Construct Exploration of Teacher Readiness as an Assessor of Vocational High School Competency Test

Sulistio Mukti Cahyono,Badrun Kartawagiran,Fitri Nur Mahmudah

doi:10.12973/eu-jer.10.3.1471

Abstract

<p style="text-align:justify">Teachers who can adapt and be ready for all changes will also be able to provide a balance to increase the competence of vocational high school students. This is also not denied when teachers become assessors in student competency tests. The objectives of this study were to produce an instrument for the readiness of teachers as assessors; to knowing good grain reliability; to know the characteristics of the instrument; and to know the difficulty level of the item. The method used in this research is instrument development. Respondents were vocational school teachers who were candidates for competency test assessors. Data collection techniques using a questionnaire. Analysis of construct validity using Confirmatory Factor Analysis. Reliability using Cronbach’s alpha. Test the instrument items using the Rasch model. The results are the readiness instruments of the vocational teacher as an assessor has 19 indicators that have been grouped into 5 factors with consistency values being in the same construct (proven construct validity). The result of the calculation of the reliability of this instrument is 0.852, which means that the reliability coefficient is high; There are two items, namely numbers 24 and 18 which indicate the absence of a fit item in the overall item fit criteria; At the item difficulty level, items 8 and 6 have a difficulty score of more than 2, while this indicates that items 8 and 6 have a high difficulty level.</p>

Highlights

The growing global challenge demands the efforts of teachers to be able to have skills and abilities according to the needs of the times
The result of the calculation of the reliability of this instrument is 0.852, which means that the reliability coefficient is high; There are two items, namely numbers 24 and 18 which indicate the absence of a fit item in the overall item fit criteria; At the item difficulty level, items 8 and 6 have a difficulty score of more than 2, while this indicates that items 8 and 6 have a high difficulty level
While items 3, 15, 17, and 7 have a difficulty score less than -2, while this shows that items 3, 15, 17, and 7 have a low difficulty level. items that do not have a good level of difficulty at this stage can be corrected or not included in the instrument that will be used for the measurement process

Summary

Introduction

The growing global challenge demands the efforts of teachers to be able to have skills and abilities according to the needs of the times. Characteristics of vocational high schools have important points on skills, competencies, being able to compete, and being able to work according to industry needs (Mahmudah & Santosa, 2021). Teachers must be able to adjust to upgrading skills. It aims to prepare vocational high school teachers to be able to face extraordinary cultural acculturation (Mahmudah, 2016). The teacher has self-readiness in knowledge, improves skills, and can provide learning to students in vocational high schools

Objectives

Methods

Discussion

Conclusion