Academic Ability Test Research Articles

Training on Basic Mathematics for 12th Grade Students of SMA Pasundan Majalaya in Preparation for the 2024 SNBT

Basic math training plays an important role in preparing students for the National Selection Based Test (SNBT), which is one of the entry pathways to public universities in Indonesia. This study aims to evaluate the effectiveness of academic ability test training in improving the readiness of XII grade students of Pasundan Majalaya High School to face SNBT 2024. The research method used is descriptive quantitative with a case study approach. The study population was all XII grade students of Pasundan Majalaya High School who participated in the training program. Data were collected through observations and tests conducted before and after the training. Data analysis was conducted to measure the improvement of students' academic ability and readiness. The results showed that the academic proficiency test training implemented at Pasundan Majalaya High School was effective in improving students' pre and post test results. There was a significant increase in proficiency test scores through pre and post test results. In addition, the training also helped students in developing time management skills, problem solving strategies, and critical thinking skills. The findings suggest that structured and comprehensive training can significantly improve students' academic readiness, thus helping them to face SNBT more confidently and competitively. This research is expected to contribute to the preparation of Pasundan Majalaya High School students for college entrance selection.

Comparing cognitive load in learning spatial ability: immersive learning environment vs. digital learning media

Spatial ability is an important skill for art students, and its learning difficulty lies in the students' need to form abstract three-dimensional thinking and spatial perception. Common digital learning media (DLM) consume many cognitive resources and result in a limited spatial ability for students to learn. Previous studies have shown that virtual reality (VR) technology has unique advantages in improving spatial ability and training design thinking. This study uses VR technology to design an immersive learning environment (ILE) and discusses the differences between students' learning performance and cognitive load in DLM mode based on slides and ILE mode based on VR technology. Twenty-eight first-year university students participated in the experiment, divided into control and experimental groups based on their entrance grades and gender. The student's learning performance and cognitive load were obtained through academic ability tests and questionnaires. The experimental results show that the main effect of the learning environment is significant. Students in ILE have lower cognitive load and higher learning performance, and gender does not significantly influence cognitive load and academic performance. However, DLM increases students' cognitive load, and the cognitive load of females is higher than that of males. The results of this study provide a reference for future spatial ability learning and the impact of cognitive load on learning performance while also supporting efforts towards sustainable development by promoting innovative educational approaches aligned with the Sustainable Development Goals (SDG).

Decision Support System for KIP Universitas Global Jakarta Scholarship Recipients Using the Simple Additive Weighting (SAW) Method

In accordance with the explanation of article 76 UU No.12 Tahun 2012 about Higher Education. In article 76 Paragraph 1 Explained that, "The Government, Local Government, and/or Universities are obliged to fulfill the rights of economically disadvantaged students to be able to complete their studies by academic regulations". As for those who were accepted, only 61,067 participants were. They are scattered in various colleges. Based on the technical guidelines for the implementation of the KIP Kuliah 2021 selection for the Education Financing Service Center of the Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan dan Kebudayaan Republik Indonesia, several criteria must be met by prospective students. The results of the absolute requirements are then re-selected in the form of academic ability tests and interviews conducted to capture assistance so that they are right on target. Based on the number of prospective enthusiasts who register, the registration process takes a lot of time, starting from the selection process for completeness of documents, and academic potential tests, to interviews. In its implementation, choosing prospective students who are by the criteria requires more time and allocation of human resources, so this research is expected to make it easier for universities to monitor the activities of KIP Kuliah recipient students and make it easier to evaluate students on the results of the scores that have been obtained

Peningkatan Tes Kemampuan Bahasa Inggris (TOEFL) untuk Dosen Eligible Sertifikasi Pendidik di IAHN Gde Puja Mataram

The Basic Academic Ability Test (TKDA) has a very important role to measure, mapping, and acquire quality Human Resources (HR) based on one's basic abilities in academic scholarship. These basic academic abilities and skills test the ability to think logically, systematically, and critically. This TKDA is often used for various purposes related to academic scores, such as in recruitment to enter the world of work, in the selection of new student admissions, and for eligibility requirements for lecturer certification (SERDOS). The government lecturer certification requires lecturers who are qualified serdos to have a TKDA ability score with a minimum threshold of 530 for 2022. This threshold continues to increase every year for 2021 the threshold is still 430. This increase in the threshold is intended to obtain lecturer standards better from year to year. Therefore, capacity building for eligible lecturers must be carried out with a systematic training scheme. Of course, it is an obligation to be able to continue until the assessment stage by the assessor in order to achieve the target that has been set. This community service, especially for the lecturers, is very useful for improving their abilities. The material given by the tutors who of course have passed the serdos is about TKDA knowledge itself such as types of test questions, solving tricks, test rules, how to make the test time more efficient, and finally the TKDA simulation tryout. Based on the results of the overall evaluation, it can be seen that the main target of the training implementation has been achieved. Participants better understand, understand, and have strategies to deal with TKDA, and based on the simulation, participants are able to work on TKDA questions well.

How Europe’s Former Communist States Have Added More Variety without Extending the Range of Variation in the Continent’s Education-to-Work Transitions

Europe’s family of diverse education-to-work transition regimes has been able to enlarge eastwards without adding to the range of variation. Former communist states have been able to restart their pre-communist educational histories without difficulty. This is largely on account of the pivotal position of academic secondary schools throughout the continent. This position was established prior to, and continued under communism. The schools were able to preserve their country-specific titles and qualifications, and also ages of entry for pupils which always depended on a test of academic ability. The schools had already become and remained their countries’ principal routes towards careers in the professions and management, and also in the public services and administration that were enlarged everywhere as countries industrialised and modernised, and as access to academic schools was opened to all the talents, not just children whose families were able to pay. Since the collapse of communism, the proportions of children receiving an academic secondary education then enrolling in their countries’ universities, have expanded across the continent, east and west, north and south. The extent of this expansion has depended on the career prospects associated with alternative routes forward in secondary education and training. These alternatives are sometimes, but always misleadingly, all called “vocational”. However, their attractions and repulsions always depend on the severity of any “sideling”, and the strength of the “safety-nets” that the alternatives offer. In these respects, the new EU member states exhibit the same range of variation as found among older EU members, but with one importance difference. All types of employment within their own countries towards which youth in the new member states can head are much lower-paid, and the gap is not closing.

Prediction of Student Study Period Based on Admission Pathways Using Support Vector Machine Algorithm

In Indonesia, the quality of a university is measured based on the accreditation by BAN-PT (National Accreditation Board for Higher Education). BAN-PT possesses several main standards in measuring the quality of a university, one of which is students and graduates. The accuracy of the student study period is a crucial issue because it is the basis for the effectiveness of a university. Prediction is a process of systematically estimating something most likely to happen in the future based on past and present information to minimize the error (difference between something that happens and the forecast results). One technique used to make predictions is data mining. Universitas Muhammadiyah Yogyakarta (UMY), as one of the best private universities in Indonesia, must maintain the quality of its students. Student admission at UMY is an internal selection carried out through several methods: student achievement and academic ability tests. The Support Vector Machine (SVM) method is part of the prediction method. Analysis of the SVM prediction utilized the historical data from alumni of the Faculty of Law of UMY in the graduation year of 2015-2019. The application of SVM has provided better accuracy, precision, and recall results. The best kernel accuracy level was the SVM RBF kernel with an optimum C value of 10 and a gamma value of 0.4 with an accuracy of 96.00%.

MENINGKATKAN MUTU PENDIDIKAN ISLAM

Improving the Quality of Islamic Education. This article aims to explain improving the quality of Islamic education which includes; the quality of Islamic education and efforts to improve the quality of Islamic education. The quality of Islamic education is the ability of a school or madrasa educational institution to manage operationally and efficiently the components related to the school or madrasa so that the quality of inputs, processes, outputs, and school outcomes is guaranteed so that the madrasa or school can generate added value to the community. components according to norms or standards that are currently in force in schools and madrasa in achieving results from tests of academic ability or non-academic achievement. Meanwhile, efforts to improve the quality of Islamic education are through the management of improving the quality of Islamic education, improving the quality of Islamic education, namely through improving the quality of educators, improving the quality of learning and improving madrasa relations. with the people and society at large.

The multiple mediators of early differences in academic abilities by parental financial resources in Germany.

This paper examines the mediators of differences in academic abilities by parental income and wealth among pre-schoolers in Germany. Families' investment, parental stress and parenting, neighbourhood effects, and parents' educational norms and aspirations are considered as mediators. Unlike most existing studies, we explicitly consider the interdependence of these mediators and, therefore, apply sequential joint mediation analysis. We find that children in income-poor households score up to 0.34 standard deviations lower and children in households with a negative net worth up to 0.24 standard deviations lower in tests of academic ability, even when controlling for a comprehensive set of other familial characteristics. All mediators together explain on average 47% of the differences by income, but only 17% of the wealth differences. Parental investment is the most important mediator, followed by neighbourhood effects. Parental Stress, mother-child interaction quality, and educational norms and aspirations seem to be less relevant as mediators.

Does Inclusion of Mental Agility Test in Admission Exam Help Better Student Selection in the Health Professions Education Programs?

Academic ability test has been used predominantly in student selection of medical and allied health profession education programs in Nepal. But the use of academic performance as the single selection criterion puts the students from low socioeconomic background at greater disadvantage despite equal suitability due to the lack of adequate guidance and support during their schooling. To address this limitation, use of aptitude test i.e. both the general cognitive and non-cognitive ability tests that measures fluid intelligence and personality traits respectively has been practiced. The measurement of non-cognitive traits has been found to predict the clinical examination score. In Nepal, for the first time, Patan Academy of Health Sciences implemented the assessment of aptitude test (both cognitive and non-cognitive ability test) for the student selection in the undergraduate medical program. Since the inception, Medical Education Commission in Nepal embraced Mental Agility Test, a component of an aptitude test, along with the academic ability test for the nationwide common entrance test in all the undergraduate Health Professions Education Programs. This indeed is an innovative approach in student selection, but in the context of Nepal whether the use of these tools is appropriate in the entrance exam requires psychometric evaluation and further validation through graduates' performance after their enrolment. Keywords: Health professions education; mental agility test; student selection.

Algortihm C4.5 in mapping the admission patterns of new Students in Engingeering Computer

University of Harapan Medan is one of the private universities in North Sumatra which has computer-based study programs such as Informatics Engineering and Information Systems. Every year this college receives many registrations from students who have completed their education at the school stage. The large number of incoming student data makes it difficult for the admin to select new students who will register. In this study using the C4.5 algorithm data mining method to map the pattern of student admissions selection in the field of Engineering and computers. The attributes used are the average value of report cards (high, enough, low), basic academic ability tests (very high, high, medium, low, very low), basic computer knowledge tests (very high, high, enough, low, very low) and interviews (good, bad). Data mining is a mathematical calculation process that uses algorithms and requires large data. While the C4.5 algorithm is an algorithm that processes data by calculating entrophy and information gain, where after the calculation process is carried out, those who get the largest information gain value will become nodes and branches. This C4.5 algorithm will describe a decision tree that will form a pattern in student selection. The results of this study indicate that in mapping the selection pattern of interview attributes into level 1 nodes, the attributes of the basic computer knowledge test become the level 1 branch, the attributes of the basic academic ability test become the level 2 branch and the attribute average value of report cards becomes the level 3 branch.

Discovery Learning with Link Map and Motivation on Calculus

Calculus has a high abstractness so calculus requires the ability to think in solving mathematical problems. Calculus is one of the fields of mathematics that is full of calculations and formulas, so it needs the motivation to be happy and interested in calculus. This study aims to analyze discovery leaning with link maps and learning motivation on calculus. This research is quantitative descriptive with research variables including discovery learning, link maps and academic abilities of students. The study is conducted at Universitas Kanjuruhan Malang with 105 students. The research data is obtained from the results of the students’ academic ability test, the results of student worksheets on discovery learning and link maps and learning motivation with questionnaires. Data analysis uses multiple linear regressions assisted by SPSS. The results show that discovery learning with link maps has a positive effect on students’ academic abilities. In addition, motivation influences on discovery learning with link maps and student academic abilities. If students have high motivation and the ability to find their own concepts, the results of the concept last a long time in students’ memory, the students’ thinking ability and memory of students in understanding mathematical concepts, therefore it can solve mathematics problems better. Discovery learning with link maps gives students better academic abilities.

Mere Presence of a Cell Phone: Effects on Academic Ability

Prior research has suggested that cell phone use in the classroom and during learning-related tasks is detrimental to academic performance. Recently, the mere presence of a cell phone has been found to negatively affect relationships and to impair performance on learning and cognitive tasks. This study explored whether the presence (visibility without use) of a cell phone negatively impacts one’s performance on tests measuring preexisting academic ability. The study evaluated 45 participants; some were enrolled in an introductory psychology course, and others were members of the public. Three subtests from the Wide Range Achievement Test (WRAT-4) were completed: spelling, sentence comprehension, and mathematics. During testing, half of the participants had cell phones, and the other half did not. Statistical analyses revealed no significant difference between the cell phone-present and cell phone-absent group on the sentence comprehension (p=.52), spelling (p=.07), and mathematics subtest (p=.11). Unexpectedly, a non-significant trend was observed in the opposite direction; that is, the cell phone-present group outperformed the cell phone-absent group on all subtests. Therefore, the original hypothesis suggesting that the cell phone-present group would be significantly poorer at demonstrating preexisting skills on tests of academic ability in comparison to the cell phone-present group was not supported.

ANALYSIS OF CLASICAL TEST THEORY (CTT) APPROCH ON ACADEMIC ABILITY TEST INSTRUMENT

The purpose of this study to estimate the parameters in Clasical Test Theory (CTT) approach on Academic Ability Test Instrument new students of IAIN Syaikh Abdurrahman Siddik Bangka Belitung academic year 2018/2019. Data was collected through documentation techniques in the form of 425 sheets of student test answers. Based on the results of data analysis, it is known that the index of difficulty level in all problem fields has not shown a balance of comparison of easy, medium and difficult questions. The average questions are distributed in the medium category questions with a percentage of 25% easy questions, 51% medium questions, and 24% difficult questions. Distinguishing power index, in all question areas shows there are 37% of questions that are able to distinguish test takers 'abilities and as many as 18% questions are not able to distinguish test takers' abilities. While the effectiveness of distractors there are 239 or 79.6% functioning and there are 61 or 20.3% of the non-functioning distractors. The results of the validity analysis of 100 questions obtained 54% which have a coefficient of validity more than 1.59 and as many as 46% that have a coefficient value less than 1.59. For the overall reliability coefficient, a value of 0.81 is obtained. This means that 80% of the difference in scores obtained by test takers with others is their pure score difference or is not influenced by other factors as a source of error in the measurement.
 Keywords: clasical theory test, test instruments.

Vertical scaling of academic ability tests for elementary school first year students through junior high school third year students

Vertical scaling of academic ability tests for elementary school first year students through junior high school third year students

Work complexity and cognitive functioning at midlife: Cross-validating the Kohn–Schooler hypothesis in an American cohort

In an influential body of work extending across more than three decades and drawing on data from the United States, Poland, Japan and the Ukraine, Melvin Kohn, Carmi Schooler and their associates have found that cognitive capacities are affected by experiences on the job; specifically, that working at a complex job improves cognitive functioning. These findings anticipate and parallel research on the relationships among social integration, leisure-time activities and cognitive functioning among the elderly. This paper tests the Kohn–Schooler hypothesis using different measures, models and data. Specifically, we estimate models of the reciprocal influence of work complexity and cognitive functioning at ages 53 to 54 and 64 to 65 among women and men who graduated from Wisconsin high schools in 1957. Even when adolescent academic ability test scores and high school rank have been controlled, we find moderate effects of the complexity of work on abstract reasoning ability at ages 53 to 54 (in 1993). These effects are similar among women and men and are robust to reasonable assumptions about the unreliability of measurement of adolescent academic ability. However, there were no such effects, either in 1993 or in 2004, among individuals who were still working at ages 64 to 65. Thus, the full set of findings provides only limited support for the Kohn–Schooler hypothesis.

Effects of computer-aided and blended teaching strategies on students’ achievement in civic education concepts in mountain learning ecologies

The need to enhance students’ learning outcomes has become integral in secondary schools in developing countries due to increased students enrollment. Research has shown that the strategies utilized in teaching secondary school students have significant influence on their learning outcomes. At present in Nigeria, public secondary schools have not been deploying learning technologies to teach students despite the surge in enrollment. This study, therefore, determined the effects of computer-aided and blended teaching strategies on students’ achievement in civic education concepts in mountain learning ecologies. The study adopted the pretest-posttest, control group, quasi-experimental design using 3 × 2 × 3 factorial matrix. Seventy-eight students from six intact classes in secondary schools in Ondo State were selected for the study and randomly assigned to experimental and control groups. Five instruments used were: Students’ Knowledge of Civic Education Test (r = 0.78), Academic Ability Test (r = 0.72), Online and Blended Teaching Instructional Guides for experimental groups, Conventional Lecture Method Guide for the control group and Teaching Strategies Evaluation Sheet. One hypothesis was tested at 0.05 level of significance. Data was subjected to Analysis of Covariance, Estimated Marginal Means, and Scheffe’s Pairwise Comparison. There was a significant effect of treatment on students’ achievement in Civic Education concepts (F (2; 61) = 4.93, p < 0.05; η 2 = .14). The students exposed to Computer-aided teaching programme had higher adjusted achievement mean score ( $$ \overline{x} $$ = 27.86), than the blended instructional strategy group ( $$ \overline{x} $$ = 23.06), and the control group ( $$ \overline{x} $$ = 18.69). It was, therefore, recommended that teachers in secondary schools in mountainous locations should explore the benefits of teaching with Information and Communication Technology based strategies in civic education classrooms.

Sistem Pendukung Keputusan Penerimaan dan Pengelompokan Kelas Peserta Didik Baru di SMP Islam Parlaungan Waru Sidoarjo U

Abstract- Decision Support System Acceptance and Grouping of Students New Class in SMP Islam Parlaungan Waru Sidoarjo, developed to assist the process of selecting the reception and grouping class of new students in SMP Islam Parlaungan Waru Sidoarjo based on predetermined criteria. These criteria form of Value Average National Exam (UN), Value of Academic Ability Test, test scores diniyah / Koran and the achievement of learners. Decision Support System Acceptance and Grouping Class Students New constructed using Multi-Factor Evaluation Method of Process and Web-based. We make this system can help the committee Admission of new students (PPDB) in SMP Islam Parlaungan in selecting and classifying new learner classes.

Learning from PISA. Reasons and remedies for student under-performance in reading, maths and science.

The great competition is over, the judges have given their marks and the chalk dust has settled over the arena. A few hurt prides pick themselves up off the floor, and set about the painful task of finding out what went wrong and why they did not fare as well as they expected. This is not the aftermath of the winter Olympics, rather the results of the PISA study, the Programme for International Student Assessment. The largest world‐wide test of student performance ever conducted, it provides a much needed assessment of how well various countries educate their children. And PISA served up a can of worms to some diners who can afford to pay for duck a l'orange, while other less wealthy guests came away substantially more satisfied. Many of the fatter countries had quietly been intellectually malnourishing their most important resource: school children. Investment in basic requirements is important, but what PISA revealed is that money is certainly not everything in education. It is other important factors, notably student motivation, teacher training, the role of parents and a well‐established infrastructure, that have put countries such as Finland and (South) Korea at the top of the list. For other countries, many of whom spend more money per student, PISA has been a rude awakening to the urgent need for change. In Germany it has stirred an intense debate—aside from the mutual finger‐pointing that usually follows bad results—as to how to achieve a long overdue and radical overhaul of the country's education system. Barely a day passes without a press release concerning ‘reforms’, ‘improvements’ and ‘opportunities’ in education. > PISA served up a can of worms to some diners who can afford to pay for duck a l'orange To appreciate the significance of PISA, it pays to know how the study was …

Motivational Profiles of Adult Basic Education Students

This study explores the reasons why low-literate adults participate in Adult Basic Education (ABE). A 62-item scale to measure motivations was constructed based on in-depth interviews with learners; the scale was embedded into a questionnaire surveying a broad array of back-ground variables. Questionnaire data were collected by means of face-to-face, structured inter- views from a large random sample (N= 323) of learners currently enrolled in ABE programs in the state of Iowa; a 50%o random subsample was also administered a test of academic ability. Through factor analysis of the motivation items, ten dimensions were identified: (a) self-improvement, (b) family responsibilities, (c) diversion, (d) literacy development, (e) community/church involvement, (f) job advancement, (g) launching, (h) economic need, (i) educational advancement, and (j) urging of others. Cluster analyses based on factor scores revealed six distinct subgroups of students. Implications are discussed.

Self-efficacy, locus of control, self-assessment of memory ability, and study activities as predictors of college course achievement.

A stepwise multiple-regression analysis of the final grades of 184 students in an introductory psychology course revealed that scores on a self-assessment measure of memory ability (the Everyday Memory Questionnaire) were the best predictors of final course grades, followed by scores on a locus of control measure and scores on the Self-Concept of Academic Ability Test. Of the 14 subscales from the Study Activity Survey, only the cognitive scale of Focus on Test Relevance and the two self-management scales of Assiduous Resource Management and Means of Resource Management were significant predictors of course achievement