MEASUREMENT OF STUDENT ACHIEVEMENT DURING THE COVID-19 PANDEMIC
Abstract
This study aims to measure student learning achievement during the covid-19 pandemic, and to find out whether the instrument used is valid and reliable. This research was conducted in class XII IPA 1 MAN 3 Cianjur. The results showed that the percentage with very high validity was 44%, the percentage with high validity was 44%, and the percentage with high validity was 12%. This shows that all instruments measuring student achievement during the covid-19 pandemic are valid. In addition, the results of the reliability estimation based on the tested data are 0.7619. That is, the instrument made is reliable, so this instrument can be used in any class or on other subjects. In general, the results of the analysis of all student scores show that student learning achievement in the trial of 64.86% has good learning achievement, and 35.12% has poor learning achievement. During this COVID-19 pandemic, of course, there are many factors that affect student achievement, and this can be used as material for further research.
Keywords: Covid-19 Pandemic, Measurement, Reliability, Student Achievement, Validity.Full Text:
PDF (Bahasa Indonesia)References
Zaharah, Z., Kirilova, G. I., & Windarti, A. (2020). Impact of corona virus outbreak towards teaching and learning activities in Indonesia. SALAM: Jurnal Sosial dan Budaya Syar-i, 7(3), 269-282.
Vasiliadou, R. (2020). Virtual laboratories during coronavirus (COVID‐19) pandemic. Biochemistry and Molecular Biology Education, 48(5), 482-483.
Daniel, S.J. Education and the COVID-19 pandemic. Prospects 49, 91–96 (2020). https://doi.org/10.1007/s11125-020-09464-3.
Vollbrecht, P. J., Porter-Stransky, K. A., & Lackey-Cornelison, W. L. (2020). Lessons learned while creating an effective emergency remote learning environment for students during the COVID-19 pandemic. Advances in physiology education, 44(4), 722-725.
Watson, E. (2020). One Teacher’s Experience During the COVID-19 School Closures. Childhood Education, 96(3), 42-45.
Prawiyogi, A. G., Purwanugraha, A., Fakhry, G., & Firmansyah, M. (2020). Efektivitas Pembelajaran Jarak Jauh Terhadap Pembelajaran Siswa di SDIT Cendekia Purwakarta. Jurnal Pendidikan Dasar, 11(1), 94-101.
Sirait, E. D. (2016). Pengaruh minat belajar terhadap prestasi belajar matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 6(1): 35-43.
Mardapi, D. (2012). Pengukuran, penilaian, & evaluasi pendidikan. Yogyakarta: Nuha Medika.
McCoach, D. B., Robert K.G., & John P.M. (2013). Instrumen development in the affective domain. Third edition. New York: Springer.
Arifin, Z., & Retnawati, H. (2017). Pengembangan instrumen pengukur higher order thinking skills matematika siswa SMA kelas X. PYTHAGORAS: Jurnal Pendidikan Matematika, 12(1).
Siagian, Sondang P. (2015). Manajemen Sumber Daya Manusia. Jakarta: PT Bumi Aksara.
Muhibbin Syah. (2013). Psikologi Pendidikan Dengan Pendekatan Baru. Bandung: PT Remaja Rosdakarya.
Retnawati, H. (2014). Membuktikan validitas instrumen dalam pengukuran. Diambil pada tanggal 8 September 2021 dari http://www.evaluation-edu.com
Aiken, L. R. (1980). Content validity and reliability of single items or questionnaires. Educational and psychological measurement, 40(4), 955-959.
Arikunto, Suharsimi. (1991). Metodologi Penelitian. Jakarta: Rineka Cipta.
DOI: https://doi.org/10.32528/gammath.v7i1.6520
Refbacks
- There are currently no refbacks.
