Ability Test Research Articles

Systematic Literature Analysis of the on the Difficulty Policy of the English Language in the College Scholastic Ability Test(CSAT): From 1993 to 2022, focusing on domestic journals

Systematic Literature Analysis of the on the Difficulty Policy of the English Language in the College Scholastic Ability Test(CSAT): From 1993 to 2022, focusing on domestic journals

The Influence of Physical Fitness, Motor Skills, and Learning Motivation on Cartwheel Skills in Physical Education

Background Problems: During the observation, many students were unable to perform cartwheel skills. This research is important so that students can pass the minimum completion criteria so that their physical education learning outcomes are not low. Research Objectives: This study aims to determine the factors that influence the skills of cartwheel. Methods: This type of research is quantitative. The population amounted to 392 students in class XI. The technique used to obtain the sample is simple random sampling using the slovin formula with an error rate of 10%. Based on this, the sample amounted to 80 students. The physical fitness test instrument used the Indonesian Student Fitness Test, the motor ability test instrument used the Barrow Motor Ability Test, the learning motivation data was collected using a questionnaire, and the cartwheel skill data used an observation sheet which contained the criteria for implementing the cartwheel movement. Path analysis was used as a data analysis technique. Finding/Results: The results of the study consist of: 1. Physical fitness and motor skills have a significant influence on cartwheel skills. 2. Learning motivation has no significant effect directly on cartwheel skills. 3. Physical fitness indirectly through learning motivation has no significant effect on cartwheel skills. 4. Motor ability indirectly through learning motivation has no significant effect on cartwheel skills. Conclusion: Physical fitness and motor skills have a significant influence on cartwheel skills. Students need to do it outside of PJOK class hours. For Further Researchers Conduct research on other gymnastic movements.

A Case Study on Item Analysis for College Mathematics Ability Test of Freshmen Reflecting Curriculum

A Case Study on Item Analysis for College Mathematics Ability Test of Freshmen Reflecting Curriculum

Does drill training improve volleyball overhead passing results in volleyball players 14-15 years old?

Mastery of overhead passing techniques is still low because the lack of drill training models has resulted in the mastery of passing techniques not increasing. This research aims to determine the results of a drill training model to improve the passing results of amateur teenage volleyball players aged 14-15 years. The method used in this research is quasi-experimental, with a one-group pre-post test design approach. The population in this study consisted of 15 people, consisting of 10 boys and 5 girls aged 14-15 years, as well as amateur youth volleyball players aged 14-15 years, using saturated sampling techniques. The instruments or tools used in this research are tests and measurements, namely overhead passing ability tests. The method of collecting student data can be seen when students pass over the wall for 1 minute. Data analysis was carried out using the SPSS version 22 software method through the stages of data normality test, homogeneity test, and t-test. Based on the findings of this research, tcount -5.172 > ttable 1.761, with a significance value of 0.000 <0.05. Therefore, the results of the t-test in this study are significant. Using the drill training model effectively improves the passing results of amateur teenage volleyball players aged 14-15 years.

THE STUDY OF MATHAYOMSUKSA 2 STUDENT' APTITUDE FOR MATHEMATICAL PROBLEM-SOLVING WHEN IT COMES TO APPLYING RATIOS AND PERCENTAGES USING TEAM-GAMES-TOURNAMENT TECHNIQUES COMBINED WITH THE BAR MODEL

In this research, the study focused on the use of collaborative learning with TGT technique combined with the Bar model to enhance the mathematical problem-solving. The collaborative learning with TGT technique combined with the Bar model approach stimulates students to interest in learning, find it enjoyable in learning, and an enthusiastic about studying. The research sample consists of 25 Mathayomsuksa 2 students at Khambokwittayakan School, Khamcha-e District, Mukdahan Province. Participants were randomly selected through Cluster random sampling method. The data were analyzed using the mean, percentage, standard deviation, and t-test. The research tools include lesson plan and mathematical problem-solving ability test. The research findings indicated that: 1) The mathematical problem-solving abilities of Mathayomsuksa 2 students after participating in collaborative learning with TGT technique combined with the Bar model have average score at 16.08 points and surpassed the 75 percentiles with statistical significance at the .05 level. 2) The mathematical problem-solving abilities of Mathayomsuksa 2 students after using collaborative learning with TGT technique combined with the Bar model were higher than those before using collaborative learning with TGT technique combined with the Bar model. The learning difference was statistically significant at the .05 level.

Designing tests for some physical abilities and predicting the level of performance skill for academic school football players at the ages of (13-14) years

The study aims to design tests to measure some physical abilities in the study sample, to find standard grades and levels for some tests of physical abilities in the study sample, preparing equations to predict the level of performance skill of soccer players in terms of mobility tests in the research sample. The researcher used the descriptive approach, and the research community was selected from football academy players with ages (13-14) years in Raparin. The research sample was selected intentionally, which included (260) players. So as to reach the results, the researcher used a set of statistical programs by using SPSS. It was concluded to find and determine the grades and standard levels modified for the research sample in the physical tests. It is concluded that these tests can be accepted as an evaluation method and indicator to show the player's physical and skillful condition, and to define an equation to predict the level of performance skill in terms of physical abilities.

Pengembangan Perangkat Pembelajaran Matematika Berbasis Open Ended Untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Kelas VIII Pada Materi SPLDV

This research is motivated by the low creative thinking skills of students and there are still many teachers who have difficulty in developing learning tools that are in accordance with the demands of the 2013 curriculum learning. The purpose of this research is to develop open ended based mathematics learning tools to improve the creative thinking skills of grade VIII students on SPLDV material that is practical, valid and effective. The device development model chosen in this research is the Thiagarajan, Semmel & Semmel (4-D) model. This model consists of four stages, namely defining, designing, developing and disseminating. The learning tools developed in this research are in the form of lesson plans, student activity sheets and creative thinking skills tests. The research instruments used are in the form of device validation sheets, learning implementation observation sheets, student activity observation sheets and student response questionnaires. From the results of the validation test data analysis, the average percentage score for: (1) lesson plas which is 4.60 with a valid category, (2) Student Activity Sheet which is 4.57 with a valid category, (3) Creative Thinking Ability Test which is 4.74 with a valid category. The observation results of the implementation of learning devices showed an average result of 83.63% in the good category. The overall average of student activity is 83% which is classified as an active category. The results of the creative thinking ability test showed that the percentage of classical completeness was 80%. And students' response to the developed learning tools is positive. Thus, the open ended based learning tools developed are valid, practical and effective to improve the creative thinking ability of students in grade VIII.

Assessment of swallowing performance in patients with neurodegenerative disease: A hierarchical cluster analysis.

Swallowing is a complex process that alters with age and neurological diseases; swallowing disorders can be a consequence of both of them. As an advanced multivariate statistical method, hierarchical cluster analysis (HCA) was utilized to make the dendrograms, which was used to find the relationship between the variables. The purpose of this study is to ascertain the type of clustering exhibited by the variables using HCA and to evaluate the approach to major neurodegenerative diseases (MND) with swallowing disorders based on the results obtained. Data were collected from a total of 173 patients from various neurological diagnoses, such as dementia, Parkinson's disease, stroke and polyneuropathy, aging between 42 and 104 (mean of age 72.85) by using the Montreal Cognitive Assessment, the Edinburgh Feeding Evaluation Scale (EdFED), the Eating Assessment Tool (EAT-10), and the Modified Mann Swallowing Ability test. From the collected data, dendrograms were formed by using HCA with Ward linkage method. Based on cluster analysis results, clusters demonstrate statistical significance. They center around EdFED, EAT-10, and age in each MND. In healthy individuals, variables are not clustered as in the patient group. This study holds importance as it can give clinicians a different perspective on determining and managing the elderly population's swallowing problems. The HCA method explicitly proposes which variables should be examined concurrently in the clinic for MND. This research is one of the pioneering studies conducted by using the HCA method.

Pengaruh Aplikasi Matematika Interaktif pada Perkembangan Kemampuan Pemecahan Masalah Matematika

This study aims to determine whether there is an effect of using interactive math applications on the development of mathematical problem solving skills in students. This study was conducted by collecting data from students who used interactive math applications as a tool in learning mathematics, and compared with the control group who used conventional learning methods. Data were collected through math problem solving ability tests before and after the use of interactive math applications. The results showed that the use of interactive math applications significantly improved students' mathematical problem solving ability compared to the control group that used conventional methods. In addition, interactive math applications also help students in understanding math concepts better and increase their interest in this subject.

Improving Students’ Critical Thinking Skills Through the Application of the Scramble Learning Model

The problem underlying this research is the low level of students’ critical thinking skills. One alternative learning that can be applied to improve students' critical thinking skills is the scramble learning model. This research aims to determine how the scramble learning model can improve students’ critical thinking skills in fiqh subjects. The method used in this study is an experimental method with a pretest-posttest control group design research design. The study was conducted at MTs Negeri 2 Mojokerto. This study uses 2 classes, namely class VII E as an experimental class and class VII H as a randomly selected control class. The instrument used was a critical thinking ability test. In this study, quantitative data were analyzed using statistical analysis of the t-test to see an increase in students’ critical thinking skills. Based on the analysis of students' critical thinking test results obtained, the gain score of the experimental class is higher than the control class, which is 133 for the experimental class and 65 for the control class. After knowing the gain score, an independent sample t test was conducted with the result of a sig (2-tailed) value of 0,000 and smaller than 0,05. Thus it can be concluded that there are significant differences.

Identification and Analysis of Credit Card Fraud Based on Machine Learning Methods

Credit card has become an indispensable payment tool in People's Daily life. However, credit card fraud has also increased, resulting in huge financial losses for banks and individuals. Based on the real world credit card transaction data, this paper uses a variety of machine learning algorithms to identify and analyze credit card fraud. Firstly, the problem of missing and unbalanced data is solved through data preprocessing and feature selection, and important features are screened out, Such as transaction amount, product code, payment card type, etc. Then, integrated logistic regression, random forest, LightGBM, XGBoost, and Stacking models were constructed, and the models were trained and evaluated through cross-validation and parameter optimization. The experimental results show that the integrated Stacking model performs best in credit card fraud detection, with an AUC(Area Under the Curve) value of 0.960, which can accurately identify fraudulent transactions and provide an effective fraud warning mechanism for financial institutions. This mechanism significantly benefits both financial institutions and credit card users by reducing fraud losses and enhancing transaction security. However, it is acknowledged that the study has limitations, including the potential impact of data imbalance on model performance, the need for further testing of model generalization ability to new fraud patterns, and the importance of optimizing real-time performance to ensure practical applicability.

The Effects of Augmented Reality Geometry Learning Applications on Spatial Visualization Ability for Primary School Pupils

Geometry is considered a fundamental component to be mastered in the elementary school mathematics curriculum. Lower primary school pupils frequently experience obstacles because of the abstract nature of geometric concepts and the requirement for spatial visualization skills, which are necessary for strengthening their conceptual understanding. Augmented reality (AR) technology offers a promising solution by providing visual representations of geometric shapes. Thus, this study aimed to investigate the effects of AR technology in primary school education on pupils’ spatial visualization abilities in geometry. Employing a quasiexperimental pre- and post-test research design, this study involved 61 second-grade pupils from two Northern Malaysian primary schools. The selection of schools followed cluster sampling techniques, while intact groups were utilized to select samples. Data were collected from two groups: an experimental group that utilized the LearnGeoAR applications and a control group that employed conventional teaching methods to learn geometric shapes. This study used the spatial visualization ability test (SVAT) instrument, grounded in Van Hiele’s theory of geometric thinking. The findings revealed that the experimental group, which utilized AR applications, exhibited a higher mean score in pupils’ spatial visualization ability in geometry compared to the control group. Additionally, the experiment demonstrated a moderate effect on both groups. This finding highlights the potential of AR technology in enhancing pupils’ spatial visualization skills in geometry instruction, providing valuable insights for instructional methodologies.

Research on the difference in plantar biomechanics among dance majors

Dance majors’ plantar biomechanics studies the functional and structural dynamics of their feet as they perform different dance moves and techniques. The primary objective is to comprehend which distinct dancing styles and approaches affect plantar biomechanics to possibly identify risk factors for injuries and guide dancers on how to prevent them. Dancing requires precise body alignment and movement, which leads to certain foot biomechanical variations that are vital for preventing injuries and improving performance. Distinct plantar biomechanics within dance majors (ballet and jazz) are examined to identify novel biomechanical factors. One hundred and fifty all fifty jazz dancers, fifty ballet dancers, and fifty non-dancers participated in the study. A 3D foot scanner and pressure measuring system are utilized for assessing variables such as arch elevation (AE), plantar pressure dispersion (PPD), and foot position (FP). Additionally, tests of gait ability using distinct foot biomechanics are carried out in various dance-related motions. For comparative assessment of such dancer groups, statistical techniques like Anova and Kruskal-wallis tests are used. Types of dance show different PPD formations, with jazz dancers including maximum midfoot pressure (MFP) and ballet dancers including maximum forefoot pressure (FFP), and both dancer groups have stronger ankle flexibility and toe flexion. Future research needs to assess the consequences of training plans and long-term modifications to gain an improved comprehension of how the biomechanically unique feet of dance majors necessitate targeted interventions for injury prevention and performance improvement.

Initial Study of Students' Critical Thinking Ability Level and Concept Mastery on Earth Structure Material

Critical thinking and concept mastery is an important ability for every student to have. So, educators need to get information about the level of skills possessed by student. This study aims to describe the initial level of critical thinking skills and mastery of students' concepts, as well as the relationship between critical thinking skills and mastery of students' concepts on earth structure material in class VIII at SMP Negeri 2 Namang. The methodology used in the research is descriptive quantitative, using a critical thinking ability test and concept mastery test, and qualitative, using interviews. Students' critical thinking and concept mastery tests showed an average score of 43.78 and 55.94, with a fairly low category. The average value of the inference indicator was 25.97, and the indicator of making further explanations was 37.01. Both are the lowest indicators that still need to be improved. In contrast, the average value of the strategy and tactics indicator is 73.95, which is in the high category. The significance value obtained is <0.001, which indicates that there is a strong, significant, and directly proportional relationship between critical thinking skills and concept mastery, with a correlation coefficient value of 0.803. The results of the interview show the low enthusiasm of students in learning the structure of the earth due to the lack of a variety of media used and test questions that are not used to being done.

Problem Solving Learning in Science Education: A Systematic Literature Review

This study aims to describe the application of problem solving in the learning process and describes the technique of forming groups that are carried out in learning. This study uses the Systematic Literature Review method, which focuses on reviewing and analyzing broadly and thoroughly some of the literature that is relevant to the research topic. The stages carried out in this research are clarification and approach; search, filter, and select; analysis and interpretation; draft articles; and dissemination. Literature data used as the main source in this study were 15 articles from Scopus-indexed Springer within a period of 6 years (2018-2023). The articles analyzed examined problem solving skills ranging from junior high school to university. The results showed problem solving research was carried out individually and in groups, and most research was done through groups. The technique of forming groups is carried out by paying attention to the background, results of initial ability tests in individual rounds, pretest, and educational strata. The steps taken in learning problem solving are: orientation of students to problems; group formation; carrying out investigative activities to solve problems; discussing and reviewing problem solving strategies in groups; making presentations; and the teacher providing feedback.

ANALYSIS OF MATHEMATICAL NUMERACY SKILLS ON LINE AND ANGLE MATERIAL IN CLASS VII IN TERMS OF EXTROVERTED INTROVERTED AND AMBIVERT PERSONALITIES

This research aims to analyze the mathematical numeracy abilities of class VII students with introverted, extroverted and ambivert personalities at SMP Negeri 2 Semarang. The method used was descriptive qualitative with research subjects consisting of 34 students, one student was selected from each personality category based on a questionnaire with 70 question items. The results of the questionnaire showed AAE (introvert), LPA (extrovert), and JRA (ambivert) students as research subjects. Mathematical numeracy ability tests and interviews were carried out to test the validity of the test results through technical triangulation. Indicators of mathematical numeracy abilities include the use of mathematical numbers and symbols, analysis of information in the form of tables, graphs and charts, as well as interpretation of analysis results for decision making. The results showed that introvert and ambivert students met all indicators of numeracy ability, while extrovert students did not. Introvert students can solve problems well, extrovert students tend to be in a hurry and lack details, while ambivert students show quite good results but there are still some answers that are less detailed. This research concludes that mathematical numeracy abilities vary based on student personality.

Changes in performance on physical capacity tests after three months of cross-training among elite male football referees in Burkina Faso

The performance of the football referee is partly determined by his physical abilities and cross-training is an effective training method. The aim of this study was to measure the effects of three months of cross-training on performance in physical field tests among elite soccer referees in Burkina Faso. Methods: It was carried out with 28 male referees, divided into two groups: cross-training group (CTG) and usual training group (UTG). CTG and UTG went through cross-training and regular elite referee training in Burkina Faso, respectively. max, running times over 10 m (RT10 m), 40 m (RT40 m) single sprint, Illinois agility test (RTIAT), and the mean running time to the repeated sprint ability test (RSAmean) were studied. The significance level of the statistical tests carried out was set at p < 0.05. Results: Significant improvements were observed in CTG for: max (+3.6%; p = 0.0009), RT10 m (-9.6%; p = 0.009), RT40 m (-3.2%; p = 0.0009), RTIAT (-4.8%; p = 0.0009) and RSAmean (-1.4%; p = 0.002). In UTG, performance was improved for: max (+0.6%; p = 0.01), RT10 m (-1.5%; p = 0.01), RTIAT (-1.8%; p = 0.008). Improvements were greater in CTG than in UTG for: max (+3.6% versus +0.6%; p = 0.000007), RT10 m (-9.6% versus -1.5%; p = 0.0001) and RTIAT (-4.8% versus -1.8%; p = 0.001). Conclusion: The results indicate that cross-training induces an improvement in performance on the tests used among elite football referees in Burkina Faso. These effects on cardiac physiology must be evaluated in these referees to determine the risk incurred by exposure to this method.

Analysis of Students' Spatial Abilities Reviewed From Gender Differences In Class X

Spatial skills are important for studying geometric shapes. People who have good spatial abilities can easily imagine objects in three dimensions. Factors that influence differences in student abilities include gender differences. The aim of this research is to describe students' spatial abilities in terms of gender differences. The type of research used is quantitative-qualitative research. Spatial ability test results data are calculated and presented in quantitative form and analyzed qualitatively. This research was conducted at SMA Negeri 3 Ambon class X Science 1 with a total of 36 students consisting of 12 male students and 24 female students. In determining the subject of this research, a purposive sampling technique was used, namely taking data sources with certain considerations. The research subjects selected to be interviewed were 6 students with the assessment criteria for spatial ability test questions consisting of 1 male student and 1 female student with high spatial ability, 1 male student and 1 female student with moderate spatial ability, and 1 male student with moderate spatial ability. male and 1 female student with low spatial abilities. The largest percentage of student test results are in the low category. Based on the results of the spatial ability test, it shows that in the element of spatial perception, male subjects are more likely to meet the indicators of the ability to identify objects vertically and horizontally even though the position of the object is manipulated. Meanwhile, female subjects tend to use their spatial abilities as indicators of the ability to distinguish lines, horizontal and vertical planes in spatial figures. In the spatial visualization element, male subjects are more likely to fulfill the indicators than female subjects regarding stacks of unit cubes whose position or shape has been manipulated and visualizing stacks of unit cubes from more than one point of view. For the element of mental rotation, male subjects tend to be more capable than female subjects of rotating, imagining rotation and describing a flat shape or spatial structure correctly after rotation. However, elements of spatial orientation of female subjects are more likely to determine the appearance of objects from different perspectives than male subjects. In the spatial relations element, male subjects are more likely to determine the relationship of an object with other objects than female subjects.

The Contribution of Problem-Solving Ability To Self-Regulated Learning of Khairul Imam Medan Middle School Students

The purpose of this study is to ascertain the contribution of mathematical problem-solving abilities to self-regulated learning. This research is ex post facto research. The sample taken in this study using the cluster random sampling technique was taken randomly from two classes with a total of 51 students. Data on problem-solving abilities and self-regulated learning were collected using instruments in the form of problem-solving ability tests and self-regulated learning attitude scales. Path analysis techniques were used to analyze the data. The results of the research show that problem-solving abilities contribute significantly to students' self-regulated learning, and the large contribution of problem-solving abilities to students' self-regulated learning is 94.47%. Based on these findings, it can be concluded that to increase student self-regulated learning, problem-solving abilities must be improved. Apart from that, problem-solving abilities contribute significantly to self-regulated learning, both directly and indirectly, and these two variables have a very strong influence.

Online professional development and cognitive growth: A quantitative analysis for special education educators

This research quantitatively examines how online professional development (OPD) affects cognitive development in special education instructors. 100 individuals took part in outpatient department activities for six months, undergoing cognitive ability examinations before and after the intervention. Descriptive statistics, paired samples t-tests, multiple regression analysis, analysis of covariance (ANCOVA), and Pearson correlation coefficients were used to analyze the data. The findings show a significant rise in post-test scores on the Cognitive Abilities Test (CAT) after taking part in the OPD program. Years of experience and education level were important indicators of cognitive progress, emphasizing the significance of individual traits. Moreover, those with greater expertise and advanced levels of education often had better marks on the post-test. The results highlight the significance of cognitive growth as a crucial result of professional development for special education instructors, adding to the existing knowledge base. The research suggests giving priority to cognitive growth in professional development programs, customizing programs to meet individual requirements, and offering continuous support to educators. Future studies should investigate how OPD impacts cognitive development and analyze its lasting consequences on teacher efficacy and student results.