Validitas Psikometrika Instrumen Self Regulated Learning dalam Pembelajaran Matematika SMA
DOI:
https://doi.org/10.31949/dm.v7i1.12602Abstract
Self Regulated Learning adalah kemampuan seseorang untuk mengatur dirinya sendiri dalam proses belajar untuk membantu meningkatkan hasil belajar peserta didik. Dalam matematika, Self Regulated Learning merupakan strategi belajar yang dapat membantu peserta didik menjadi lebih mandiri dan meningkatkan prestasi akademik di mata pelajaran matematika. Penelitian ini bertujuan untuk menguji validitas psikometri Self Regulated Learning pada mata Pelajaran matematika untuk peserta didik Sekolah Menengah Atas (SMA). Responden penelitian ini adalah peserta didik kelas X pada SMA Negeri di Kota Jakarta Utara sebanyak 300 peserta didik. Hasil penelitian menggunakan winstep menunjukkan terdapat 40 pernyataan yang valid. Dengan nilai unidimensionality 39.4% (kategori cukup). Selain itu, Nilai Cronbach alpha (KR-20) person raw score sebesar 0,93 dan nilai item reliability sebesar 0.99 dapat dikatakan bahwa instrumen Self Regulated Learning reliabel.
Keywords:
Rasch Model; Validity; Reliability; Self Regulated LearningDownloads
References
Akbar Endarto, I., & Martadi. (2022). Analisis Potensi Implementasi Metaverse Pada Media Edukasi Interaktif. Jurnal Barik, 4(1), 37–51. https://ejournal.unesa.ac.id/index.php/JDKV/
Alhadabi, A., & Aldhafri, S. (2021). A rasch model analysis of the psychometric properties of the student-teacher relationship scale among middle school students. European Journal of Educational Research, 10(2), 957–973. https://doi.org/10.12973/EU-JER.10.2.957
Amirrudin, M., Nasution, K., & Supahar, S. (2020). Effect of Variability on Cronbach Alpha Reliability in Research Practice. Jurnal Matematika, Statistika Dan Komputasi, 17(2), 223–230. https://doi.org/10.20956/jmsk.v17i2.11655
Azizah, & Wahyuningsih, S. (2020). Penggunaan Model Raschuntuk Analisis Instrumen Tes Padamata Kuliah Matematika Aktuaria. JUPITEK (Jurnal Pendidikan Matematika), 3(1), 45–50. https://doi.org/10.30598/jupitekvol3iss1ppx45-50
Boone, W. J., & Noltemeyer, A. (2017). Rasch analysis: A primer for school psychology researchers and practitioners. In Cogent Education (Vol. 4, Issue 1). Taylor and Francis Ltd. https://doi.org/10.1080/2331186X.2017.1416898
Cahyani, A., Listiana, I. D., & Larasati, S. P. D. (2020). Motivasi belajar siswa SMA pada pembelajaran daring di masa pandemi covid-19. IQ (Ilmu Al-Qur’an): Jurnal …. https://journal.ptiq.ac.id/index.php/iq/article/view/57
Callan, G. L., & Cleary, T. J. (2018). Multidimensional assessment of self-regulated learning with middle school math students. School Psychology Quarterly, 33(1), 103–111. https://doi.org/10.1037/spq0000198
Chan, S. W., Looi, C. K., & Sumintono, B. (2021). Assessing computational thinking abilities among Singapore secondary students: a Rasch model measurement analysis. Journal of Computers in Education, 8(2), 213–236. https://doi.org/10.1007/s40692-020-00177-2
Dewi, F. C., & Yuniarsih, T. (2020). Pengaruh Lingkungan Sekolah dan Peran Guru terhadap Motivasi Belajar Siswa. Jurnal Pendidikan Manajemen Perkantoran (JPManper), 5((1)), 1–13. https://ejournal.upi.edu/index.php/jpmanper/article/view/25846
Erfan, M., Maulyda, M. A., Hidayati, V. R., Astria, F. P., & Ratu, T. (2020). Analisis Kualitas Soal Kemampuan Membedakan Rangkaian Seri Dan Paralel Melalui Teori Tes Klasik Dan Model Rasch. Indonesian Journal of Educational Research and Review, 3(1), 11–19.
Fadhilah, R., Setiawati, & Ahman. (2024). Skala adiksi media sosial: analisis validitas dan reliabilitas menggunakan rasch mode. Jurnal EDUCATIO (Jurnal Pendidikan Indonesia), 10(2).
Fauzi, A. A., Susongko, P., & Hayati, M. N. (2020). Tes Kemampuan Berpikir Kritis pada Pembelajaran IPA di SMP berbasis Model Rasch. Pancasakti Science Education Journal, 5(9), 4–11. https://doi.org/10.24905/psej.v7i1.146
Hadi, W., & Faradillah, A. (2019). The Algebraic Thinking Process in Solving Hots Questions Reviewed from Student Achievement Motivation. In Jurnal Pendidikan Matematika (Vol. 10, Issue 2).
Hahm, J., Kim, K. K., & Park, S. H. (2019). Cortical correlates of creative thinking assessed by the figural Torrance Test of Creative Thinking. In NeuroReport (pp. 1289–1293). ncbi.nlm.nih.gov. https://doi.org/10.1097/WNR.0000000000001358
Hamdu, G., Fuadi, F. N., Yulianto, A., & Akhirani. (2020). Items Quality Analysis Using Rasch Model To Measure Elementary School Students ’ Critical Thinking Skill On Stem Learning. JPI (Jurnal Pendidikan Indonesia), 9(1), 61–74. https://doi.org/10.23887/jpi-undiksha.v9i1.20884
Hayat, B., Putra, M. D. K., & Suryadi, B. (2020). Comparing item parameter estimates and fit statistics of the Rasch model from three different traditions. Jurnal Penelitian Dan Evaluasi Pendidikan, 24(1), 39–50. https://doi.org/10.21831/pep.v24i1.29871
Huang, S. Y., Ko, P. J., Lin, H. H., Dai, R. H., & Chen, H. C. (2021). Creative Thinking Counseling Teaching Program can Improve the Creativity, Creative Tendency, and Self-Concept of Grade 7 Students: A Quasi-Experimental Study. Journal of Creative Behavior, 55(3), 819–838. https://doi.org/10.1002/jocb.491
Ling Lee, W., Chinna, K., & Sumintono, B. (2020). Psychometrics assessment of HeartQoL questionnaire: A Rasch analysis. European Journal of Preventive Cardiology, 28(12), e1–e5. https://doi.org/10.1177/2047487320902322
Liyanage, I., Walker, T., & Shokouhi, H. (2021). Are we thinking critically about critical thinking? Uncovering uncertainties in internationalised higher education. Thinking Skills and Creativity, 39(March). https://doi.org/10.1016/j.tsc.2020.100762
Maier, C., Thatcher, J. B., Grover, V., & Dwivedi, Y. K. (2023). Cross-sectional research: A critical perspective, use cases, and recommendations for IS research. International Journal of Information Management, 70, 102625. https://doi.org/10.1016/j.ijinfomgt.2023.102625
Mardiana, T., & Hartati, A. S. (2022). Pengaruh Media Pembelajaran, Fasilitas Belajar dan Lingkungan Belajar terhadap Motivasi Belajar Selama Pandemi Covid-19. Prosiding Industrial Research. https://jurnal.polban.ac.id/ojs-3.1.2/proceeding/article/view/4242
Mitarlis, Ibnu, S., Rahayu, S., & Sutrisno. (2020). The effectiveness of new inquiry-based learning (NIBL) for improving multiple higher-order thinking skills (M-HOTS) of prospective chemistry teachers. European Journal of Educational Research, 9(3), 1309–1325. https://doi.org/10.12973/eu-jer.9.3.1309
Mukhlisa, R., Gani, A., Winarni, S., Khaldun, I., & Hanum, L. (2021). Independence of learning and achievement of learners' cognitive abilities in thermochemical materials through the application of flipped classrooms. Journal of Educational Research Science, 7(4), 523–530. https://doi.org/10.29303/jppipa.v7i4.674
Muntazhimah, Putri, S., & Khusna, H. (2020). Rasch Model untuk Memvalidasi Instrumen Resiliensi Matematis Mahasiswa Calon Guru Matematika. JKPM (Jurnal Kajian Pendidikan Matematika), 6(1), 65–74 http://journal.lppmunindra.ac.id/index.php/jkpm/
Najuah, N., Lukitoyo, P. S., & Wirianti, W. (2020). Moduleelectronics: preparation procedures and application. We Write Foundation.
Nurhudaya, Taufik, A., Yudha, E. S., & Suryana, D. (2019). The Raven’s advanced progressive matrices in education assessment with a Rasch analysis. Universal Journal of Educational Research, 7(9), 1996–2002. https://doi.org/10.13189/ujer.2019.070921
Ocy, D. R., Rahayu, W., & Makmuri, M. (2023). Rasch Model Analysis: Development Of Hots-Based Mathematical Abstraction Ability Instrument According To Riau Islands Culture. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 12(4), 3542. https://doi.org/10.24127/ajpm.v12i4.7613
Palilati, M. P., Hadi, A. K., & Musa, R. (2022). Analisis Faktor-Faktor Penyebab adanya Variation Order pada Proyek Gedung Pendidikan di Provinsi Gorontalo. Jurnal Konstruksi: Teknik, Infrastruktur Dan Sains, 01(06), 30–41.
Perera, C. J., Sumintono, B., & Na, J. (2018). The Psychometric Validation Of The Principal Practices Questionnaire Based On Item Response Theory. In International Online Journal of Educational Leadership (Vol. 2, Issue 1).
Pichotac, N., Bonettoabc, E., Pavania, J. B., Arciszewskia, T., Bonnardel, N., & Weisbergd, R. W. (2020). The Construct Validity of Creativity: Empirical Arguments in Favor of Novelty as the Basis for Creativity. Review of Research in Education, 46(1), 288–323. https://doi.org/10.31234/osf.io/wtd8n
Prasetya, W. A., & Pratama, A. T. (2023). Item quality analysis using the Rasch model to measure critical thinking ability in the material of the human digestive system of Biology subject in high school. Jurnal Penelitian Dan Evaluasi Pendidikan, 27(1), 76–91.
Rahmawati, Y., Hadinugrahaningsih, T., Ridwan, A., Palimbunga, U. S., & Mardiah, A. (2021). Developing the critical thinking skills of vocational school students in electrochemistry through STEM - Project-based learning (STEM-PjBL). The 2nd Science and Mathematics International Conference (SMIC 2020), 2331. https://doi.org/10.1063/5.0041915
Rusmana, N., Suryana, D., Kurniasih, H. S., & Almigo, N. (2020). The development of speaking Skill’s instrument in elementary school with rasch model analysis. Universal Journal of Educational Research, 8(7), 2758–2765. https://doi.org/10.13189/ujer.2020.080702
Setiawan, M. A., Susongko, P., & Hayati, M. N. (2020). Pendeteksian DIF Pada Perangkat Tes Objektif Penilaian Akhir Semester IPA dengan Mengunakan Permodelan Rasch. Pancasakti Science Education Journal, 5(2), 23–29.
Suratman, A., Afyaman, D., & Rakhmasari, R. (2019). Pembelajaran berbasis TIK terhadap Hasil Belajar Matematika dan Motivasi Belajar Matematika Siswa. Jurnal Analisa, 5(1), 41–50. https://doi.org/10.15575/ja.v5i1.4828
Sym, I. K., & Louise, I. S. Y. (2023). Implementation of electronic module based multiple representation on buffer solution materials to improve students’ self-regulated learning and cognitive learning outcomes. Jurnal Penelitian Pendidikan IPA, 9(10), 7816-7825. https://doi.org/10.29303/jppipa.v9i10.3656
Toering, T., Elferink-Gemser, M. T., Jonker, L., van Heuvelen, M. J. G., & Visscher, C. (2012). Measuring self-regulation in a learning context: Reliability and validity of the Self-Regulation of Learning Self-Report Scale (SRL-SRS). International Journal of Sport and Exercise Psychology, 10(1), 24–38. https://doi.org/10.1080/1612197X.2012.645132
van der Lans, R. M., van de Grift, W. J. C. M., & van Veen, K. (2018). Developing an instrument for teacher feedback: Using the rasch model to explore teachers’ development of effective teaching strategies and behaviors. Journal of Experimental Education, 86(2), 247–264. https://doi.org/10.1080/00220973.2016.1268086.
Warlinda, Y. A., Yerimadesi, Y., Hardeli, H., & Andromeda, A. (2022). Implementation of guided discovery learning model with sets approach assisted by e-modul chemistry on scientific literacy of students. Jurnal Penelitian Pendidikan IPA, 8(2), 507–514. https://doi.org/10.29303/jppipa.v8i2.1264
Yastuti, D. F., & Suwatno, S. (2020). Upaya Meningkatkan Hasil Belajar Siswa Melalui Motivasi Guru. Jurnal Pendidikan Manajemen Perkantoran, 2(1), 252. https://doi.org/10.17509/jpm.v2i1.14605
Yunika, V. R., Rohmah, A. N., Istiqomah, S. N., & Faradillah, A. (2021a). Validitas dan Reliabilitas Anxiety Questioner dalam Pembelajaran Matematika dengan menggunakan Rasch Models. Seminar Nasional Pendidikan Matematika Universitas Pattimura, 2, 161–169.
Zainudin, M., Subali, B., & Jailani. (2019). Construct validity of mathematical creativity instrument: First-order and second-order confirmatory factor analysis. International Journal of Instruction, 12(3), 595–614. https://doi.org/10.293.
Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284–290. https://doi.org/10.1037/0022-0663.80.3.284.
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Didactical Mathematics
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
