Badrun Kartowagiran

Pengembangan model akreditasi sekolah menengah atas /madrasah aliyah (SMA/MA)

Penelitian ini bertujuan memperoleh model akreditasi SMA/MA yang efektif, efisien, dan akuntabel. Produk model yang dikembangkan adalah instrumen akreditasi dan prosedur akreditasi. Penelitian ini termasuk jenis penelitian pengembangan. Pengembangan model dilakukan melalui kegiatan focus group disscussion (FGD). Validasi instrumen dilakukan oleh pakar, sedangkan validasi prosedur dilakukan oleh peserta FGD. Validitas isi instrumen ditentukan dengan cara menghitung indeks koefisien V Aiken, sedangkan estimasi reliabilitas instrumen ditentukan dengan teknik intraclass correlation coefficient (ICC ) menggunakan SPSS. Validasi prosedur dilakukan dengan cara menghitung rerata skor hasil penilaian peserta FGD. Uji coba dilakukan untuk mengetahui keefektifan model yang dikembangkan. Subjek coba adalah praktisi terdiri dari kepala sekolah, guru, dan tenaga administrasi. Keefektifan model ditentukan dengan cara menghitung rerata skor hasil penilaian praktisi. Model akreditasi yang dikembangkan diberi nama Model Akreditasi SMART. Kesimpulan tentang Model Akreditasi SMART: (1) memiliki karakteristik sebagai model akreditasi SMA/MA yang efektif, efisien, dan akuntabel; (2) instrumen yang digunakan memiliki validitas dalam kategori sangat baik dan reliabilitas dalam kategori baik; (3) prosedur akreditasi seperti dipaparkan di atas mendapat penilaian baik dari peserta FGD;xa0 dan (4) keefektifan model termasuk kategori baik dan dapat digunakan. Kata kunci: model akreditasi, instrumen akreditasi, prosedur akreditasi DEVELOPING AN ACCREDITATION MODEL OF SENIOR SECONDARY SCHOOL (SMA/MA) Abstract This study is aimed at obtaining an effective, efficient and accountable accreditation model for Senior Secondary School/Madrasah Aliyah (SMA/MA). The product of the model developed is anxa0 accreditation instrument and procedure. This study is a research and development (R & D). The model developing was conducted through focus group discussion (FGD). Instrument validation was done by experts, while the procedure validation was performed by the FGD participants. The content validity of the instrument was determined by calculating the V Aiken coefficient index, while the instrument reliability estimation was determined by using intraclass correlation coefficient (ICC) using SPSS. Procedure validation was done by calculating the mean score of the FGD participants’ assessment results. Trial was conducted to find out the effectiveness of the developed model. The subject of the trial was practitioners comprising of principals, teachers, and administrative personnels. The effectiveness of the model was determined by calculating the average score of the practitioners’ assessment. The accreditation model developed was named SMART Accreditation Model. The conclusion on the SMART Accreditation Model are as follows: (1) having the characteristics of an effective, efficient, and accountable accreditation model for SMA/MA; (2) the content validity and reliability of the instrument used are in a very good category; (3) the afore-mentioned accreditation procedure is considered to be good by the FGD participants; and (4) the effectiveness of the model is in a good category and it can be used. Keywords: accreditation model, accreditation instrument, accreditation procedure

Developing a Testlet Model for Mathematics at Elementary Level

The purpose of this study was to develop a Mathematics test instrument testlet model for a classroom assessment at elementary school. Testlet Model is a group of multiple choice question acquiring similar information with different grade of responses model. This research was conducted in East Lombok, Indonesia. The design used was research development model. The study involved 17 doctoral students as peer reviewers, 19 teachers as testlet preparation workshop participants and 711 students for testing the testlet mathematical test instrument. Data collection techniques used were documentation techniques, interviews and questionnaires. Expert validation results were analyzed using Content Validity Index (CVI). Analysis of the trial results was using items response theory with a graded response model of two logistic parameters. Independent sample t test was used for comparison of tests. The research developed a Mathematics test instrument testlet model successfully for a classroom assessment consisting of the testlet model test design, grading guide, test instrument preparation guide and mathematics test instrument testlet model or an accurate and reliable classroom assessment. The result of the analysis shows that there was different result between assessments using testlet compared to multiple choices scoring, with t value equal to 7.864.