total correlation, factor loadings, Cronbach's Alpha) exceeded 0.3 would enhance clarity and allow for a more precise evaluation of the instrument's quality. Additionally, the reported average student score of 72.6% falling into the "high category" provides initial insights into student performance but should be carefully distinguished from the instrument's inherent psychometric properties. The multi-faceted data collection methods, including evaluation, observation, interviews, and tests, indicate a comprehensive approach to understanding student capabilities. Overall, this research makes a valuable contribution to educational assessment by providing a systematically developed instrument for evaluating basic statistical concepts. Future work could benefit from expanding the sample size and diversity to investigate the instrument's generalizability across different student populations and academic programs. Exploring the instrument's diagnostic capabilities beyond "interval kelas" to cover a broader range of statistical concepts would also enhance its utility. Furthermore, a detailed discussion of the specific validity evidence gathered (e.g., content, construct, criterion-related validity) and the reliability coefficients obtained would significantly strengthen the paper. This study lays a strong foundation for future research in developing robust and contextually relevant assessment tools for statistics education.

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