UPSI Digital Repository (UDRep)
|
|
|
Abstract : Universiti Pendidikan Sultan Idris |
Kajian ini bertujuan membina dan menentusahkan instrumen proses matematik murid
(ProM3). Kajian menggunakan model ADDIE melibatkan fasa analisis, reka bentuk,
pembangunan, pelaksanaan serta penilaian. Reka bentuk kajian adalah pembinaan dan
validasi instrumen melibatkan kaedah tinjauan pada fasa penilaian. Dua instrumen
dibangunkan iaitu sampel tugasan berbentuk penyelesaian masalah berkaitan topiktopik
Matematik tingkatan 1 beserta rubrik. Sejumlah 407 murid tingkatan satu
daripada tiga kategori sekolah berasrama penuh terlibat sebagai sampel kajian.
Respon murid bagi tugasan diskor oleh tujuh orang pemeriksa berpandukan rubrik
untuk lima dimensi proses matematik iaitu penyelesaian masalah, penaakulan,
komunikasi, perwakilan dan perkaitan. Hasil analisis penilaian oleh sembilan orang
pakar menunjukkan tugasan dan rubrik mempunyai kesahan kandungan yang tinggi,
dengan nilai CVR dalam julat 0.80 hingga 1.00. Model Rasch pelbagai faset (MFRM)
digunakan bagi menentukan kesahan rubrik ProM3 daripada aspek kebolehan murid,
ketegasan pemeriksa (rater) dan kesukaran item. Rubrik menunjukkan kesahan
konstruk yang baik dengan nilai PTMEA CORR positif (0.32-0.75), dan nilai statistik
fit dalam julat yang boleh diterima (0.5-1.5). Analisis unidimensionaliti menunjukkan
instrumen dapat menerangkan 50.40% daripada kemahiran proses matematik yang
diukur. Skala pemeringkatan juga berfungsi baik dengan saiz selang dalam julat 1.4
hingga 5.0. Sementara itu ukuran kesukaran item (+1.84--2.33 logit) tertabur sepadan
dengan kebolehan murid (+4.75--3.58 logit). Rubrik juga menunjukkan nilai
kebolehpercayaan item (0.99) dan persetujuan yang baik antara pemeriksa (48.7%).
Peta pemboleh ubah menunjukkan responden terbahagi kepada empat tahap
kemahiran proses matematik iaitu Cemerlang (2.46%), Baik (41.77%), Sederhana
(52.58%) dan Lemah (3.19%). Min kemahiran proses matematik murid berada pada
tahap sederhana (-0.38 logit). Kesimpulannya, instrumen yang dibangunkan
mempunyai ciri-ciri psikometrik yang baik bagi mengukur proses matematik murid.
Implikasinya, penggunaan instrumen boleh diperluaskan kepada murid-murid sekolah
menengah dan boleh dijadikan model bagi mengukur kemahiran yang sama untuk
topik-topik yang berlainan. |
References |
Adibah Abdul Latif. (2013). Pembangunan instrumen penilaian akhlak pelajar di Institusi Pengajian Tinggi Awam. Tesis Doktor Falsafah, Universiti Teknologi Malaysia.
Ag. Syahrole Ag. Saman, & Chin Kin Eng. (2017). Solving mathematics word problems through reflection. International journal of academic research in business and socials sciences, 6(12). https://doi.org/10.6007/ijarbss/v6-i12/2497
Agarwal, B. P. K., & Agostinelli, A. (2020). Interleaving in Math: A research-based strategy to boost learning. American Educator, (Spring), 24–40.
Akdemir, E. (2018). Investigating the reflective thinking skills of students for problem solving. The Turkish online journal of educational technology, 1(November), 774–780.
Allred, S. R., Crawford, L. E., Duffy, S., & Smith, J. (2016). Working memory and spatial judgments: Cognitive load increases the central tendency bias. Psychonomic bulletin and review, 23(6), 1825–1831. https://doi.org/10.3758/s13423-016-1039-0
Andrich, D., & Marais, I. (2019). A course in Rasch measurement theory. https://doi.org/https://doi.org/10.1007/978-981-13-7496-8
Ardiyanti, D., & Dinni, S. M. (2018). Aplikasi model Rasch dalam pengembangan instrumen deteksi dini postpartum depression. Jurnal psikologi, 45(2), 81–97. https://doi.org/10.22146/jpsi.29818
Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance (First Edition). California: Corwin Press, Inc.
Ayre, C., & Scally, A. J. (2014). Critical values for Lawshe’s content validity ratio: Revisiting the original methods of calculation. Measurement and evaluation in counseling and development, 47(1), 79–86. https://doi.org/10.1177/0748175613513808
Azizi Ahmad. (2010). Pendekatan alternatif dalam pentaksiran pembelajaran. In Pentaksiran pembelajaran (pp. 79–88). Kuala Lumpur: Dewan Bahasa dan Pustaka.
Azizi Alias, & Kamisah Osman. (2015). Assessing oral communication skills in Science: A rubric development. Asia Pacific Journal of educators and education, 30, 107–122.
Azliza Muhammad. (2019). Pembinaan dan validasi Rubrik Pentaksiran Kendiri Kemahiran Insaniah, e-Persona. Tesis Doktor Falsafah, Universiti Pendidikan Sultan Idris.
Azmanirah Ab Rahman, Jamil Ahmad, Ruhizan Mohammad Yasin, & Nurfirdawati Muhamad Hanafi (2020). The effect of rubric on rater’s severity and bias in tvet laboratory practice assessment: Analysis using many-facet rasch measurement. Journal of technical education and training, 12(1 Special Issue), 57–67. https://doi.org/10.30880/jtet.2020.12.01.006
Azrilah Abd Aziz, Mohd Saidfudin Masodi, & Azami Zaharim. (2013). Asas model pengukuran Rasch. Bangi: Penerbit Universiti Kebangsaan Malaysia.
Baghaei, P. (2011). Validation of a multiple choice English vocabulary test with the Rasch model. 2(5), 1052–1060. https://doi.org/10.4304/jltr.2.5.1052-1060
Barkaoui, K. (2010). Do ESL essay raters’ evaluation criteria change with experience? A mixed-methods, cross-sectional study. TESOL Quarterly, 44, 31- 57. doi:10.5054/tq.2010.214047
Beck, C. T., & Gable, R. K. (2003). Postpartum depression screening scale. Nursing research, 52(5), 296–305.
Beswick, K., & Fraser, S. (2019). Developing mathematics teachers’ 21st century competence for teaching in STEM contexts. ZDM - Mathematics education, 51(6), 955–965. https://doi.org/10.1007/s11858-019-01084-2
Bond, T. G., & Fox, C. M. (2001). Applying the Rasch model: Fundamental measurement in the human sciences(2nd ed.). New Jersey: Lawrence Erlbaum Associate Publishers, London.
Bond, T. G., & Fox, C. M. (2015). Applying the Rasch model: Fundamental measurement in the human sciences (3rd ed.). New York: Routledge Taylor and Francis Group.
Boone, W. J., & Staver, J. R. (2020). Advances in Rasch analyses in the human sciences.
Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch analysis in the human sciences (1st ed.). https://doi.org/10.1007/978-94-007-6857-4
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. In Learning. https://doi.org/10.1145/1734263.1734380
Branch, R. M. (2009). Instructional design: The ADDIE approach. New York: Springer Science + Bussiness Media.
Brentari, E., & Golia, S. (2013). Unidimensionality in the Rasch model: How to detect and interpret. Statistica, 67(3), 253–261. https://doi.org/10.6092/issn.1973-2201/3508
Breyfogle, M. L., & Lynch, C. M. (2010). Van Hiele revisited. Mathematics teaching in the middle school, 16(4), 232–238.
Brookhart, S. M. (2010). General principles for assessing higher-order thinking. In How to assess higher-order thinking skills in your classroom (pp. 17–38).
Bruner, J. (1960). The process of education. New York: Vintage.
Burke, K. (2006). From standards to rubrics in 6 steps: Tools to assessing student learning, K-8. California: Corwin Press.
Burns. N, & Grove, S. K. (1993). The practice of nursing research conduct,critique, and utilization (2nd Ed.). Philadelphia: WB Saunders Company.
Caban, H. L. (2003). Rater group bias in the speaking assessment of four L1 Japanese ESL students. Second Language Studies, 21(2), 1-44.
Cambridge University Press (2008) Facet. In Cambridge advanced learner's dictionary & thesaurus (3rd ed. https://dictionary.cambridge.org/dictionary/english/facet
Cambridge University Press (2008) Validation. In Cambridge advanced learner's dictionary & thesaurus (3rd ed. https://dictionary.cambridge.org/dictionary/english/validation
Carson, J. (2007). A problem with problem solving : Teaching thinking without teaching knowledge. The Mathematics educator, 17(2), 7–14.
Chan, S., Inoue, C., & Taylor, L. (2015). Developing rubrics to assess the readinginto- writing skills: A case study. Assessing writing, 26. https://doi.org/10.1016/j.asw.2015.07.004
Charlesworth, R. (2012). Experiences in Math for young children (6th ed.). Boston: Wardsworth, Cencage Learning.
Chong Sin Yee, Wong Jieh Tze, & Abdul Halim Abdullah. (2017). Pencapaian Matematik TIMSS 1999, 2003, 2007, 2011 dan 2015 : Di mana kedudukan Malaysia dalam kalangan negara Asia Tenggara ? Malaysian Journal of higher order thinking skills in Education, (December).
Chun, L., & Yunnan, X. (2018). A study on rater reliability under holistic and analytic scoring of CEPT writing by using generalizability theory and many-facet Rasch model. Advances in economics, business and management research, 71(Emle), 1013–1019. https://doi.org/10.2991/emle-18.2018.201
Clark, K. K., Pittman, E., & Borko, H. (2005). Strategies for building mathematical communication in the middle school classroom: Modeled in professional development, implemented in the classroom. Current issues in middle level education, 11(2), 1–12.
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of applied psychology, 78(1), 98–104. https://doi.org/10.1037/0021-9010.78.1.98
Costa, A. L. (2004). Habits of mind. Current surgery, 61(1), 101–103. https://doi.org/10.1016/j.cursur.2003.09.009
Costa, A. L., & Kallick, B. (2008). Learning and leading with habits of mind: 16 essential characteristics for success. Alexandria: Association for Supervision and Curriculum Development.
Creswell, J.W (2017). Educational research: Planning, conducting and evaluating quantitative and qualitative research. (5th ed.). Pearson.
Creswell, J. W., & Cresswell, J. D. (2017). Research design: Qualitative, quantitative and mixed methods approaches. (5th ed.). SAGE Publication.
Davis, L. L. (1992). Instrument review: Getting the most from your panel of experts. Applied nursing research, 5(4), 194–197. Retrieved from https://doi.org/10.1016/S0897-1897(05)80008-4
De Ayala, R. J. (2009). The theory and practice of item response theory. https://doi.org/10.1073/pnas.0703993104
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D. C. Heath and Company.
Doerr, H. M., & English, L. D. (2003). A modeling perspective on students’ mathematical reasoning about data. Journal for research in Mathematics education, 34(2), 110–136. https://doi.org/10.2307/30034902
Douven, I. (2018). A Bayesian perspective on likert scales and central tendency. Psychonomic bulletin and review, 25(3), 1203–1211. https://doi.org/10.3758/s13423-017-1344-2
Dumas, D., Alexander, P. A., & Grossnickle, E. M. (2018). Relational reasoning and its manifestations in the educational context : a systematic review of the literature. Educational psychologist review, 25(3), 391–427.
Ebel, R.L. (1965). Measuring educational achievement (ke-2). Eaglewood Cliffs, N.J: Prentice Hall.
Eckes, T. (2005). Examining rater effects in TestDaF writing and speaking performance assessments : A many-facet Rasch analysis. Language assessment quarterly, 2(3), 197–221.
Eckes, T. (2009). Many-facet Rasch measurement. Retrieved from https://www.researchgate.net/publication/228465956
Eckes, T. (2012). Operational rater types in writing assess- ment: Linking rater cognition to rater behavior. Language Assessment Quarterly, 9, 270-292. doi:10.1080/15434303.2 011.649381
Eckes, T. (2015). Introduction to many- facet Rasch measurement : Analyzing and evaluating rater mediated assessment (2nd ed.). https://doi.org/10.3726/978-3- 653-04844-5
Eftah Abdullah, & Abd Aziz Abd Shukor. (2013). Pentaksiran prestasi & pentaksiran rujukan standard dalam bilik darjah. Tanjung Malim.
Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on classroom. New Jersey: Pearson Merril Prentice Hall.
Engelhard, G. (1994). Examining rater errors in the assessment of written composition with a many-faceted Rasch model. 31(2), 93–112.
Engelhard, G., & Wind, S. A. (2018). What is invariant measurement with raters. In invariant measurement with raters and rating scales (First, pp. 10–14). https://doi.org/10.4324/9781315766829-14
Erdem, E., & Gurbuz, R. (2015). An analysis of seventh-grade students’ mathematical reasoning. Cukurova University Faculty of Education Journal, 44(1), 123. https://doi.org/10.14812/cufej.2015.007
Erguvan, I. D., & Dunya, B. A. (2020). Analyzing Rater Severity in A Freshman Composition Course Using Many Facet Rasch Measurement. Language Testing in Asia, 10(1). https://doi.org/10.1186/s40468-020-0098-3
Fanari, R., Meloni, C., & Massidda, D. (2017). Early numerical competence and number line task performance in kindergarteners. 14th International conference on cognition and exploratory learning in digital age, 70–77.
Farah Zahidah Mohd Noor, Siti Adila Mohamad Yazi, & Nor Atiqah Ahmad Zaki. (2017). The implementation of item analysis in community college. Advanced journal of technical and vocational education, 1(4), 50–56. https://doi.org/10.26666/rmp.ajtve.2017.4.11
Farrokhi, F., Esfandiari, R., & Dalili, M. V. (2011). Applying the many-facet Rasch model to detect centrality in self-assessment, peer-assessment and teacher assessment. World applied Sciences journal, 15, 70–77.
Fazura Mohd Noor, Sharifah Norul Akmar Syed Zamri, & Leong Kwan Eu. (2016). Penaakulan perkadaran murid tahun lima dalam topik nisbah dan kadaran. Jurnal pendidikan Malaysia, 41(2), 99–105.
Ferri, R. B. (2015). Mathematical thinking styles - an empirical study. (January 2006).
Fisher. (2007). Rating scale instrument quality criteria. Rasch measurement transaction, 21(1), 1095.
Fox, C. M., & Jones, J. (1998). Uses of Rasch modelling in counselling psychology research. Journal of counselling psychology, 45(1), 30–45.
Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed.). New York: Mc Graw Hill.
Freire, P. (1993). Education for critical consciousness. In The Paulo Freire Reader. https://doi.org/10.1177/074171367402400405
Fuys, D. (1985). Van Hiele levels of thinking in Geometry. Education and urban society, 17(4).
Gainsburg, J. (2008). Real-world connections in secondary mathematics teaching. Journal of Mathematics teacher education, 11(3), 199–219. https://doi.org/10.1007/s10857-007-9070-8
Ghazali Darusalam, & Sufean Hussin. (2018a). Kerangka konseptual dan teoritikal kajian. In Metodologi penyelidikan dalam pendidikan: Amalan dan analisis kajian (Edisi Kedua, pp. 168–221). Kuala Lumpur: Penerbit Universiti Malaya.
Ghazali Darusalam, & Sufean Hussin. (2018b). Kesahan dan kebolehpercayaan. In Metodologi penyelidikan dalam pendidikan: Amalan dan analisis kajian (Edisi Kedua, pp. 117–134). Kuala Lumpur: Penebit Universiti Malaya.
Ghazali Darusalam, & Sufean Hussin. (2018c). Penyelidikan kuantitatif. In Metodologi penyelidikan dalam pendidikan: Amalan dan analisis kajian (Edisi Kedua, pp. 33–448). Kuala Lumpur: Penebit Universiti Malaya.
Ghazi, S. R. (2014). Formal operational stage of Piaget’s cognitive development theory : An implication in learning Mathematics. 17(2), 71–85.
Glasersfeld, E. V. (1984). An introduction to radical constructivism. In The invented reality. New York: Norton.
Glasersfeld, E. V., & Ackermann, E. K. (2011). Reflections on the concept of experience and the role of consciousness. Constructivist foundation, 6(2), 193– 203.
Goldin G.A. (2014). Mathematical representations. In Lerman S. (eds) Encyclopedia of Mathematics education. https://doi.org/10.1007/978-94-007-4978-8_103
Grant, J. S., & Davis, L. L. (1998). Selection and use of content experts for instrument development. Research in nursing health, 20, 269–274.
Gravemeijer, K., Stephan, M., Julie, C., Lin, F. L., & Ohtani, M. (2017). What Mathematics education may prepare students for the society of the future? International journal of Science and Mathematics education, 15, 105–123. https://doi.org/10.1007/s10763-017-9814-6
Griffiths, R., & Clyne, M. (1994). Language in the Mathematics classroom (1st ed.). Armadale, Australia: Eleanor Curtain Publishing.
Guillaume, A. M. (2005). Classroom Mathematics inventory. Pearson Education.
Gulkilik, H., Kaplan, H. A., & Emul, N. (2019). Investigating the relationship between argumentation and proof from a representational perspective. International Journal for Mathematics teaching and learning, 20(2), 131–148.
Habermas, J. (1984). The theory of communicative action 1. Reason and rationalization of society. In Beason press. https://doi.org/10.1017/CBO9781107415324.004
Hanna, G. S., dan Dettmer, P. 2004. Assessment for effective teaching : using contextadaptive planning. Boston: Allyn dan Bacon.
Hecimovich, M. D., Styles, I., & Volet, S. E. (2014). Development and psychometric evaluation of scales to measure professional confidence in manual medicine : A Rasch measurement approach. BMC research notes, 7(388), 1–14.
Hudiya Adzhar, Aidah Abdul Karim, & Muhammad Uzair Sahrin. (2018). Pembangunan instrumen penerimaan e-pembelajaran pelajar pascasiswazah menggunakan analisis Rasch. Jurnal pendidikan Malaysia, 42(2), 147–155. https://doi.org/http: //dx.doi.org/10.17576/JPEn-2017-42.02-08 Pembangunan
Hulse, S. F. 2006. Test Statistics. In Teaching Technicques in the Radiologic Sciences (Vol. 61(2), p. 160). New York: American Society of Radiologi Technologists.
Hung, S., Chen, P., Chen, H., Hung, S., Chen, P., & Chen, H. (2012). Improving creativity performance assessment : A rater effect examination with many-facet Rasch model (February 2015), 37–41. https://doi.org/10.1080/10400419.2012.730331
Hwang, J. E. (2010). Promoting healthy lifestyles with aging : Development and validation of the health enhancement lifestyle profile ( HELP ) using the Rasch measurement model. The American journal of occupational therapy, 64(5). https://doi.org/10.5014/ajot.2010.09088
Intaros, P., Inprasitha, M., & Srisawadi, N. (2014). Students’ problem solving strategies in problem solving-mathematics classroom. Procedia - social and behavioral sciences, 116, 4119–4123. https://doi.org/10.1016/j.sbspro.2014.01.901
Johnson, J. S., & Lim, G. S. (2009). The influence of rater language background on writing performance assessment. Language Testing, 26, 485-505. doi:10.1177/0265532209340186
Johnson, R. L., Penny, J. A., & Gordon, B. (2009). Assessing performance: Designing, scoring, and validating performance tasks. New York: Guilford Press.
Jonassen, D. H. (2004). Learning to solve problems ; An instructional design guide. San Francisco: Pfeiffer.
Jurezak, P. M. (1997). The language and metaphor of Jean Piaget. Educational psychology previea, 9(3), 311–318. https://doi.org/10.1023/A:1024795410368
Kementerian Pendidikan Malaysia. (2015). Dokumen Standard Kurikulum dan Pentaksiran Matematik Tingkatan 1 (Bahagian Pembangunan Kurikulum). Putrajaya: Kementerian Pendidikan Malaysia.
Klerlein, J., & Hervey, S. (2000). Mathematics as a complex problem-solving activity. Retrieved from https://www.generationready.com/mathematics-as-a-complexproblem- solving-activity/
Knoch, U. (2007). Do empirically developed rating scales function differently to conventional rating scales for academic writing? Spaan Fellow Working Papers in Second or Foreign Language Assessment, 5, 1-36.
Kojo, A., Laine, A., & Näveri, L. (2018). How did you solve it? – Teachers’ approaches to guiding mathematics problem solving. International journal on Math, Science and technology education, 6(1), 22–40. https://doi.org/10.31129/LUMAT.6.1.294
Kolb, A. Y., & Kolb, D. A. (2012). Experiential learning theory. In Encyclopedia of the sciences of learning. https://doi.org/10.1007/978-1-4419-1428-6_227
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall, Inc. https://doi.org/10.1016/B978-0-7506-7223- 8.50017-4
Krawec, J. L. (2010). Problem representation and mathematical problem solving of students of varying Math ability. University of Miami.
Lamoureux, E. L., Pesudovs, K., Thumboo, J., & Saw, S. (2009). An evaluation of the reliability and validity of the visual functioning questionnaire ( VF-11 ) using Rasch analysis in an Asian population. Investigative ophthalmology & visual science, (May). https://doi.org/10.1167/iovs.08-2359
Lans, R. M. Van Der, Grift, W. J. C. M. Van De, & Veen, K. Van. (2015). Developing a teacher evaluation instrument to provide formative feedback using student ratings of teaching acts. Educational measurement: Issue and practice, 34(3), 18–27.
Lantz, H. B. (2004). Rubrics for assessing student achievement in science grades K- 12. California: Corwin Press.
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
Lawson, A. E. (1978). The development and validation of a classroom test of formal reasoning. Journal of research in science teaching, 15(1), 11–24.
Lean, G., & Clements, M. A. Ken. (2010). Spatial ability, visual imagery, and Mathematical performance. Educational studies in Mathematics, 12(3), 267–299.
Linacre, J. M. (1999). Investigating rating scale utility. Journal of outcome measurement, 3(2), 103–122.
Linacre, J. M. (2002). Understanding Rasch measurement: Optimizing rating cale category effectiveness. Journal of applied measurement, 3(1), 85–106.
Linacre, J. M. (2015). New approaches to determining reliability and validity. Research quarterly for exercise and sport, 71(November), 129–136. https://doi.org/10.1080/02701367.2000.11082796
Linacre, J. M. (2018). A user’s guide to FACETS Rasch model computer Programs.
Linacre, J. M. (2019). Winsteps help for Rasch analysis 4.4.0.
Linacre, J. M. (2021). Winsteps help for Rasch analysis 4.8.0.
Linacre, J. M. (1994). Sample size and item calibration stability. Rasch measurement transactions, 7(4), 328.
Linacre, J. M. (1997). Guidelines for rating scales and Andrich thresholds. Midwest objective measurement seminar. Retrieved from https://www.rasch.org/rn2.htm
Linacre, J. M. (2003). Rasch power analysis: Size vs. significance: Infit and outfit mean-square and standardized chi-square fit statistic. Rasch measurement transactions, 17(1), 918. Retrieved from https://www.rasch.org/rmt/rmt171n.htm
Linacre, J. M. (2002). What do infit and outfit, mean-square and standardized mean? Rasch Measurement Transactions, 16(2), 878.
Linacre, J. M, & Tennant, A. (2009). More about critical eigenvalue sizes (variances) in standardized-residual principal components analysis (PCA). Rasch measurement transaction, 23(3), 1228.
Linacre J. M. & Wright, (2002). Optimizing rating scale category effectiveness. Journal of Applied Measurement, 3(1), 85-106
Loewenthal, K. M. 2001. An introduction to psychological tests and scales. East Sussex: Psychology Press.
Lunz, M. E. (1997). Performance examinations: Technology for analysis and standard setting. Annual meeting of the National council of measurement in education. https://doi.org/10.1158/1535-7163.mct-16-0142
Lynn, M. R. (1986). Determination and quantification of content validity. Nursing research, 35(6), 382–386.
Matteo, S. (1993). Review of Vico revisited : Orthodoxy, naturalism and science in the "Scienza Nuova. Italica, 70(1), 99–103.
Mazlini Adnan, & Nurul Sarah Jalil. (2016). Keupayaan murid cemerlang akademik tingkatan empat dalam menyelesaikan masalah Algebra bukan rutin. Jurnal pendidikan Sains & Matematik Malaysia, 6(1), 58–67.
McIntire, S. A., & Miller, L. A. 2007. Foundation of Psychological Testing: A Practical Approach (2nd.ed). California: Sage Publications.
Mcleod, S. (2017). Kolb-learning styles. Retrieved from www.simplypsychology.org/learning-kolb.html
McLeod, S. (2018). Bruner. Retrieved from https://www.simplypsychology.org/bruner.html
McNamara, T. F. (1996). Measuring second language performance. London: Longman.
Merriam, B. S. (2001). Case study research in education: A qualitative approach. California: Josey-Bass Inco.
Mezirow, J. (2004). Transformative learning: Theory to practice. New directions for adult and continuing education. https://doi.org/10.1002/ace.7401
Mitcham, E. C. (2015). Teacher capacity and attitude toward data : An examination of the association between teacher beliefs and student performance on the measures of academic progress assessment.
Mohd Uzi Dollah, Noor Shah Saad, Mohd Faizal Nizam lee Abdullah, & Qismullah Yusof. (2016). Penerapan nilai rasionalisme dan objektivisme dalam pengajaran guru Matematik sekolah rendah. Jurnal pendidikan Sains & Matematik Malaysia, 6(2), 85–108.
Moskal, B. M. (2003). Recommendations for developing classroom performance assessments and scoring rubrics. Practical assessment, research & evaluation, 8(14), 1–5.
Murphy, K., & Davidshofer, C. (1998). Psychological testing; Principles and applications (ke-4). New Jersey: Prentice-Hall.
Mushlihah Rohmah, & Sugeng Sutiarso. (2018). Analysis problem solving in mathematical using theory Newman. 14(2), 671–681. https://doi.org/10.12973/ejmste/80630
Myford, C. M., & Wolfe, E. W. (2003). Detecting and measuring rater effects using many-facet Rasch measurement : Part I. Journal of applied measurement, 4(4), 386–422.
Myford, C. M., & Wolfe, E. W. (2004). Detecting and measuring rater effects using many-facet Rasch measurement: Part II. Journal of applied measurement, 5(2), 189–227.
Nielsen, J. B., Kyvsgaard, J. N., Sildorf, S. M., Kreiner, S., & Svensson, J. (2017). Item analysis using Rasch models confirms that the Danish versions of the DISABKIDS ® chronic-generic and diabetes-specific modules are valid and reliable. Health and quality of life outcomes, 1–10. https://doi.org/10.1186/s12955-017-0618-8
Nik Azis Nik Pa. (1999). Pendekatan kontruktivisme radikal dalam pendidikan Matematik. Kuala Lumpur.
Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of students (6th.). Arizona. United States: Pearson.
Noor Akmar Azlan, & Mohd Faizal Nizam Lee Abdullah. (2017). Komunikasi matematik: Penyelesaian masalah dalam pengajaran dan pembelajaran Matematik. Jurnal pendidikan Sains & Matematik Malaysia, 7(1), 16–31.
Noor Lide Abu Kassim. (2011). Judging behaviour and rater errors : An application of the many-facet Rasch model. Gema online journal of language studies, 11(September).
Nor’ain Mohd Tajudin, Marzita Puteh, Mazlini Adnan, Mohd Faizal Nizam Lee Abdullah, & Amalina Ibrahim. (2015). Persepsi dan amalan pengajaran guru Matematik dalam penyelesaian masalah Algebra. Jurnal pendidikan Sains & Matematik Malaysia, 5(2), 12–22.
Nor'ain Mohd Tajudin, & Mohan Chinnappan (2016). Relationship between scientific reasoning skills and mathematics achievement among Malaysian students. Malaysian Journal of Society and Space, 1(1), 96–107.
Nor Mashitah Mohd Radzi. (2017). Pembinaan dan pengesahan instrumen pentaksiran prestasi standard awal pembelajaran dan perkembangan awal kanak-kanak. Tesis Doktor Falsafah, Universiti Malaya.
Nor Syamimi Samsudin, Ismail Samsudin, Ahmad Faisol Yusof, & Mohd Zikri Mohd Zaki. (2018). Improving students learning approach in mathematical thinking through constructivist learning approach with creativity for architecture students. Idealogy, 3(2), 155–164.
Noraini Idris. (2010). Penyelidikan dalam pendidikan. Kuala Lumpur: Mc Graw Hill (Malaysia).
Nordin Abd Razak, & Azadeh Shafaei. (2016). The variation in teaching and learning practices and their contribution to Mathematics performance in PISA 2012. In What can PISA 2012 Data tell us?. Brill Sense.123-157
Nunally J.C. (1978). Psychometric theory. New York: Mc Graw Hill Company.
Nurfirdawati Muhamad Hanafi. (2016). Pembangunan dan penentusahan rubrik pentaksiran prestasi bagi mentaksir projek reka bentuk seni bina di Politeknik Malaysia. Tesis Doktor Falsafah, Universiti Pendidikan Sultan Idris.
Oers, B. Van. (2010). Emergent mathematical thinking in the context of play. (December 2009), 23–37. https://doi.org/10.1007/s10649-009-9225-x
Ojose, B. (2008). Applying Piaget’s theory of cognitive development to Mathematics instruction. The Mathematics educator, 18(1), 26–30.
Onal, H., Inan, M., & Bozkurt, S. (2017). A research on mathematical thinking skills: Mathematical thinking skills of athletes in individual and team sports. 5(9), 133– 139. https://doi.org/10.11114/jets.v5i9.2428
Osadebe, P. U., & Agbure, B. (2018). Assessment of differential item functioning in social studies multiple choice questions in basic education certificate examination. European journal of education studies, 4(9) 236–257. https://doi.org/10.5281/zenodo.1301272
Ostrow, J. (1999). Making problems, creating solutions: Challenging young Mathematicians (1st ed.). Portland, Maine: Stenhouse Publishers.
Pamela, O. (2009). An analysis of the strengths and limitation of qualitative and quantitative research paradigms. Problems of education in the 21st century, 13, 13–18.
Perlman, C. L. (2003). Performance assessment: Designing appropriate performance tasks and scoring rubrics. In The CPS performance assessment idea book. Chicago: Chicago Public Schools.
Pesudovs, K., Burr, J. M., Harley, C., & Elliott, D. B. (2007). The development, assessment, and selection of questionnaires. 84(8), 663–674.
Piaget, J. (2008). Intellectual evolution from adolescence to adulthood 1. Human development, 14, 40–47. https://doi.org/10.1159/000112531
Piaget, J. (1966). The psychology of intelligence and education. Childhood education, 42(9), 528. https://doi.org/10.1080/00094056.1966.10727991
Piaget, J. (2015). The attainment of invariants and reversible operations in the development of thinking. Social research, 51(1), 167–184.
Polya, G. (2002). The goals of mathematical education. Mathematics teaching, 181(December), 42–44.
Ponte, J. P. (2007). Investigations and explorations in the Mathematics classroom. ZDM International journal on Mathematics education, 39(5–6), 419–430. https://doi.org/10.1007/s11858-007-0054-z
Popham, W. J. (2014). Classroom assessment: What teachers need to know. Boston: Pearson Education.
Pound, L. (2008). Thinking and learning about Mathematics in the early years. New York: Routledge Taylor and Francis Group.
Quaigrain, K., & Arhin, A. K. (2017). Using reliability and item analysis to evaluate a teacher-developed test in educational measurement and evaluation. Cogent education, 12(1), 1–11. https://doi.org/10.1080/2331186X.2017.1301013
Raiche, G. (2005). Critical eigenvalue sizes (variances) in standardized residual principal components analysis (PCA). Rasch measurement transaction, 19(1), 1012.
Rasiman, Prasetyowati, D., & Kartinah. (2020). Development of learning videos for junior high school math subject to enhance mathematical reasoning. International journal of education and practice, 8(1), 18–25. https://doi.org/10.18488/journal.61.2020.81.18.25
Ridwan, I. I. (2018). Rasch model validation of an instrument to measure students’ attitude towards learning embedded systems design course. (February).
Rothstein, A., Rothstein, E., & Lauber, G. (2007). Write for Mathematics (2nd ed.). California, USA: Corwin Press.
Rubio, D. M., Berg-Weger, M., & Tebb, S. (2003). Objectifying content validity: Conducting a content validity study in social work research. Social work research, 27(June 2015). https://doi.org/10.1093/swr/27.2.94
Russian, M. K., & Airasian, P. W. (2012). Classroom assessment: Concepts and application (Seventh). Boston: Mc Graw Hill.
Samir, A., & Tabatabaee-yazdi, M. (2020). Translation quality assessment rubric : A Rasch model-based validation. International Journal of Language Testing, 10(October).
Schaefer, E. (2008). Rater bias patterns in an EFL writing assessment. Language Testing, 25, 465-493. doi:10.1177/ 0265532208094273
Scheel, C., Mecham, J., Zuccarello, V., & Mattes, R. (2018). An evaluation of the inter-rater and intra-rater reliability of OccuPro’s functional capacity evaluation. 60, 465–473. https://doi.org/10.3233/WOR-182754
Schoenfeld, A. H. (1987). Cognitive Science and Mathematics education. Hillsdale, NJ: Lawrence Erlbaum Associates.
Schoenfeld, A. H. (2007). Problem solving in the United States, 1970–2008: Research and theory, practice and politics. Zdm Mathematics education, 39(5–6), 537–551. https://doi.org/10.1007/s11858-007-0038-z
Schoenfeld, A. H. (2013). Reflections on problem solving theory and practice. The Mathematics enthusiast, 10(1).
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic.
Scusa, T. (2008). Five processes of mathematical thinking (University of Nebraska- Lincoln). Retrieved from http://digitalcommons.unl.edu/mathmidsummative/38
Shara Nor Raifana, Noor Shah Saad, & Mohd Uzi Dollah. (2016). Analisis jenis kesilapan melalui kaedah Newman error dalam penyelesaian masalah berayat Matematik dalam kalangan murid tahun 5. Jurnal pendidikan Sains & Matematik Malaysia, 6(2).
Shirazi, M. A. (2019). For a greater good: Bias analysis in writing assessment. SAGE Open, 9(1). https://doi.org/10.1177/2158244018822377
Siti Eshah Mokshein, Haliza Ishak, & Hishamuddin Ahmad. (2019). The use of Rasch measurement model in English testing. Cakrawala pendidikan, 38(1), 16–32. https://doi.org/10.21831/cp.v38i1.22750
Siti Rahayah Ariffin, Rodiah Idris, & Noriah Mohd Ishak. (2010). Differential item functioning in Malaysian Generic Skills Instrument (MyGSI). Jurnal pendidikan Malaysia, 35(1), 1–10.
Sjoblom, M. (2015). Promoting student to student interactions in Mathematics. Holmbergs, Malmo University.
Smith, E. V. J., Conrad, K. M., Chang, K., & Piazza, J. (2002). An introduction to Rasch measurement for scale development and person assessment. 10(3), 189– 206.
Stacey, K. (2014). What is mathematical thinking and why is it important? (June).
Stergar, C. (2005). Performance task, checklist and rubrics. Illinois: Pearson Education.
Subramaniam, M. (2017). Pemahaman murid tahun lima tentang luas segi empat. Universiti Malaya.
Sujadi, I., & Masamah, U. (2017). Mathematical reflective thinking processes of senior high school students. Social Sciences and Humanities, 25, 115–126.
Sukmadewi, T. S. (2014). Improving students’ mathematical thinking and disposition through probing and pushing questions. Jurnal matematika integratif, 10(2), 127. https://doi.org/10.24198/jmi.v10.n2.10255.127-138
Surayah Zaidon, Aminah Ayob, & Othman Ikhsan. (2014). Pembinaan rubrik penilaian penulisan kanak-kanak. 7, 86–95.
Syahputra, E. (2013). Peningkatan kemampuan spasial siswa melalui penerapan pembelajaran matematika realistik. Jurnal cakrawala pendidikan, 3(3), 353–364. https://doi.org/10.21831/cp.v3i3.1624
Syed Abdul Hakim Syed Zainuddin, & Mohini Mohamed. (2010). Keupayaan dan sikap dalam menyelesaikan masalah matematik bukan rutin. Jurnal teknologi, 53, 47–62.
Tarzimah Tambychik, & Thamby Subahan Mohd Meerah (2010). Students’ difficulties in Mathematics problem-solving : What do they say ? 8(5), 142–151. https://doi.org/10.1016/j.sbspro.2010.12.020
Testa, S., Toscano, A., Rosato, R., & Green, K. E. (2018). Distractor efficiency in an item pool for a statistics classroom exam: Assessing its relation with item cognitive level classified according to Bloom’s taxonomy. Quantitative psychology and measurement, 9(August), 1–12. https://doi.org/10.3389/fpsyg.2018.01585
Tuan Siti Humaira Tuan Hashim, & Mohamad Amir Shah Ahmad. (2016). Analisis kesalahan Newman dalam penyelesaian masalah Matematik Tahun 3. Jurnal pendidikan Sains & Matematik Malaysia Vol 6, 6(2), 69–84.
Tuckman, B. W. 1999. Conducting Educational Research (5th ed.). Forth Worth : Harcourt Brace College.
Van Zile-Tamsen, C. (2017). Using Rasch analysis to inform rating scale development. Research in higher education, 58(8), 922–933. https://doi.org/10.1007/s11162-017-9448-0
Veloo, A. (2010). Hubungan di antara orientasi pembelajaran Matematik (OPM) dengan pencapaian Matematik. Asia Pacific journal of educators and education, 25, 33–51.
Verhelst, N. (2001). Testing the unidimensionality assumption of the Rasch model. MPR-Online, 6(3), 231–271.
Wen, T. K., Nor’ain Mohd Tajudin, & Rohidah Masri. (2017). Pembinaan item dalam bidang perkaitan bagi mata pelajaran Matematik tingkatan empat berdasarkan model taksonomi pemprosesan maklumat. Jurnal pendidikan Sains & Matematik Malaysia, 7(2), 1–18.
Wigglesworth, G. (1993). Exploring bias analysis as a tool for improv- ing rater consistency in assessing oral interaction. Language Testing, 10, 305-335. doi:10.1177/026553229301000306
Wilson, H. . (1989). Research in nursing (2nd ed.). Redwood City CA: Addison‐Wesley.
Wind, S. A. (2019). Examining the impacts of rater effects in performance assessments. Applied psychological measurement, 43(2), 159–171. https://doi.org/10.1177/0146621618789391
Wood, T. (2001). Teaching differently : Creating opportunities for learning Mathematics. Theory into practice, 40(2), 110–117. https://doi.org/10.1207/s15430421tip4002
Wright, B. D., & Linacre, J. M. (1989). Observations are always ordinal; measurements, however, must be interval. Archives of physical medicine and rehabilitation, 70(12), 857–860.
Wright, B. D., & Linacre, J. M. (1994). Reasonable mean-square fit values. Rasch measurement transactions, 8(3), 370. Retrieved from https://www.rasch.org/rmt/rmt83b.htm
Wright, B. D., & Masters, G. N. (1982). Rating scale analysis Rasch measurement. Chicago: MESA Press Chicago.
Wright, B. D., & Stone, M. H. (1979). Best test design. Chicago: MESA Press Chicago.
Wright, B. D, Perkins, K., & Dorsey, J. K. (2000). Rasch measurement instead of regression. Multiple linear regression viewpoints, 26(2).
Yilmaz, F. (2017). Analysis of the rater effects in the rating of diagnostic trees prepared by teacher candidates by the many-facet Rasch model. Journal of education and practice, 8(18), 174–184. Retrieved from https://www.researchgate.net/publication/333162837
Yin, K. R. (1994). Case study research: Design and methods. Newbury Park, California: Sage Publication.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3–17.
|
This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |