This article discusses the construct validity of the creative thinking skill instrument supporting a conation idea aspect for biology student-teachers in the subject of Human Physiology. Two hundred and eighteen students participated in this study. Construct validity was obtained through Confirmatory Factor Analysis technique  (CFA). Reliability was estimated by composite reliability. Findings show that the construct validity and the reliability of the instrument are high. A thorough discussion on the findings and future implications are provided towards the end of this paper.

Penelitian ini bertujuan untuk menghasilkan instrumen yang memenuhi syarat untuk mengukur afektif siswa kelas IV, dan mengetahui gambaran afektif siswa kelas IV tahun ajaran 2016/2017 di Kabupaten Klaten. Pendekatan yang digunakan dalam penelitian ini adalah Research and Developmentdengan Model Thiagarajan. Instrumen penilaian afektif telah dinyatakan valid dan reliabel. Validitas isi diuji oleh ahli dan diperoleh indeks Aiken sebesar 0,85. Validitas konstruk dilakukan dengan analisis faktor eksploratori dan konfirmatori. Hasil analisis faktor eksploratori menunjukkan nilai KMO sebesar 0,726 sedangkan Bartlett’s Test sebesar Sig. 0,000. Hasil analisis faktor konfirmatori menunjukkan nilai Chi-Kuadrat sebesar 0,039; RMSEA= 0,012; GFI=0,93; SRMR=0,033; AGFI=0,90; CFI=1,00; RFI=1,00. Hasil reliabilitas menunjukkan bahwa koefisien Cronbach’s Alpha sebesar 0,653 sedangkan pada reliabilitas konstruk menunjukkan bahwa pada sikap disiplin koefisien CR=0,99 dan VE=0,99; sikap jujur CR=0,99 dan VE=0,99; sikap peduli CR=0,99 dan VE=0,99; sikap percaya diri CR=0,94 dan VE=0,95; sikap santun CR=0,99 dan VE=0,81; sikap tanggung jawab CR=0,99 dan VE=0,79. Gambaran afektif siswa adalah (a) berdasarkan tingkatan afektif Krathwohl, Bloom & Masia pada tingkatan karakterisasi sebesar 42,9%, mengorganisasi sebesar 50,9 %, menilai 6,2% sedangkan tahapan merepon dan menerima sebesar 0%, (b) berdasarkan acuan Kurikulum 2013 pada kategori baik sekali sebesar 62%, kategori baik 38% dan kategori cukup 1%, kategori butuh bimbingan sebesar 0%.Kata kunci: penilaian afektif, sikap, tingkatan afektif Krathwohl, Bloom & Masia, analisis faktor eksploratori, analisis faktor konfirmatori DEVELOPING AFFECTIVE ASSESMENT INSTRUMEN OF FOURTH GRADE STUDENT IN KLATEN REGENCYAbstractThis study aimed to:  produce qualified instrument to measure an affective of grade IV students and find out the affective picture of fourth grade students in academic year 2016/2017 Klaten. This study used Research and Development approach by using Thiagarajan Model. Affective assessment instruments were stated as valid and reliable. Content validity was judged by experts. The Aiken index of instruments is 0.85. Construct validity was measured by using both exploratory and confirmatory factor analysis. The results of exploratory factor analysis showed that the KMO value is 0.726 while the Bartlett’s Test is equal to Sig. 0,000. Confirmatory factor analysis showed that Chi-Square value is 0.039; RMSEA = 0.012; GFI = 0.93; SRMR = 0.033; AGFI = 0.90; CFI = 1.00; RFI = 1.00. Cronbach's Alpha coefficient is 0.653 while the construct reliability showed the coefficient of discipline CR = 0.99 and VE = 0.99; honest attitude CR = 0.99 and VE = 0.99; attitude caring about CR = 0.99 and VE = 0.99; self-confidence CR = 0.94 and VE = 0.95; polite attitude CR = 0.99 and VE = 0.81; the attitude of responsibility CR = 0.99 and VE = 0.79. The description of students’ affective was (a) based on the affective level of Krathwohl, Bloom & Masia,  level of characterization 42.9%, organizing 50.9%, assessing 6.2% while phoning and receiving 0%, (b) based on the 2013 Curriculum reference, it could be stated as excellent category 62%, favorable category 38% and fair category 1%, the category needs guidance at 0%.Keywords: affective assessment, attitude, Krathwohl affective level, Bloom & Masia, exploratory factor analysis, confirmatory factor analysis

The purpose of this study is to develop a scale to measure honesty characters of students on mathematics learning using sucject scaling model. This development research is carried out in several steps namely: preparing initial scales, trials, and interpretation of trials result. The research is conducted on students of SMP N 5 Yogyakarta, SMP Muhammadiyah 2 Yogyakarta, and SMPIT Abu Bakar Yogyakarta. The first trial involves 688 students and the second trial involves 696 students. Content validity is obtained through expert judgment. The construct validity is determined by Lisrel’s second order CFA. Reliability coefficients include Omega coefficients (ω) and Alpha coefficients from Cronbach. Based on the results of this research, the scale to measure of student’s honesty characters consists of 15 items that theoretically and empirically proved to be of good quality. The scale has good content validity supported by V Aiken index of 0.88-0.92. The scale has good construct validity. Reliability of the scale is also good supported by both the Omega coefficient of 0.86.

Keberadaan laboratorium menjadi hal yang penting dalam pelaksanaan Diklat Pengendali Hama dan Penyakit Ikan (PHPI) oleh karena itu Balai Diklat Aparatur (BDA) Kementerian Kelautan dan Perikanan (KKP) bekerjasama dengan Stasiun Karantina Ikan Kelas II Cirebon pada tahun 2014 membangun laboratorium uji karantina ikan di lingkungan kampus BDA KKP. Kajian ini bertujuan untuk mengevaluasi pemanfaatan laboratorium Diklat PHPI dengan mengukur perubahan kepuasan peserta terhadap ketersediaan media pembelajaran dan kelengkapan fasilitas belajar mengajar, nilai hasil belajar, peningkatan pengetahuan dan keterampilan peserta sebelum dan setelah laboratorium digunakan. Data diperoleh melalui pengisian angket/ kuesioner evaluasi pelaksanaan diklat kepada peserta. Validitas dan reabilitas instrumen telah diuji sehingga istrumen dapat digunakan dengan valid dan reliabel. Uji t dilakukan untuk mengetahui perbedaan nilai pengukuran sebelum dan sesudah laboratorium beroperasi. Hasil kajian menunjukkan bahwa semua indikator meningkat setelah operasionalisasi laboratorium di BDA. Secara statistik kepuasan peserta terhadap kelengkapan fasilitas pembelajaran dan keterampilan peserta meningkat signifikan. Adapun peningkatan pengetahuan peserta, peningkatan kepuasan peserta terhadap kelengkapan media pembelajaran dan peningkatan nilai hasil belajar peserta, secara statistik tidak meningkat signifikan.Kata kunci: evaluasi, diklat, laboratorium, pemanfaatan, PHPI THE EVALUATION OF LABORATORY UTILIZATION ON FISH QUARANTINE OFFICERS TRAINING IN MARINE AND FISHERIES OFFICERS TRAINING CENTER, MINISTRY OF MARINE AFFAIRS AND FISHERIESAbstractThe laboratory become inseparable in Fish Quarantine Officer Training. Therefore, Marine and Fisheries Officers Training Center (MFO TC) in collaboration with Cirebon Fish Quarantine Office build the fish quarantine laboratorium in MFO TC campus in 2014. This study was conducted to evaluate the lab utilitazion by measure the change of training participans satisfaction in learning media and facilities, participans final grade, and cognitive/knowledge and psychomotor skill enhancement before and after laboratory operationalization. Data were collected by distributed the evaluation questionnaire. The instruments were used in this study valid and reliable according to the result of the instrument’s validity and reability test. T-test two samples for means was used to analyse the differences of measurement before and after laboratory operationalization. Statistically, psychomotor skill enhancement and training participans satisfaction in facilities were significant increased after laboratory operationalization. Knowledge enhancement, training participans satisfaction in learning media and final grade were insignificant increased.Keywords: fish quarantine officer, laboratory, evaluating, utilization, training

Penelitian ini merupakan bagian dari penelitian pengembangan asesmen kinerja literasi sains berbasis STEM pada pembelajaran fisika. Tujuan dari penelitian ini adalah untuk mengungkapkan validitas isi, validitas empiris, dan reliabilitas instrumen asesmen kinerja literasi sains berbasis STEM yang sebelumnya telah disusun. Instrumen yang dikembangkan berupa lembar pengamatan dan tes pilihan ganda. Analisis validitas isi dari lembar pengamatan menggunakan Koefisien V oleh Aiken sedangkan validitas isi instrumen tes dianalisis dengan menggunakan CVI (Content Validity Index) oleh Lawshe. Validitas empiris reliabilitas instrumen tes diestimasi dengan IRT (Item Response Theory). Reliabilitas lembar pengamatan ditentukan dengan ICC (Item Correlation Coefficient). Hasil dari penelitian ini menunjukan bahwa (1) Lembar pengamatan berupa rubrik penskoran dan penilaian diri  terbuktivalid dengan koefisien  V Aiken 0,75 dan reliabel dengan koefisien Reliabilitas Alfa > 0,8 dan ICC yang Excellent. (2) Instrumen tes terbukti realiabel untuk digunakan pada peserta didik dengan kategori sedang sampai dengan tinggi (-0,7 sampai dengan 6,7 ) dengan CVI=1 dan INFIT MNSQ sesuai model Rasch. Berdasarkan hasil penelitian tersebut maka asesmen kinerja Literasi Sains berbasis STEMlayak digunakan.Kata kunci:validitas isi, validitas empiris, asesmen kinerja, literasi sains, STEM VALIDITY AND RELIABILITY INSTRUMENT OF SCIENTIFIC LITERACY PERFORMANCE ASSESSMENT IN PHYSICS TEACHING BASED ON STEMAbstractThis research is part of the development of scientific literacy performance assessment based on STEM in teaching physics. The aim of this research is to reveal the validity (content and also empiric) and reliability of scientific literacy performance assessment instrument based on STEM. The kind of instruments were developed are observational sheet and multiple choice test. The content validity of observational sheet was revealed by used the Aiken’s V Coefficient. The content validity of multiple choice tests was revealed by used Content Validity Index (CVI) which proposed by Lawshe. The empirical validity and reliability of multiple choice tests was revealed by used Item Response Theory Analysis. The reliability of observational sheet was revealed by used ICC (Item Correlation Coefficient) Analysis. The results of this study are the validity from the contents and empirical trials from the developed instruments. The observation sheet from scoring rubric and self-assessment has been valid with Aiken’s V value that exceeds the standard of 0,75. The reliability of the scoring rubric has Alfa Reliability> 0.8 and Excellent of ICC. Validity values from The written test is shown with CVI of 1 and the MNSQ INFIT value which match to the Rasch model. Based on the TIC and SEM graphs, the written test is stated to be reliable for use in students with moderate to high categories (-0.7 to 6.7). STEM-based Science Literacy performance assessment with caloric material is appropriate to use.Keywords: content validity, empirical validity, performance assessment, scientific literacy, STEM

This study aimed to describe (1) the characteristics of items based on the Item Response Theory, (2) the cheating level in the implementation of the national examinartion based on Angoffs B-Index method, Pair 1 method, Pair 2 method, Modified Error Similarity Analysis (MESA) method, and G2 method, (3) the most accurate method to detect the cheating in the mathematics national examination at the senior secondary school level in the academic year of 2015/2016 in East Nusa Tenggara Province. The result of the item response theory analysis showed that 17 (42.5%) items of the mathematics national examination fit with the 3-PL model, with the maximum information function of 58.0128 at 1.6, and the measurement error of 0.1313. The number of pairs detected to be cheating by Angoff’s B-Index method was 63 pairs, that by the Pair 1 method was 52 pairs, that by the Pair 2 method was 141 pairs, that by MESA method was 67 pairs, and that by the G2 method was 183 pairs. The methods which could detect most pairs doing cheating were the G2 method, the Pair 2 method, the MESA method, Angoff’s B-Index method, and the Pair 1 method successively. The methods which could accurately detect cheating based on the computation of the standard error were Angoff’s B-Index method, the G2 method, the MESA method, the Pair 1 method, and the Pair 2 method successively.

Penelitian ini merupakan bagian dari penelitian pengembangan asesmen kinerja literasi sains berbasis STEM pada pembelajaran fisika. Tujuan dari penelitian ini adalah untuk mengungkapkan validitas isi, validitas empiris, dan reliabilitas instrumen asesmen kinerja literasi sains berbasis STEM yang sebelumnya telah disusun. Instrumen yang dikembangkan berupa lembar pengamatan dan tes pilihan ganda. Analisis validitas isi dari lembar pengamatan menggunakan Koefisien V oleh Aiken sedangkan validitas isi instrumen tes dianalisis dengan menggunakan CVI (Content Validity Index) oleh Lawshe. Validitas empiris reliabilitas instrumen tes diestimasi dengan IRT (Item Response Theory). Reliabilitas lembar pengamatan ditentukan dengan ICC (Item Correlation Coefficient). Hasil dari penelitian ini menunjukan bahwa (1) Lembar pengamatan berupa rubrik penskoran dan penilaian diri  terbuktivalid dengan koefisien  V Aiken 0,75 dan reliabel dengan koefisien Reliabilitas Alfa > 0,8 dan ICC yang Excellent. (2) Instrumen tes terbukti realiabel untuk digunakan pada peserta didik dengan kategori sedang sampai dengan tinggi (-0,7 sampai dengan 6,7 ) dengan CVI=1 dan INFIT MNSQ sesuai model Rasch. Berdasarkan hasil penelitian tersebut maka asesmen kinerja Literasi Sains berbasis STEMlayak digunakan.Kata kunci:validitas isi, validitas empiris, asesmen kinerja, literasi sains, STEM VALIDITY AND RELIABILITY INSTRUMENT OF SCIENTIFIC LITERACY PERFORMANCE ASSESSMENT IN PHYSICS TEACHING BASED ON STEMAbstractThis research is part of the development of scientific literacy performance assessment based on STEM in teaching physics. The aim of this research is to reveal the validity (content and also empiric) and reliability of scientific literacy performance assessment instrument based on STEM. The kind of instruments were developed are observational sheet and multiple choice test. The content validity of observational sheet was revealed by used the Aiken’s V Coefficient. The content validity of multiple choice tests was revealed by used Content Validity Index (CVI) which proposed by Lawshe. The empirical validity and reliability of multiple choice tests was revealed by used Item Response Theory Analysis. The reliability of observational sheet was revealed by used ICC (Item Correlation Coefficient) Analysis. The results of this study are the validity from the contents and empirical trials from the developed instruments. The observation sheet from scoring rubric and self-assessment has been valid with Aiken’s V value that exceeds the standard of 0,75. The reliability of the scoring rubric has Alfa Reliability> 0.8 and Excellent of ICC. Validity values from The written test is shown with CVI of 1 and the MNSQ INFIT value which match to the Rasch model. Based on the TIC and SEM graphs, the written test is stated to be reliable for use in students with moderate to high categories (-0.7 to 6.7). STEM-based Science Literacy performance assessment with caloric material is appropriate to use.Keywords: content validity, empirical validity, performance assessment, scientific literacy, STEM

Penelitian ini bertujuan untuk mengevaluasi implementasi kebijakan Program Mahasiswa Wirausaha pada Universitas Brawijaya dan Universitas Negeri Malang di Jawa Timur. Penelitian ini menggunakan pendekatan evaluatif yang berbasis kasus pada kedua universitas pelaksana PMW dengan metode evaluasi program dengan model CIPO. Hasil penelitian menunjukkan: (1) Konteks evaluasi, suatu perencanaan PMW merujuk pada latar belakang, landasan formal dan operasional pelaksanaan, tujuan, dan manfaat bagi pemangku kepentingan dengan capaian evaluasinya tinggi; (2) Input evaluasi, adanya perbedaan mekanisme pengalokasian dana bantuan antara PMW-UB dan PMW-UM yang menyebabkan capaian evaluasinya moderat, sedangkan pada indikator lain capaian evaluasinya tinggi; (3) Proses evaluasi, terdapat enam belas kriteria evaluasi yang berkategori tinggi, enam kriteria evaluasi yang berkategori moderat dan dua kriteria evaluasi yang berkategori rendah; sedangkan (4) Output evaluasi, indikator mahasiswa yang berwirausaha dan unit usaha yang dikembangkan mahasiswa dengan evaluasi capaiannya rendah.Kata kunci: Program Mahasiswa Wirausaha, Model Evaluasi CIPO EVALUATION OF STUDENT ENTREPRENEUR PROGRAM WITH CIPO MODEL IN BRAWIJAYA UNIVERSITY AND THE STATE UNIVERSITY OF MALANGAbstractThis research is aimed at evaluating the implementation of the Student Entrepreneurial Program policies at Brawijaya University and the State University of Malang in East Java. This study uses a case-based evaluative approach at both University, Brawijaya University and the State University of Malang with program evaluation methods. The model used in this research was CIPO model. The results showed: Context evaluation, a PMW planning refers to background, formal foundation and operational implementation, purpose, and benefits for the stakeholders to the achievement of a high evaluation; Input evaluation, the difference in the mechanism of allocating funds between PMW-UB and PMW-UM is causing moderate evaluation outcomes, whereas the other indicators of high achievement evaluation; Process evaluation, there are sixteen high-category evaluation criteria, six criteria of moderate categorization and two low evaluation criteria; and outputs evaluation, indicators student entrepreneurship and business unit developed a student with low achievements evaluation. Keywords: Student Entrepreneurship Program, CIPO Evaluation Model

The study is aimed at finding the differences in students’ academic achievement based on the admission system type to IAIN Batusangkar and the size of the contribution of admission systems to students’ achievement. The study uses the quantitative research approach. The comparative multivariate technique is used for the data analysis. Subjects include 159 student candidates for the local-exam stream, 161 for the national-exam stream, and 123 for the achievement-based stream. Findings show that there is a significant difference in academic achievement between students admitted through the achievement stream and students admitted through the local and national-exam streams. There is no significant difference between the local-exam system and the national-exam system. The contribution of admission systems over academic achievement is 5.4%; specified: 5.2% for Semester I, 2.3% for Semester II, 3.8% for Semester III, 4.1% for Semester IV, and 4.4% for Semester V.

The purpose of this study was to develop and describe the quality and characteristics of an assessment instrument of by name of Qirāatul Kutub. This development research is based on Borg & Gall model. The steps of the development were (1) planning, (2) primary developing product, (3) preliminary field testing, (4) main field testing, and (5) final product revision. The subjects for preliminary field testing were 28 testees for performance test instrument and 96 testees for grammar mastery test derived from students of Darul Huda Islamic Boarding School, whereas the subjects for main field testing were 80 students for performance test instrument and 425 students for grammar mastery test. The research instruments were assessment instrument of Qirāatul Kutub which consisted of performance assessment instrument and grammar mastery essay test, observation and interview guide. The research data were analyzed based on Rasch Model. The results showed that: (1) the results of the development were 12 items of the performance test and 17 items of the grammar mastery test which were fit with the proposed model, (2) the item difficulty of the performance test ranged from -1.32 to 0.99, while for the grammar mastery test from -1.13 to 1.01; (3) the person reliability for the performance test was 0.86, item reliability was 0.97, and Cronbach’s alpha value was 0.97. The grammar mastery test has person reliability 0.97 and item reliability 0.99 with Cronbach’s alpha 0.90; (4) based on the test information function (TIF) and Standard Error of Measurement (SEM), the instruments were found to be good; the performance test and the grammar mastery test were suitable for learners with ability masteries between -4 and 4.