Mastery Test Research Articles

IMPLEMENTASI MODEL PEMBELAJARAN TWO STAY TWO STRAY DALAM PEMBELAJARAN BERBASIS KEMAMPUAN BERPIKIR KRITIS KELAS V SD

Benefits of mathematics are to equip students with the ability to think logically, analytical, systematically, critically, and creatively, as well as the ability to cooperate. Based on observations in elementary school, there are 40% of students have not reached KKM and students have lack of critical abilities to understand math problems, and they have low activity of the study. One of models that can be applied is Two Stay Two Stray. The study used True Experimental Design with Posttest-Only Control Design. The population in this study was all fifth grade students of SD Negeri Semarang Rejosari 03. Data of critical thinking skills of the students in average on test of critical thinking skills mastery was 3.31 ≥ 2.67, it can be said to have a complete description. The conclusion is a model of Two Stay Two Stray being effective for critical thinking skills and mathematics learning outcomes of fifth grade students in SD Negeri Rejosari 03 Semarang.Keywords: two stay two stray model, critical thinking ability.

Developing teaching kit on the use of micro-hydro generator in remote area

The study aimed at: (1) identifying the criteria of teaching kit feasibility for the advantages of micro-hydro generator in remote area; and (2) identifying the effectiveness of teaching kit implementation on the use of micro-hydro generator in remote area in order to improve the students’ concept mastery on SMP Negeri 1 Rampi South Sulawesi. The study was a research and development that adapted the 4D model, which consisted of define, design, develop, and disseminate. The teaching kit that had been developed was a syllabus, lesson plans, student’s worksheet, and assessment instrument. For the data gathering, the researcher implemented the non-test technique, in the form of product validation sheet, student’s worksheet readability questionnaire sheet, teaching implementation sheet, and test technique, in the form of concept mastery test item sheet. The results of the study show that: (1) the teaching kit on the use of micro-hydro generator in remote area that has been developed falls into the “Very Good” category for syllabus, lesson plan, and student’s worksheet; and (2) the implementation of the teaching kit on the use of micro-hydro generator in remote area has been effective to improve the students’ concept mastery in SMP Negeri 1 Rampi South Sulawesi.

Pengaruh Model Pembelajaran Kooperatif dengan Pendekatan Problem Posing Ditinjau dari Pengetahuan Awal Terhadap Kemampuan Pemecahan Masalah Fisika Siswa SMK

This study aims to determine the effect of cooperative learning through problem posing approach to the students’ problem solving skills in terms of prior knowledge. The method used is a quasi-experimental method with 2x2 factorial study design. The study population was 163 students of class XI SMKN 9 Mataram scattered in 5 classes. These samples included 55 students, divided into two classes by cluster of random sampling technique. The research instrument is a test mastery of concepts and problem solving skills test given at the beginning and end of the study. The data was analyzed by Manova two ways. (1) students learn to use cooperative learning model with problem posing approach was significantly different in the aspect of problem solving ability than students who study with learning cooperative model only, (2) students who have high prior knowledge different significantly in aspects of problem solving ability compared students who have low prior knowledge, (3) there was not an interaction effect between learning model with prior knowledge of the problem solving ability students

An Innovative Psychometric Model for Dynamic Educational Testing that is a Sequential Section of the 4a Metric Algorithm as Repetitive Mastery Testing

This monograph provides an epistemological rational for the innovative and novel use of repetitive psychometrics in the“4A Metric Algorithm” first introduced in the 2016 Journal of Educational Technology. It is grounded in the seminal work on“Mastery Testing” conducted by pioneering researcher John A. Emrick while at the University of Massachusetts at Amherstand detailed in his groundbreaking article entitled, “An Evaluation Model for Mastery Testing” published in the NCME(National Council on Measurement in Education) Journal of Educational Measurement. The 4A Metric Algorithm©Repetitive Mastery Test (4A [RMT] or simply “[RMT]”) is an innovative testing methodology that is embedded in the 4A Metricarchitecture as an infrastructural method of psychometric assessment. It is the pivotal point around which the student isable to demonstrate and illustrate their complete mastery of subject matter at multiple levels. The methodology of theRMT is provided via a set of robust and rigorous calculations, a sequence of precise geometric models, and a series ofsequential computational formulae. The use of the RMT within the 4A Metric Algorithm sequentially provides the rationaland evidence that the Metric is ideal for the verification and validation of meta-competency-based mastery learning.

Geographical Influences on the Language Skill of Elementary School Students in Lae-Lae Island Makassar City

This article describes how geographic factor influences students’ language skill which in this case is the mastery of vocabularies. This study is a quantitative research with sociolinguistic approach. The respondents of this study were elementary school students that live in Lae-Lae Island, Makassar City, and as for the comparison the researcher took other respondents from other elementary schools in urban areas. The researcher selected 30 students from each school. The techniques used in this study were a vocabulary mastery test, observations, and interviews. The data analysis technique is descriptive analysis and independent sample t test. The result indicates that there are significant geographical factors on the students’ vocabulary mastery. Elementary students in urban area have higher skill in mastering vocabularies than those in Lae-Lae Island. In addition, the geographical factors also influence the type of their vocabularies mastered by the students. The students from Lae-Lae Island are better in mastering marine vocabularies than those of urban areas.

Geographical Influences on the Language Skill of Elementary School Students in Lae-Lae Island Makassar City

This article describes how geographic factor influences students’ language skill which in this case is the mastery of vocabularies. This study is a quantitative research with sociolinguistic approach. The respondents of this study were elementary school students that live in Lae-Lae Island, Makassar City, and as for the comparison the researcher took other respondents from other elementary schools in urban areas. The researcher selected 30 students from each school. The techniques used in this study were a vocabulary mastery test, observations, and interviews. The data analysis technique is descriptive analysis and independent sample t test. The result indicates that there are significant geographical factors on the students’ vocabulary mastery. Elementary students in urban area have higher skill in mastering vocabularies than those in Lae-Lae Island. In addition, the geographical factors also influence the type of their vocabularies mastered by the students. The students from Lae-Lae Island are better in mastering marine vocabularies than those of urban areas.

Susan Loucks-Horsley learning model in light pollution theme: based on a new taxonomy for science education

The curriculum in Indonesia recommended that science teachers in the elementary and intermediate schools should have interdisciplinary ability in science. However, integrated learning still has not been implemented optimally. This research is designing and applying integrated learning with Susan Loucks-Horsley model in light pollution theme. It can be showed how the student's achievements based on new taxonomy of science education with five domains: knowing & understanding, science process skill, creativity, attitudinal and connecting & applying. This research use mixed methods with concurrent embedded design. The subject is grade 8 of junior high school students in Bandung as many as 27 students. The Instrument have been employed has 28 questions test mastery of concepts, observations sheet and moral dilemma test. The result shows that integrated learning with model Susan Loucks-Horsley is able to increase student's achievement and positive characters on light pollution theme. As the results are the average normalized gain of knowing and understanding domain reach in lower category, the average percentage of science process skill domain reach in good category, the average percentage of creativity and connecting domain reach respectively in good category and attitudinal domain the average percentage is over 75% in moral knowing and moral feeling.

Analisis Pengetahuan dan Ketuntasan Siswa pada Materi Bioteknologi di SMA Negeri Se-Kota Binjai

This research aimed to determined; (1) the level of student’ knowledge on biotechnology subject matter; (2) the level student’ completeness on biotechnology subject matter. This research was descriptive qualitative research. The population of this research were grade XII student from 5 senior high school in Binjai including SMA Negeri 1, SMA Negeri 2, SMA Negeri 4, SMA Negeri 6, SMA Negeri 7. Samples were chosen by using random sampling technique. Data were collecting using instrument of diagnostic test mastery on matter biotechnology and interview. The data were analyzed using descriptive percentage. Result from this research showed: (1) the average level of student’ knowledge on biotechnology subject matter was 68,15 (SD±15,24) and categorized as good. (2) the level of student’ completeness on biotechnology subject matter was (36,32%). Based on the result of this research it can concluded the level of knowledge of students is actegorized as good but still important to improve the level of knowledge and attitude learning difficulties for more goodness result.

Inquiry Based Learning Model Natural Phenomena to Improve The Curiousity and Mastery of Teh Concept of Junior High School Student

The purpose of this study was to analyze the increase curiousity and mastery of the concept of junior high school students after participating in inquiry learning based on the natural phenomenon of motion plant material. The method used is experiment using a randomized design Pretest-Posttest Control Group Design. In the conduct of research, classroom-based inquiry learning experiments using natural phenomena and grade control using conventional learning. The instrument used is the concept mastery tests and questionnaires curiousity students. The results of calculation of N-gain scores showed a rise curiousity and mastery of concepts students both in the experimental and control groups, but the increase in the experimental group was higher than the control group. Through two different test average showed a significant difference curiousity improvement and mastery of concepts students at level α of 0.05 between students who learn by inquiry-based learning and the study of natural phenomena with conventional learning. Increased curiousity and mastery of concepts students learn the natural phenomena based inquiry learning in the experimental group is higher than that of learning through conventional teaching in the control group.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF DENGAN PENDEKATAN PROBLEM POSING DITINJAU DARI PENGETAHUAN AWAL TERHADAP PENGUASAAN KONSEP FISIKA SISWA SMK

This study aims to determine the effect of cooperative learning through problem posing approach to the mastery of concepts of students in terms of prior knowledge. The method used is a quasi-experimental method with 2x2 factorial study design. The study population was 163 students of class XI SMKN 9 Mataram scattered in 5 classes. These samples included 55 students, divided into two classes by cluster of random sampling technique. The research instrument is a test mastery of concepts and problem solving skills test given at the beginning and end of the study. The data was analyzed by Manova two ways. The results showed that (1) students learn to use cooperative learning model with problem posing approach was significantly different in the aspect of mastery of concepts than students who study with learning cooperative model only, (2) students who have high prior knowledge different significantly in aspects of mastery of concept compared students who have low prior knowledge, (3) there was an interaction effect between learning model with prior knowledge of the mastery of concepts students. Keywors: Cooperative Learning Model, Problem Posing, Prior Knowledge, Concepts Mastery

The 4A Metric Algorithm: A Unique E– Learning Engineering Solution Designed Via Neuroscience To Counter Cheating And Reduce Its Recidivism By Measuring Student Growth Thorough Systemic Sequential Online Learning

This paper provides a novel instructional methodology that is a unique E-Learning engineered “4A Metric Algorithm”st designed to conceptually address the four main challenges faced by 21 century students, who are tempted to cheat ina myriad of higher education settings (face to face, hybrid, and online). The algorithmic online neuroscience supportedinstructional methodology detailed in the narrative also provides an active solution that when implemented addressesthe needs of Colleges and Universities who desire new methods to achieve their academic goals (such as increasestudent retention and graduation rates, and respond to their high standards of student success without diminishingacademic rigor). A case study is presented that details how to effectively and successfully implement the algorithm in anonline graduate statistics course. Additional research into the infrastructure of the 4A Metric Algorithm as a dynamicneuroengineering online solution will further advance the 4A Metric Algorithm as a standard for in–depth onlineinstruction that is also an interactive solution designed to effectively counter cheating and reduce its recidivism.Keywords: 4A Metric , 4A Metric Algorithm, Cheating, Cheating Recidivism, Eduscience, Educational Science,Instructional [Systems] Design, Learning, Mathematical Model, Mastery Testing, Micro-Level, Online Learning, Neuroscience,Sub-Level.

Assessment Methods -Integrated with teaching learning and skill development process in medicine

Medical education, the art and science behind medical learning and teaching, has progressed remarkably. Assessment is entering every phase of professional development. A wide range of assessment methods currently available include essay questions, patient management problems, modified essay questions (MEQs) checklists, OSCE, student projects, Constructed Response Questions (CRQs), MCQs, Critical reading papers, rating scales, extended matching items, tutor reports, portfolios, short case assessment and long case assessment, log book, trainer's report, audit, simulated patient surgeries, video assessment, simulators, self assessment, peer assessment and standardized patients. Assessment has a powerful positive steering effect on learning and the curriculum. Assessment is purpose driven. Mastery testing (criterion-reflected tests) requires that 100% of the items are measured correctly to determine whether students have attained a mastery level of achievements. Self assessment (self regulation) is a vital aspect of the lifelong performance of physicians. Self assessment approaches include: written exams (MCQs, True/False, Essay, MEQs, modified CRQs), performance exams (checklists, global rating, student logbook, portfolio, video, etc). Long Essay Questions can be used for assessment of complex learning situations that can not be assessed by other means (writing skills, ability to present arguments succinctly). The questions can incorporate clinical scenarios.

Continuous assessment and matriculation examination marks – An empirical examination

<p>This study analyses information and feedback from matriculation level continuous assessment in the South African education system. Continuous assessment (CASS) at the time carried a 25% weight in the final matriculation (Grade 12) mark, and it provides feedback that affects examination preparation and effort. Weak assessment in schools sends wrong signals to students that may have important consequences for the way they approach the final examination. Moreover, similarly wrong signals earlier in their school careers may also have affected their subject choice and career planning.<br />This study compares CASS data to the externally assessed matric exam marks for a number of subjects. There are two signalling dimensions to inaccurate assessments: (i) Inflated CASS marks can give students a false sense of security and lead to diminished exam effort. (ii) A weak correlation between CASS and the exam marks could mean poor signalling in another dimension: Relatively good students may get relatively low CASS marks. Such low correlations indicate poor assessment reliability, as the examination and continuous assessment should both be testing mastery of the same national curriculum. The paper analyses the extent of each of these dimensions of weak signalling in South African schools and draws disturbing conclusions for a large part of the school system.</p>

Continuous assessment and matriculation examination marks – An empirical examination

This study analyses information and feedback from matriculation level continuous assessment in the South African education system. Continuous assessment (CASS) at the time carried a 25% weight in the final matriculation (Grade 12) mark, and it provides feedback that affects examination preparation and effort. Weak assessment in schools sends wrong signals to students that may have important consequences for the way they approach the final examination. Moreover, similarly wrong signals earlier in their school careers may also have affected their subject choice and career planning.This study compares CASS data to the externally assessed matric exam marks for a number of subjects. There are two signalling dimensions to inaccurate assessments: (i) Inflated CASS marks can give students a false sense of security and lead to diminished exam effort. (ii) A weak correlation between CASS and the exam marks could mean poor signalling in another dimension: Relatively good students may get relatively low CASS marks. Such low correlations indicate poor assessment reliability, as the examination and continuous assessment should both be testing mastery of the same national curriculum. The paper analyses the extent of each of these dimensions of weak signalling in South African schools and draws disturbing conclusions for a large part of the school system.

The Contribution of the Student’s Collocation Mastery to Vocabulary Mastery

Collocation is one of the aspects affecting vocabulary mastery. However, the knowledge which the students had in collocation was not in line with theunderstanding and use of the single words. Therefore, they had difficulties in using and choosing the appropriate words in different contexts of communication. In order to know the contribution of collocation to the students‟ vocabulary mastery, a test of collocation and a test of vocabulary mastery which included collocation as part of it were applied as the instruments of the research. The sample of the research was selected by applying cluster random sampling. This study proved that the collocation contributes significantly to the student‟s vocabulary mastery. Therefore, collocation and vocabulary mastery could not be treated separately in vocabulary learning and teaching.

Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning.

This study evaluated the results of a social and emotional learning (SEL) program on academic achievement among students attending a large, urban, high-risk school district. Using a cluster-randomized design, 24 elementary schools were assigned to receive either the intervention curriculum (Promoting Alternative Thinking Strategies, or PATHS) or a curriculum that delivered few if any SEL topics (i.e., the control group). In addition to state mastery test scores, demographic data, school attendance, and dosage information were obtained from 705 students who remained in the same group from the 3rd to the 6th grade. Analyses of odds ratios revealed that students enrolled in the intervention schools demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. Although these between-groups differences held for race/ethnicity, gender, and socioeconomic status, significant within-group differences also were noted across these variables. Collectively, these findings indicated that social development instruction may be a promising approach to promote acquisition of academic proficiency, especially among youth attending high-risk school settings. Implications of these findings with respect to SEL programs conclude the article.

Pengaruh Kecerdasan Emosional dan Minat Belajar terhadap Penguasaan Konsep Matematika Siswa SMAN di Kecamatan Kebon Jeruk

<p>The purpose of this study is to determine the influence of Emotional Question <br />and interest in learning towards mastery of mathematical concepts. The hypothesis of this study include: (1) there is a direct effect of emotional question to mastery of mathematical concepts; (2) there is a direct effect of emotional question to interest in learning math; (3) there is a direct effect of interest in learning math to mastery of mathematical concepts; (4) there is an indirect effect of emotional question toward mastery of mathematical concepts through interest in learning mathematical. The method used in this study is a survey method with data analysis using path analysis. Affordable population are students of class x1 school year 2013/2014 public senior high school in Kebon Jeruk, west Jakarta. Sample size is 70 student with the sampling technique used is random sampling taken from 2 public school. Research instrument used is questioner and test of mastery of mathematical concepts. Retrieved hypothesis testing results the following conclutions. Hypothesis testing results show that: (1) there is a direct effect of emotional question to mastery of mathematical concepts; (2) there is a direct effect of emotional question to interest in learning math; (3) there is a direct effect of interest in learning math to mastery of mathematical concepts; (4) there is an indirect effect of emotional question toward mastery of mathematical concepts through interest in learning <br />mathematical. <br /> <br />Keywords: emotional question, interest in learning, mathematical concepts.</p>

Pengaruh Kecerdasan Numerik dan Penguasaan Konsep Matematika terhadap Kemampuan Berpikir Kritik Matematika

<p>The purpose of this study is to analyze and test hypotheses about the influence <br />of numerical intelligence and mathematical concepts to the criticism athematical <br />thinking skills. The hypothesis of this study include: 1) There is a direct nfluence on the ability to think intelligence numerical mathematics criticism. 2) There is a direct effect of mastery of mathematical concepts to the criticism athematical thinking skills. 3) There is a direct effect of the numerical intelligence mastery of mathematics concepts. 4) There is no direct effect of intelligence numerical mathematical thinking skills through mastery of critical math concepts. The method used in this study is a survey method. Affordable population is students of class VII school year 2012/2013 Junior High School in Depok Cimanggis. Sample size of 91 students, with the sampling technique used is random <br />sampling, taken 3 public schools. Research instruments used were shaped PG numerical aptitude tests as much as 25 questions, test mastery of math concepts PG shaped by 20 questions, and thinking skills of mathematics in the form of criticism essay 10 questions, which has tested its validity. Data analysis using path analysis. Retrieved hypothesis testing results the following conclusions. The first hypothesis testing results show that: 1) there is a direct influence on the ability to think intelligence numerical mathematics criticism.; 2) there is a direct effect of mastery of mathematical concepts to the criticism mathematical thinking skills.; 3) there is a direct influence of the numerical intelligence mastery of mathematics concepts.; 4) there is no indirect effect wit criticism numerical mathematical thinking skills through mastery of mathematical concepts. </p><p>Keywords: Intelligence numerical, mathematical concepts, critical thinking math</p>

Working memory, short-term memory and reading proficiency in school-age children with cochlear implants

ObjectiveThe objective of the study was to examine short-term memory and working memory through both visual and auditory tasks in school-age children with cochlear implants. The relationship between the performance on these cognitive skills and reading as well as language outcomes were examined in these children. MethodsTen children between the ages of 7 and 11 years with early-onset bilateral severe-profound hearing loss participated in the study. Auditory and visual short-term memory, auditory and visual working memory subtests and verbal knowledge measures were assessed using the Woodcock Johnson III Tests of Cognitive Abilities, the Wechsler Intelligence Scale for Children-IV Integrated and the Kaufman Assessment Battery for Children II. Reading outcomes were assessed using the Woodcock Reading Mastery Test III. ResultsPerformance on visual short-term memory and visual working memory measures in children with cochlear implants was within the average range when compared to the normative mean. However, auditory short-term memory and auditory working memory measures were below average when compared to the normative mean. Performance was also below average on all verbal knowledge measures. Regarding reading outcomes, children with cochlear implants scored below average for listening and passage comprehension tasks and these measures were positively correlated to visual short-term memory, visual working memory and auditory short-term memory. Performance on auditory working memory subtests was not related to reading or language outcomes. ConclusionsThe children with cochlear implants in this study demonstrated better performance in visual (spatial) working memory and short-term memory skills than in auditory working memory and auditory short-term memory skills. Significant positive relationships were found between visual working memory and reading outcomes. The results of the study provide support for the idea that WM capacity is modality specific in children with hearing loss. Based on these findings, reading instruction that capitalizes on the strengths in visual short-term memory and working memory is suggested for young children with early-onset hearing loss.

Predictive Validity of Early Literacy Measures for Korean English Language Learners in the United States

This study examined the predictive validity of early literacy measures with first-grade Korean English language learners (ELLs) in the United States at varying levels of English proficiency. Participants were screened using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Phoneme Segmentation Fluency (PSF), DIBELS Nonsense Word Fluency (NWF), and Word Identification Fluency (WIF). Reading outcome measures included DIBELS Oral Reading Fluency (DORF) and the Woodcock Reading Mastery Tests (WRMT). Data were analyzed using correlation analyses, regression analyses, and receiver operating characteristic analyses. Results highlighted the role of WIF as a screening measure. Among all measures, WIF was the most correlated with reading outcomes for all groups and made a meaningful contribution in predicting reading outcomes after controlling for PSF and NWF. Specifically, WIF contributed an additional 30% to 42% of the variance in reading outcomes. There is also preliminary evidence that predictive validity varies by English proficiency level. Regarding predictive accuracy, sensitivity values for PSF and NWF were 73% or higher and specificity values were 68% or higher. An exploratory analysis to determine optimal cut-scores for the screeners was conducted. The optimal cut-scores for WIF yielded the highest levels of predictive accuracy with sensitivity and specificity values greater than 92%.