Mid-term Test Research Articles

Analysis of English Testing Based on Reliability Theory in Language Testing—Taking the English Midterm Test for the First Grade of a Middle School in Hangzhou as an Example

Analysis of English Testing Based on Reliability Theory in Language Testing—Taking the English Midterm Test for the First Grade of a Middle School in Hangzhou as an Example

EXPLORING STUDENTS’ LEARNING STYLES AND MATHEMATICS PERFORMANCE AMONG LOWER SECONDARY SCHOOL STUDENTS

Based on the result in TIMSS Mathematics Achievement 2019 for student grade 8, it shows that mathematics performance has not yet achieved the desired position in the Malaysia Education Blueprint (2013-2025). Furthermore, the average mathematics score reported by PISA 2022 in Malaysia declined by 31 points compared to the achievement in PISA 2018. The impact from this result will affects the quality of education in Malaysia compared to other countries. Students' academic performance may be reflected to some extent based on their learning styles. As such, it becomes useful information to guide teacher’s instruction. Many studies have discussed on student learning styles; however, there are varying findings among different levels of learners. Therefore, this paper aims to investigate the learning styles and mathematics performance of lower secondary students (Form 1 and Form 2) in one of the schools in the Klang Valley by using cluster sampling. There were 147 respondents from Form 1 and Form 2 selected in this study. This study was conducted using a quantitative method; a set of VARK learning style questionnaire was distributed to the respondents, and mathematics performance results were taken from midterm test. The framework of the study adopted VARK learning style which has 30 items with seven dimensions that include visual, auditory, reading/writing, kinaesthetic, group and individual learning styles preference. The data analysed descriptive and inferential statistical techniques by using SPSS tool. The results revealed no significant difference in learning styles and mathematics performance between high and low mathematics achiever. However, upon examining each learning style individually, it was found that high mathematics achiever students exhibited significant difference in their learning styles. Furthermore, the study found there is no relationship between students' learning styles and mathematics performance across both high and low mathematics achiever groups.

Utilizing ChatGPT on Designing English Language Teaching (ELT) Materials in Indonesia: Opportunities and Challenges

This study aims to examine the impact of artificial intelligence (AI) on pragmatic English language teaching in universities. The scope of the study is limited to the opportunities and challenges of English language teaching. This study was carried out using a mixed method of conducting surveys and in-depth interviews. A questionnaire link using Google Forms from Spreadsheet was sent to 6 English lecturers via WhatsApp group and personal contact. The study sample consisted of 6 English lecturers from state and private universities in Central Java. Observation, questionnaire analysis, and interview transcripts show that the emergence of artificial intelligence (AI) technology has created opportunities and challenges to teaching and learning English. AI has transformed English language teaching in higher education. The findings and discussion elaborate some novelties of this study; 1) the profile of utilizing ChatGPT in pragmatics ELT teaching, portrays that ChatGPT roles in teaching scenarios play 3 major sessions, like; designing creative and innovative pragmatics teaching materials, setting up the midterm test of pragmatics project, and lastly, assessing and evaluating the pragmatics final test project. 2) The opportunities of using ChatGPT for lecturers, ChatGPT is one of the most sophisticated AI tools available today, and it can write nearly anything that an instructor wants it to. ChatGPT can help lecturers with a variety of tasks, such as creating course outlines, student progress reports, test and quiz questions, and grading rubrics; developing more inclusive and accessible learning activities; interacting with students and their families; and contributing text for websites or bulletin boards to maintain a connection between students and their families. 3) The challenges of applying ChatGPT for lecturers; ChatGPT can provide immediate responses to student questions, ChatGPT can adapt to individual student needs, ChatGPT can increase accessibility and inclusivity by providing language support for students with diverse learning needs, ChatGPT can serve as a valuable tool for language practice and strengthening, ChatGPT can encourage active learning by encouraging students to ask questions, engage in discussions, and seek clarification on challenging concepts, Integrating ChatGPT into language teaching can inspire innovative teaching approaches, such as blended learning models, flipped classrooms, and gamified learning experiences, that leverage technology to improve student learning outcomes

Analisis Perubahan Karakter Siswa Terhadap Pembelajaran Akidah Akhlak

This research aims to analyze the extent of students' character changes towards the learning of Akidah Akhlak (Faith and Morality). The research method used in this study is a qualitative descriptive research method with a case study approach (Field) using observation and interview methods. Data sources consist of primary (main) and secondary (supporting) data, with the research conducted at a school located in SMA Muhammadiyah 23 East Jakarta. The data collection technique to determine the research subjects is triangulation, which involves data collection, data reduction, data presentation, and conclusion drawing. This technique is chosen to ensure data validity by comparing interview results with the research object. The research findings indicate that the planning of Akidah Akhlak teacher's learning in character formation efforts in students involves designing lesson plans involving media and also demonstrating good manners so that students can also apply them directly. The implementation of Akidah Akhlak learning with the aim of forming student character has been carried out by referring to the rules and regulations applied in every activity or learning process in each educational institution. Evaluation of Akidah Akhlak teacher's learning includes assignments and practices given by teachers, daily tests, mid-term tests, and final tests for students. The delivery of Akidah Akhlak learning in shaping student character applied by subject teachers at SMA Muhammadiyah 23 has yielded very satisfactory results, allowing students to gradually form their characters well and practice them in the school environment.

Utilising Formative Assessment to Improve Students' Learning Outcomes in Hybrid Learning Framework in Higher Education

This paper draws attention to the importance of applying formative assessment principles and providing regular feedback to students at the tertiary level. It reports on the results obtained from a case study conducted with a group of second-year students majoring in English that aimed to investigate the correlation between formative assessment and learning outcomes. During a three-month English Semantics course, one group of students did continuous assessment tasks regularly and were provided with feedback each time. Another group did not do these tasks and they took only two compulsory midterm tests that were prerequisites for taking the final exam. The results were obtained from 10 continuous assessment tests which were taken by one group of students every week as part of the lesson and the learning process, and 2 midterm tests taken by all the respondents. Descriptive statistics was used to present the results, whereby the average, minimal and maximal values were calculated, and subsequently compared and analysed. The main conclusion drawn from the study shows better learning outcomes and better scores obtained by those students who were actively involved in the continuous assessment process.

The development of tissue handling skills is sufficient and comparable after training in virtual reality or on a surgical robotic system: a prospective randomized trial

BackgroundVirtual reality is a frequently chosen method for learning the basics of robotic surgery. However, it is unclear whether tissue handling is adequately trained in VR training compared to training on a real robotic system.MethodsIn this randomized controlled trial, participants were split into two groups for “Fundamentals of Robotic Surgery (FRS)” training on either a DaVinci VR simulator (VR group) or a DaVinci robotic system (Robot group). All participants completed four tasks on the DaVinci robotic system before training (Baseline test), after proficiency in three FRS tasks (Midterm test), and after proficiency in all FRS tasks (Final test). Primary endpoints were forces applied across tests.ResultsThis trial included 87 robotic novices, of which 43 and 44 participants received FRS training in VR group and Robot group, respectively. The Baseline test showed no significant differences in force application between the groups indicating a sufficient randomization. In the Midterm and Final test, the force application was not different between groups. Both groups displayed sufficient learning curves with significant improvement of force application. However, the Robot group needed significantly less repetitions in the three FRS tasks Ring tower (Robot: 2.48 vs. VR: 5.45; p < 0.001), Knot Tying (Robot: 5.34 vs. VR: 8.13; p = 0.006), and Vessel Energy Dissection (Robot: 2 vs. VR: 2.38; p = 0.001) until reaching proficiency.ConclusionRobotic tissue handling skills improve significantly and comparably after both VR training and training on a real robotic system, but training on a VR simulator might be less efficient.

EVALUATION MODEL FOR INDONESIAN LANGUAGE LEARNING AT MTS MIFTAHUL KHOIR

This study explains the model of learning development and evaluation in Indonesian subjects at MTs Miftahul Khoir. The main objective of this study is to explore the learning development and evaluation model as an effort to improve the quality of students in understanding Indonesian lessons. This study used a qualitative descriptive approach. Data collection methods involve interviews, observation, and documentation. Data analysis is carried out through three stages: reduction, presentation of data, and drawing conclusions. The results showed that 1) the Indonesian learning development model in MTs Miftahul Khoir involves reading, listening/listening, writing, and dialogue/speaking models, 2) Evaluation of the learning model is carried out with daily tests, midterm tests, quick quizzes, and through the results of discussions and questions and answers to students. The headmaster engages in class visits and reports on learning outcomes at the end of the semester as part of the learning evaluation, in an effort to improve students' abilities and achievements in Indonesian.

Educational Data Mining: Multiple Choice Question Classification in Vocational School

Data mining on student learning outcomes in the education sector can overcome this problem. This research aimed to provide a solution for selecting quality multiple choice questions (MCQ) using the results of students’ mid-semester exams in vocational high schools using a Data Mining approach. The research method used was the Cross-Industry Standard Process for Machine Learning (CRISP-ML) model. Steps to assess the accuracy of analyzing the difficulty level of questions based on student profile data and midterm test results. The data used in this research were the findings of basic computer tests on mid-term exams in mathematics disciplines at vocational high schools. This research used several classification algorithms, including SVM, Naive Bayes, Random Forest, Decision Three, Linear Regression, and KNN. The results of evaluating the classification

수학과 스토리텔링을 적용한 수업이 고등학생의 수학 학업성취도와 수업 흥미도 및 수학 관련 태도에 미치는 영향

Objectives In this study, we would like to verify how storytelling classes affect learners' math academic achievement, class interest, and math-related attitudes for first year high school students through experiments.&#x0D; Methods 64 students in two classes in the first grade of 00 High School were analyzed as research subjects. Two classes were selected as midterm test scores for the first semester of the first grade. Class 1 was divided into an experimental group and the other class 1 was divided into a comparative group. From April 15 to July 11, 2021, 13 classes were held for about 2 months. The experimental group (32 students) was taught by applying mathematics and storytelling, and the comparative group (32) was taught by explaining based on traditional textbooks.&#x0D; Results Through this study, the following results were obtained. First, in this study, learning contents for each unit of mathematics were set and activity papers were used to apply mathematics and storytelling. By applying this to the class, it was possible to increase math academic achievement, class interest, and math-related attitudes. Second, math academic achievement, class interest, and math-related attitudes were more effective for students in the upper, middle, and lower classes using mathematics and storytelling compared to narrative-oriented classes based on traditional textbooks. Third, in classes using mathematics and storytelling applications, lower- ranked students were also interested in lower-ranked students neglecting general math classes, and the lower- ranked students actively participated to improve their math academic achievement.&#x0D; Conclusions In conclusion, the experimental group's classes using mathematics and storytelling were more effective in math academic achievement, class interest, and math-related attitudes than the comparative group.&#x0D;

Analysis of Higher-Order Thinking Skill (HOTS) in the Mid-Term Test of English Language Education Study Program Pamane Talino College of Education

The implementation of Higher-Order Thinking Skill (HOTS) questions in every subject is essential to meet the challenge of 21st century. It is used to stimulate the students critical thinking in analyzing certain issue. However, the use of HOTS questions in the assessment is still limited. This research analyzes HOTS question in the mid-term test of 5 subjects in English Language Education Study Program STKIP Pamane Talino. We examine the test item using The Revised Blooms Taxonomy. The items are analyzed quantitatively and they are described qualitatively. The researchers found out that 62% of the test item classified into Lower-Order Thinking Skill (LOTS) and merely 38% test items are classified into HOTS. The finding of the research also reveals that the level of HOTS included in the mid-term test is in the level of analysis. Therefore, the lecturer should be encouraged to create the HOTS-based test item.

ANALYSIS OF AIK LEARNING METHODS AT STKIP MUHAMMADIYAH KALABAHI ALOR DISTRICT EAST NUSA TENGGARA

This study aims to analyze learning methods in the AIK learning process at STKIP Muhammadiyah Kalabahi and analyze the impact of the application of these methods. The learning methods used in learning must be adapted to the teaching material, and the media that will be used in learning must be able to make students more active in the learning process. With this learning method, it is hoped that teaching and learning activities can be carried out properly so that students can understand the material delivered by lecturers. This research uses a descriptive-qualitative type. Data collection techniques include interviews, observation, and documentation. The research subjects consisted of AIK lecturers and students. The object of this research is in the form of learning methods in AIK education. The data collection process is done through interviews, observation, and documentation. Data analysis techniques begin with the processes of data collection, data reduction, data presentation, and drawing conclusions. The results of this study indicate that the method used by lecturers so far is the lecture method, so that the learning process becomes passive because students are not given the opportunity to convey arguments according to what they understand. In addition to the impact of AIK learning methods, the qualifications of AIK lecturers who are not in accordance with the field of religious science, especially AIK, the lack of infrastructure in the form of the availability of religious and AIK references, and the unavailability of places of worship also have an impact on the non-achievement of the objectives of AIK education. The non-achievement of the objectives of AIK education can also be seen from student learning outcomes in the mid-term test. Out of twenty students who attended AIK lectures, only five scored up to standard.

The Effect of Study Habits on the Learning Outcomes of Natural and Social Sciences (IPAS) at Elementary School Students

Study habits are a way or technique to establish students when receiving learning, reading books, and doing assignments to complete teaching and learning activities. With these good Study habits, students can improve learning outcomes from the scores obtained previously. This study aims to determine the effect of student study habits on student learning outcomes in class IV Natural and Social Sciences (IPAS) subjects at SDN Kedensari II. This research is a quantitative study using the post facto approach. The population in this study was grade IV students, and the research sample was 50 students. Data collection in this study is the first to use a questionnaire and documentation of mid-semester test scores as learning outcomes in Natural and Social Sciences (IPAS) subjects. Data analysis used descriptive analysis, prerequisite test analysis, and hypothesis testing with the T-test, and the results showed that students' study habits were included in a reasonably good category with a percentage of 38%. The value of learning outcomes from the midterm test scores was included in the good enough type, with the highest rate of 34%. This research proves that Study habits significantly affect student learning outcomes in class IV Natural and Social Sciences (IPAS) subjects at SDN Kedensari II.

Application of Interactive Teaching with Emphasis on Bi-directional Teaching Feedback in Logistics Management

The purpose of the paper is to analyze the application effect of bi-directional teaching feedback in interactive teaching of Logistics Management. We select undergraduates majored in logistics from 2021 and 2022 levels as the research subjects.The experimental class consists of 47 undergraduates from 2022 level, and the control class consists of 50 undergraduates from 2021 level. We use traditional interactive teaching method to teach Logistics Management in the control class, while in the experimental class we use interactive teaching method that emphasized on two-way teaching feedback.The research results show that students from experimental class get higher scores in mid-term test and final test than students from control class. In addition, their online-course scores and total scores are higher than those students from control class. We conduct a teaching satisfaction questionnaire survey on all students and find that students from experimental class are more satisfied with the teaching than those from control class. Thus, we conclude that focusing on bi-directional teaching feedback can improve the effectiveness of interactive teaching and enhance students’ attention in Logistics Management class. Also, it can help students master efficient learning methods, and make them more satisfied with teacher’s teaching.

Ensuring Validity and Reliability in Algebra Midterm Assessment: A Comprehensive Approach to Test Development and Analysis

First-year mathematics education students often face challenges with College and Advanced Algebra assessments. This study aimed to develop and validate a 100-item multiple-choice midterm test for College and Advanced Algebra, ensuring the test's validity and reliability. The test was designed following a structured process that included creating a Table of Specifications (TOS) based on the approved syllabus. To ensure content accuracy and relevance, the test was reviewed by three subject matter experts and evaluated for clarity by 15 students. Pilot testing was conducted with 82 fourth-year Bachelor of Secondary Education Mathematics (BSEd Mathematics) students. The pilot test results underwent detailed item analysis, focusing on metrics such as the difficulty index, discrimination index, and overall reliability using the Kuder-Richardson Formula 20 (KR-20). Of the 100 items, 22 were retained, 48 were revised, and 30 were discarded. The test achieved a reliability coefficient of 0.876, indicating strong internal consistency. The findings suggest that the validated test questionnaire is a dependable tool for accurately assessing students’ knowledge in College and Advanced Algebra, providing valuable feedback for educators and students.

AN ANALYSIS OF TESTS DESIGNED BY ISLAMIC EDUCATION TEACHERS BASED ON HIGHER-ORDER THINKING SKILLS

This study aims to analyze the quality and quantity of the PAI (Islamic Education) tests based on Bloom's taxonomy. The research was conducted at SMP Tarbiyah Islamiyah in Hamparan Perak. This research is qualitative research with a descriptive approach. Primary data sources are Islamic Education teachers and Mid-term tests for Islamic Education subjects, while secondary data sources are from literature studies and previous studies. Data collection instruments are documentation and interviews. The research findings indicated that the analysis of the quality of the items on the reliability aspect shows a reliability coefficient of 0.959 in the reliable category. Distractor analysis showed a functioning distractor at 25 questions or 71.43% and a malfunctioning distractor at 10 questions or 28.57% and analysis of the quality of the items according to Bloom's taxonomy in the cognitive domain. Therefore, from 35 multiple-choice items, it was found that 51.43% were in the HOTS category and 48.57% were included in the LOTS item category.

DIFFERENCES IN STUDENTS' MATHEMATICS LEARNING OUTCOMES BETWEEN OFFLINE AND ONLINE LEARNING AT SMP NEGERI 2 PALU

This research aims to determine whether there are differences in student mathematics learning outcomes between offline and online learning at SMP Negeri 2 Palu. The research used a comparative method with a population of all students in class VIII, totalling 332 students. The sample was class VIII students who did offline and online learning, with different samples but the same abilities. The sampling technique is Purposive Sampling. The researchers took 60 samples consisting of 30 students each from classes A and B. The data collection technique was carried out by taking the even semester midterm test scores for the 2021/2022 academic year obtained by students during online learning and the even semester midterm test scores for the 2022/2023 academic year obtained by students during offline learning, with the same subject matter, namely the Pythagorean theorem. Provided that the material taught is equivalent during offline and online learning and has the same academic abilities: (1). Mathematics learning outcomes obtained an average score of 64.13 and 68.27 (2). Sig value. (2-tailed) 0.187 0.05. This means that H0 is accepted, and Ha is rejected. So, the research results show no difference in student mathematics learning outcomes between offline and online learning.

EXPLORING THE FEMALE EFL TEACHER’S LANGUAGE ASSESSMENT LITERACY (LAL): A NARRATIVE INQUIRY

Most teachers in Indonesia assess their students through a common test such as mid-term test and final semester test. In terms of assessing English language, the students need to be assessed on 4 (four) skills which are listening, reading, speaking, and writing. The process of assessment could be very tricky if the teachers do not have sufficient Language Assessment Literacy (LAL). It is because the government, through Kurikulum Merdeka, promotes the learning process as essential as the learning products. Teachers need to know all their students’ English learning journey, so they will not face confusion to determine the assessment scores in the end. In Indonesia, generally female EFL teachers have double roles as wife or mother at home and as a teacher in school. This study explores a female EFL teacher’s experience with non-permanent teacher status in describing her LAL. This study will also investigate female teacher’s challenges faced during the application of assessment in the EFL classroom. A narrative inquiry research with mixed-method data collection was employed to have in-depth understanding of the teacher’s experience. The result showed the participant’s LAL category was at a fair level. The reasons could be limited time factor, double roles, and limited information for getting seminar/workshop/training on the assessment.&#x0D; Keywords : female efl teacher, language assessment literacy, narrative inquiry

Pelatihan dan Pendampingan Penggunaan Liveworksheets dalam Pembuatan Lembar Kerja Peserta Didik bagi MGMP Madrasah Tsanawiyah Matematika Rayon 2 Se-Kota Jambi

The purpose of this Community Service (PkM) activity is to maximize the use of the Liveworkssheets platform. In carrying out service, the method used is Asset Based Community-driven Development. The training and mentoring process begins with the first stage being pre-implementation, the second stage is the implementation of research, and the third stage is research evaluation which is divided into five stages (Define, Discovery, Dream, Design, and Deliver or Destiny). This activity was attended by 15 mathematics teachers who are members of the MGMP Mathematics MTs/SMP Rayon 2 Jambi City community. The results of the activities include: 1) Increased understanding from MGMP Mathematics MTs/SMP Rayon 2 Jambi City teachers about the importance of digital literacy. 2)Increased technical knowledge of participants from initially not knowing to knowing after getting training using the Liveworksheets platform. 3)Teachers are interested in using the liveworksheets platform when compiling questions for the purposes of midterm tests or end-of-semester tests because of the ease of compiling and checking students' answers.

The Integrating Formative Assessment in Hybrid Pedagogy in Higher Education: From Theory to Practice

Educational policies on teaching, learning, and assessment have been reexamined and redefined under the influence of emerging theories and research findings, as well as various political, cultural, and social changes, particularly intensified after the Covid-19 pandemic outbreak. Newly created online and hybrid teaching and learning environments spurred policymakers and educators to adapt the existing educational practices to these educational contexts and improve the quality of teaching they provide. This paper focuses on the importance of creating a meaningful assessment framework in higher education thateffectively responds to the demands of hybrid pedagogy. It aims at providing an instructional assessment framework that supports not only assessment of learning but also assessment as/for learning, reporting on the case study researching the correlation between utilizing formative assessment practices and learning outcomes. The case study involves three groups of students who attended the English Syntax course - one experimental and two control groups. The research is based on the analysis of the results obtained from two midterm tests done by all students, and from ten continuous assessment tasks done by the experimental group. Descriptive and inferential statistics were used for the analysis of the results, and the paired sample t-test results show that there is a significantly higher difference between the scores obtained on midterm test 1 and midterm test 2 by the Experimental group than by the control groups, which leads to the conclusion that there is a positive correlation between learning outcomes and the integration of formative assessment in teaching and learning processes.

A Study on the Relationship among Senior High School English Learners’ Prefabricated Chunks, Writing Anxiety and Writing Achievements

English writing can be affected by students&amp;rsquo; affective factors and their prefabricated chunks. Recently, many researchers have studied the relationship between writing anxiety and English writing achievements, prefabricated chunks and writing anxiety, and prefabricated chunks and English writing achievements. However, there are few studies on the relationship among these three variables. This research aims to answer the following questions: 1. What is the current situation of senior high English learners&amp;rsquo; prefabricated chunks, writing anxiety and writing achievements? 2. What are the correlations among their prefabricated chunks, writing anxiety and writing achievements? 3. Does writing anxiety play a mediating role between prefabricated chunks and writing achievements? If so, to what extent? Based on the affective filter hypothesis and prefabricated chunks theory, this study chose 174 senior high English learners to complete the English writing anxiety questionnaire and a mid-term test. The results show that: 1. Senior high English learners&amp;rsquo; prefabricated chunks are at a middle level. Their writing anxiety is at a relatively high level. And their writing achievements are at a medium level. 2. There is a negative correlation between prefabricated chunks and writing anxiety, between writing anxiety and writing achievements. And prefabricated chunks and writing achievements are positively correlated with each other. 3.Writing anxiety has a mediating effect between prefabricated chunks and writing achievements. The mediating effect is 9.82%. Finally, some pedagogical suggestions are advanced for the teaching of English writing in senior high schools. And the limitations and some suggestions to the future studies are discussed.