Student Achievement Based on the Use of Scientific Method in the Natural Science Subject in Elementary School
Abstract
This research aims at investigating elementary school student achievement based on the use ofscientific method in teaching science from the test item types, as reflected by the item difficulty indexusing the classical test theory (CTT) and modern test theory (IRT). The first stage in developing the test was preparing the learning continuum of scientific method aspects by referring to the learning continuum of science process skill as developed by the previous existing research. In this research, the learning continuum was validated by expert judgment. As the tests were administered/carried out at the same time, four sets of tests were developed and administered to students of Grade 1 to 6 in Yogyakarta and Sleman Regency in the 2016-2017 school year. Samples were taken from three Technical Management Units (TMUs). Three TMUs were determined by observing the distribution of school locations from the center to the suburbs. The items were analyzed using CTT and IRT.The results of the research show that the student achievement reflected by item difficulty index based on CTT and IRT indicates the same level of category except for several sub-aspects. Those items from certain testsindicate higher difficulty level for Grade 4 to 6 students than for Grade 1 to 3 students. This case is not relevant to the expected learning outcomes.
Keywords
Full Text:
PDFReferences
Adams, R.J. & Kho, Seik-Tom. (1996). Acer Quest Version 2.1. Camberwell, Victoria: The Australian Council for Educational Research.
Anderson, L.W. &Krathwohl, D.R. (2001). A Taxonomy of Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. A Bright Edition. New York: Addison Wesley Longman, Inc.
Arlianty, W.N, Febriana, B.W, & Diniaty, A. (2017). An Analysis of Learning Process Based on Scientific Approach in Physicalchemistry Experiment. AIP Conference Proceedings 1823, 020084 (2017). DOI: 10.1063/1.4978157
Belardo, P.S. & Samia, E.R. (1999). Integrated Science & Technology I: Laboratory Manual. Quezon City: FNB Educational, INC.
Beyessa, F. (2014). Major Factors that Affect Grade 10 Students’ Academic Achievement in Science Education at Ilu Ababora General Secondary of Oromia Regional State, Ethiopia. International Letters of Social and Humanistic Sciences, 32, 118-134. DOI: 10.18052/www.scipress.com/ILSHS.32.118
Black, P., Harrison, Ch., Lee, Cl., Marshall, B., & Dylan, W. D. (2004). Assessment for Learning: Putting it into practice. New York: Open University Press.
Bryce, T.G.K., McCall, J., MacGregor, J., Robertson, I.J., & Weston, R.A.J. (1995). Techniques for assessing process skills in practical science: Teacher’s guide. Oxford: Heinemann Instructional Books.
Caldwell, D.J. & Adam N. Pate, A.N. (2013). Effects of Question Formats on Student and Item Performance. Am J Pharm Educ, 77(4), 71. DOI: 10.5688/ajpe77471
Cañada, Fl.C., González-Gómez, D., Airado-RodrÃguez, D., Niño, L.V.M., & Acedo, M.A.D. (2017). Change in Elementary School Students’ Misconceptions on Material Systems after a Theoretical-Practical Instruction. International Electronic Journal of Elementary Education, 9(3), 499-510.
Çaparlar, C. Ö., & Dönmez, A. (2016). What is Scientific Research and How Can It Be Done? Turkish Journal of Anesthesiology and Reanimation, 44(4), 212.
Carin, A.A., & Sund, R.B. (1989). Teaching science through Discovery. Columbus: Merrill Publishing Company.
Dudu, W.T. (2014). Exploring South African High School Teachers’ Conceptions of Thenature of Scientific Inquiry: A Case Study. South African Journal of Education, 34(1),1-19. Retrieved from: http://www.sajournalofeducation.co.za
Garrison, M. J. (2009). A Measure of Failure: The Political Origins of Standardized Testing. Albany: SUNY Press.
Gronlund, N.E. (1998). Assessment of Student Mastery (9th ed.). Boston: Allyn and Bacon.
Gronlund, N.E. & Linn, R.L. (1990). Measurement and Evaluation in Teaching (6th ed.). New York: MacMillan Publishing company.
Hairida & Junanto, T. (2018). The Effectiveness of Performance Assessment in Project-Based Learning by Utilizing Local Potential to Increase Science Literacy. International Journal of Pedagogy and Teacher Education, 2, 151-162.
Le, Dai-Trang. (2013). Applying Item Response Theory Modeling in Educational Research. (Doctoral Dissertations, Iowa State University). Retrieved from: http://lib.dr.iastate.edu/etd
LeBoffe, M. & Wisehart, G. (1989). Study Guide Biology: Exploring Life. New York: John Wiley & Sons.
Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147.
Luo, S.& Zhang, X. (2011). Multiple-choice Item and Its Backwash Effect on Language Teaching in China. Theory and Practice in Language Studies, 1(4), 423-425. DOI: 10.4304/tpls.1.4.423-425
McInerney, J. (1986). Curriculum Development at the Biological Science Curriculum Study. Educational Leadership: Journal of the Association for Supervision and Curriculum Development, 44(4), 24-28.
Millard, S. (2012). Writing Multiple Choice and True/False Exam Questions. A Good Practice Guide.(Lecture Notes). Retrieved from: https://docplayer.net/50079039-Writing-multiple-choice-and-true-false-exam-questions.html
Miller, P.W. (2008). Measurement and Teaching. Munster: Patric W. Miller & Associates.
Miller, M.C.D., Montplaisir, L.M., Offerdahl, E.G., Cheng, F-Ch., & Gerald L., Ketterling, G.L. (2010). Comparison of Views of the Nature of Science between Natural Science and Nonscience Majors. CBE—Life Sciences Education, 9, 45–54. DOI: 10.1187/cbe.09–05–0029
Northwest Evaluation Association. (2003). Idaho State Aligned Learning Continuum Release 1.0. Nweverest StPortland org, 4.
Nweke, C.O., Abonyi, O. S., Chinyere A. O., &Njoku, M.I.A. (2014). Effects of Experiential Teaching Method on Pupils’ Achievement in Basic Science and Technology. International Journal of Scientific & Engineering Research, 5(5), 875-881.
Olatoye, R.A.and Adekoya, Y.M. (2010). Effect of Project-Based, Demonstration and Lecture Teaching Strategies on Senior Secondary Student achievement in an Aspect of Agricultural Science. International Journal of Educational Research and Technology, 1(1), 19-29.
Pada, A.U.T, Kartowagiran, B., & Subali, B. (2016). A Separation Index and Fit Items of Creative Thinking Skills Assessment. Research and Evaluation in Education 2(1), 1-12. Retrieved from: http://journal.uny.ac.id/index.php/reid
Petrillo, J., Cano, S.J., McLeod, L.D., & Coon, Ch.D. (2015). Using Classical Test Theory, Item Response Theory, and Rasch Measurement Theory to Evaluate Patient-Reported Outcome Measures: A comparison of Worked Examples. Value in Health, 18, 25 -34.
Popham, W.J. (2005). Classroom Assessment: What Teachers Need to Know (4th ed.). Boston: Pearson Education, Inc.
Rezba, R.J., Sparague, C.S., Fiel, R.L., Funk, H.J., Okey, J.R., & Jaus, H.H. (2007). Learning and Assessing Science Process Skills (3rd ed.) Iowa: Kendall/Hunt Publishing Company.
Roid, G.H. & Haladyna, Th.M. (1982). A technology for Test-Item Writing. Orlando: Academic Press, Inc.
Shete, A. N., Kausar, A., Lakhkar, K., & Khan, S. T. (2015). Item Analysis: An Evaluation of Multiple-Choice Questions in Physiology Examination. J Contemp Med Edu, 3(3), 106-109.
Stage, C. (2003). Classical Test Theory or Item Response Theory: The Swedish Experience (PDF file). Retrieved from: https://www.umu.se/globalassets/organisation/fakulteter/samfak/institutionen-for-tillampad-utbildningsvetenskap/hogskoleprovet/publications/60581_em-no-42.pdf
Subali, B. (2009). Pengukuran Keterampilan Proses Sains Pola Divergen dalam Mata Pelajaran Biologi SMA di Provinsi DIY dan Jawa Tengah. (Unpublished dissertation). Yogyakarta State University, Yogyakarta, Indonesia.
Subali, B., & Mariyam, S. (2013). Pengembangan Kreativitas Keterampilan Proses Sains dalam Aspek Kehidupan Organisme Pada Mata Pelajaran IPA SD. Cakrawala Pendidikan, 3(3),365-381.
Sumantri, M. S., & Satriani, R. (2016). The Effect of Formative Testing and Self-Directed Learning on Mathematics Learning Outcomes. International Electronic.
Tang, X., Coffey, J. E., Elby, A., & Levin, D. M. (2010). The Scientific Method and Scientific Inquiry: Tensions in Teaching and Learning. Science Education, 94(1), 29-47.
Thorpe, G. & Favia, A. (2012). Data Analysis Using Item Response Theory Methodology: An Introduction to Selected Programs and Applications (PDF file). Retrieved from: https://digitalcommons.library.umaine.edu/cgi/viewcontent.cgi?article=1019&context=psy_facpub
Tsybulsky, D. (2019). Students Meet Authentic Science: The Valence and Foci of Experiences Reported by High-School Biology Students Regarding Their Participation in a Science Outreach Programme. International Journal of Science Education, 41(5), 567-585.
Ulu, M. (2017). Errors Made by Elementary Fourth Grade Students When Modelling Word Problems and the Elimination of Those Errors through Scaffolding. International Electronic Journal of Elementary Education, 9(3), 553-580.
Watts, M., Bentley, D., & Hornsby, J. (1989). Learning to Make it Your Own. In: Bentley, D. & Watts, M. (ed). Learning & Teaching in Schools Science: Practical Alternative. Philadelphia: Open University Press.
Wenning, C.J. (2010). Levels of Inquiry: Using Inquiry Spectrum Learning Sequences to Teach Science (Shaded Sections Added January 2012). J. Phys. Tchr. Educ, 5(3), 11-20.
Wright, B.D. (1999). Rasch Measurement Model. In: Masters, G.N. & Keeves, J.P. (1999). Advances in Measurement in Educational Research and Assessment. Amsterdam: Pergamon, An imprint of Elsevier Science.
Wright & Masters, G.N. (1982). Rating Scale Analysis. Chicago: Mesa Press.
Zeidan, A. H., & Jayosi, M. R. (2015). Science Process Skills and Attitudes toward Science among Palestinian Secondary School Students. World Journal of Education, 5(1), 13-24.
Zoghi, M., & Valipour, V. (2014). A Comparative Study of Classical Test Theory and Item Response Theory in Estimating Test Item Parameters in A Linguistics Test. Indian Journal of Fundamental and Applied Life Sciences, 4(4), 424-435.
Refbacks
- There are currently no refbacks.
