UNIVERSITAS NEGERI YOGYAKARTA
LEMBAGA PENELITIAN DAN PENGABDIAN KEPADA MASYARAKAT
PUSAT PENELITIAN KEBIJAKAN DAN SISTEM PENGUJIAN PENDIDIKAN
No. 1226/ UN34.21/ TU/ 2012
Diberikan kepada
Dr. SamsuC 3~fadi
atas peran sertanya sebagai
v
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h
\ $ r * i n t: i«
dalam acara "WORKSHOP PENENTUAN STANDARD SETTING BAGI GURU SM K KELOM POK TEKNOLOGI DAN REKAYASA"
yang diselenggarakan oleh Pusat Penelitian Kebijakan dan Sistem Pengujian Pendidikan LPPM UNY
pada tanggal 29 Desember 2012
Yogyakarta, 29 Desember 2012
MENENTUKAN BATAS KELULUSAN (STANDARD SETTING)
DENGAN METODE ANGOFF
M a k a l a h D i s a m p a i a n p a d a W o r k s h o p P e n e n t u a n
Standard Setting
B a g i G u r u S M K K e l o m p o k T e k n o l o g i d a n R e k a y a s aO le h :
S a m s u l H a d i
H e r i R e t n o w a t i
S u d ji M u n a d i
Pusat Penelitian Kebijakan dan Sistem Pengujian Pendidikan
Lembaga Penelitian dan Pengabdian Kepada Masyarakat
UNIVERSITAS NEGERI YOGYAKARTA
MENENTUKAN BATAS KELULUSAN (STANDARD SETTING)
DENGAN METODE ANGOFF *)
O le h :
S a m s u l H a d i, H e r i R e t n o w a t i , d a n S u d ji M u n a d i
Pusbijadikbangsisjian LPPM UNY
Pendahuluan
P e n i l a i a n p a d a k u r i k u l u m b e r b a s i s k o m p e t e n s i m e n g g u n a k a n a c u a n k r i t e r i a .
A s u m s i y a n g d i g u n a k a n p a d a a c u a n k r i t e r i a a d a l a h s e t i a p p e s e r t a d i d i k d a p a t b e l a j a r
p e l a j a r a n a p a s a ja , h a n y a w a k t u n y a y a n g b e r b e d a . H a s i l p e n i l a i a n a c u a n k r i t e r i a
a d a l a h lu l u s d a n t i d a k lu lu s . P e n e t a p a n s k o r b a t a s lu l u s a ta u d i k e n a l d e n g a n
p e n e t a p a n s t a n d a r k e l u l u s a n d a p a t d i l a k u k a n m e l a l u i
judgement.
P e n e t a p a n d e n g a nc a r a i n i m e m i l i k i k e l e m a h a n , y a it u t i d a k b e r d a s a r k a n d a t a e m p i r i k d a n p r o s e d u r y a n g
t e l a h t e r u j i d i l a p a n g a n . U n t u k it u p e r l u d i c a r i c a r a y a n g d a p a t d i p e r t a n g g u n g
j a w a b k a n d a r i t e o r i p e n g u k u r a n .
P e m e r i n t a h t e l a h m e n e r b i t k a n P e r a t u r a n P e m e r i n t a h N o 1 9 t a h u n 2 0 0 5 t e n t a n g
S t a n d a r N a s i o n a l P e n d i d i k a n d a l a m r a n g k a m e n i n g k a t k a n k u a l i t a s p e n d i d i k a n . P P
t e r s e b u t m e n c a k u p 8 s t a n d a r n a s i o n a l p e n d i d i k a n . S a la h s a tu s t a n d a r n a s i o n a l
p e n d i d i k a n y a n g p e n t i n g a d a l a h s t a n d a r k o m p e t e n s i l u l u s a n ( S K L ) , y a it u k e m a m p u a n
m i n i m u m y a n g h a r u s d i m i l i k i p e s e r t a d i d i k y a n g l u l u s d a r i s u a tu j e n j a n g p e n d id ik a n .
K o m p e t e n i l u l u s a n a d a l a h k e m a m p u a n m i n i m u m y a n g h a r u s d i c a p a i p e s e r t a d id ik .
S K L i n i m e n j a d i a c u a n d a l a m m e n y u s u n k i s i - k i s i u j i a n a k h i r j e n j a n g
p e n d id ik a n . K i s i - k i s i i n i d i g u n a k a n s e b a g a i a c u a n u n t u k m e n u l i s s o a l u j i a n . S ia p a
s a j a y a n g m e n y u s u n s o a l a p a b i l a m e n g g u n a k a n k i s i - k i s i y a n g s a m a a k a n m e n g h a s i l
* ) M a t e r i d i s a m p a i k a n p a d a W o r k s h o p P e n e n t u a n
Standard Setting
B a g i G u r u S m kK e l o m p o k T e k n o l o g i d a n R e k a y a s a p a d a ta n g g a l 2 9 D e s e m b e r 2 0 1 2 d i L P P M
k a n s o a l y a n g r e l a t i f s a m a . S o a l i n i d a p a t d i g u n a k a n u n t u k u ji a n , d a n s k o r y a n g
d i p e r o l e h d a p a t d i b a n d i n g k a n a n t a r s i s w a a ta u a n t a r s e k o la h . O l e h k a r e n a it u d a l a m
m e n y i a p k a n s o a l u ji a n , k i s i - k i s i u j i a n h a r u s j e l a s , s e h i n g g a s o a l u j i a n d a p a t
d i k e m b a n g k a n l e b i h b a ik .
U j i a n N a s i o n a l ( U N ) y a n g d i l a k s a n a k a n d i I n d o n e s i a b a i k it u b e r n a m a
E v a l u a s i B e l a j a r T a h a p A k h i r ( E b ta n a s ) m a u p u n U j i a n A k h i r N a s i o n a l ( U A N )
m e r u p a k a n s a la h s a tu p r o s e s p e n g u k u r a n h a s i l b e l a j a r y a n g t e l a h d i l a k s a n a k a n s e c a r a
n a s i o n a l . A d a p u n t u j u a n n y a s e b a g a i b e r i k u t : ( 1 ) u n t u k m e m p e r o l e h i n f o r m a s i
t e n t a n g m u t u h a s i l p e n d i d i k a n s e c a r a n a s i o n a l , ( 2 ) m e n g u k u r p e n c a p a i a n h a s i l b e l a j a r
s i s w a b a i k s e k o l a h / m a d r a s a h n e g e r i m a u p u n s w a s ta , ( 3 ) m e m p e r o l e h g a m b a r a n
p e r b a n d i n g a n m u tu p e n d i d i k a n p a d a s e k o l a h m a d r a s a h , a n t a r s e k o l a h / m a d r a s a h , d a n
a n t a r w i l a y a h d a r i t a h u n k e t a h u n , ( 4 ) m e n j a d i b a h a n p e n e n t u a n k e b i j a k a n p e m b i n a a n
s e k o l a h / m a d r a s a h , ( 5 ) s e b a g a i b a h a n p e r t i m b a n g a n d a l a m m e m b e r i k a n S u r a t T a n d a
T a m a t B e l a j a r d a n s e l e k s i m a s u k k e j e n j a n g p e n d i d i k a n y a n g l e b i h t in g g i.
M e s k i p u n p e l a k s a n a a n U N a d a y a n g p r o d a n k o n t r a , b a t a s lu l u s
(cut o f score)
U N d i t e n t u k a n m e n g g u n a k a n k e b i j a k a n . P a d a t a h u n 2 0 0 5 , b a t a s lu l u s y a n g
d i t e n t u k a n 4 ,0 1 . U n t u k t a h u n 2 0 0 6 d a n 2 0 0 7 , b a t a s lu l u s s e l a n j u t n y a d i t i n g k a t k a n
m e n j a d i 4 , 2 6 . B a t a s lu l u s i n i d i b e r l a k u k a n u n t u k t i g a m a t a p e l a j a r a n , y a k n i b a h a s a
I n d o n e s i a , m a t e m a t i k a d a n b a h a s a I n g g r is . N i l a i 4 ,0 1 m a u p u n 4 , 2 6 m e r u p a k a n b a ta s
y a n g r e l a t i f r e n d a h d i b a n d i n g k a n b a t a s l u l u s n e g a r a - n e g a r a l a i n n y a , n a m u n d e m i k i a n
m a s y a r a k a t m e r e s p o n n y a d e n g a n p e n u h k e c e m a s a n d a n k e r e s a h a n , d a n b a ta s in i
d i a n g g a p t e r l a l u t i n g g i. P a d a b a t a s lu lu s u n t u k m a t a p e l a j a r a n m a t e m a t i k a , b i l a n g a n -
b i l a n g a n a k a n m e n j a d i s a n g a t s e n s it if . H a l i n i t e r k a i t d e n g a n m a t a p e l a j a r a n i n i y a n g
d i a n g g a p s u li t, s e h i n g g a m e n j a d i p e n y e b a b s i s w a t i d a k lu l u s d i s u a t u j e n j a n g s e k o la h .
D a l a m p e l a k s a n a a n p e n d i d i k a n , s e la lu a d a h a r a p a n p e s e r t a d i d i k y a n g
m e n e m p u h U N t e t a p d a p a t lu l u s s e s u a i d e n g a n t i n g k a t k e m a m p u a n n y a d a n
m e m e n u h i s t a n d a r k o m p e t e n s i l u l u s a n y a n g t e l a h d i t e n t u k a n . T e r k a i t d e n g a n h a l in i,
p e m e r i n t a h s e m a ta , n a m u n j u g a h a r u s b e r d a s a r k a n d a t a e m p i r i s y a n g a d a a t a u
b e r d a s a r k a n k e m a m p u a n s is w a . K e m a m p u a n s i s w a i n i d a p a t d i e s t i m a s i b e r d a s a r k a n
p o l a r e s p o n s p e s e r t a d i d i k y a n g d i b e r i k a n t e r h a d a p U A N . S e l a n j u t n y a p e r m a s a l a h a n
y a n g t i m b u l y a k n i “ b e r a p a k a h b a t a s lu l u s u j i a n m a t e m a t i k a b e r d a s a r k a n te s
m a t e m a t i k a y a n g t e r s t a n d a r ( U N m i s a l n y a ) ? ” U n t u k m e n j a w a b p e r m a s a l a h a n in i,
d i p e r l u k a n p e n e l i t i a n u n t u k m e n e n t u k a n b a t a s lu l u s
(cut o f score)
U j i a n n a s i o n a l a ta uk r i t e r i a k e t u n t a s a n m i n im a l. P a d a m a k a l a h i n i a k a n d i s a j i k a n m e t o d e m e n e n t u k a n
b a t a s lu l u s d e n g a n m e t o d e A n g o f f y a n g b e r b a s i s te s .
Pengertian Kriteria Kelulusan
D e f i n i s i te n t a n g
standard
t e l a h b a n y a k d i k e m u k a k a n p a r a p a k a r d a n j u g ad e f i n i s i m e n u r u t k a m u s .
Standard
d a p a t d i a r t i k a n s e b a g a i u k u r a n a ta u p a t o k a n y a n gd i s e p a k a t i .
Standard setting
a d a l a h p r o s e s m e n e n t u k a ncut score
t e r h a d a p i n s t r u m e np e n d i d i k a n a ta u p s i k o l l o g i u n t u k m e n j a w a b p e r t a n y a a n “ s e b e r a p a b a g u s y a n g d i s e b u t
c u k u p b a g u s ” ( G e o r g e E n g e lh a r d , J r . d a n S t e p h e n E . C r a m e r , 1 9 9 5 d a l a m W il s o n ,
d k k ; 1 9 9 7 ).
K o m p o n e n e s e n s i a l d a r i
standard setting
m e l a l u ijudgment
s e p e r t i y a n gd i k e m u k a k a n o le h A n g o f f ( 1 9 7 1 ) , E b e l ( 1 9 7 2 ) , J a e g e r ( 1 9 8 2 ) , a n d N e d e l s k y ( 1 9 5 4 )
a d a l a h p a n e l i s a ta u p e n i l a i a h li ( P la k e , M e l i c a n , & M i l l s , 1 9 9 1 ). J a e g e r ( 1 9 9 1 )
m e n g i d e n t i f i k a s i d e l a p a n k u a l i f i k a s i a h l i b i d a n g s t u d i
(Subject Matter Expert,
S M E )y a k n i ( 1 ) t e r b a i k d a l a m b i d a n g s p e s i a l i s a s i n y a ; ( 2 ) m e m i l i k i w a w a s a n y a n g lu a s
d a l a m b i d a n g k e a h l i a n n y a ; ( 3 ) m e m i l i k i k e m a m p u a n m e n y e l e s a i k a n m a s a l a h d e n g a n
c e p a t s e s u a i b i d a n g n y a ; ( 4 ) m a m p u m e n g k a j i s e c a r a m e n d a l a m l e v e l k o n s e p t u a l
d a l a m b i d a n g n y a d i b a n d i n g k a n o r a n g b a r u ; ( 5 ) m e n g a n a l i s i s p r o b l e m - p r o b l e m d a l a m
b i d a n g n y a s e c a r a k u a l i t a t i f ; ( 6 ) m e n i l a i p r o b l e m s e c a r a l e b i h a k u r a t d i b a n d i n g k a n
o r a n g b a r u ; d a n ( 8 ) m e m p u n y a i d a y a i n g a t s e m a n t i k y a n g l e b i k k o m p le k s .
Standard setting
a d a l a h p r o s e s y a n g d i g u n a k a n u n t u k m e n e n t u k a n a ta u m e m i l i hp e n g e m b a n g a n te s ,
standard setting
m e r u p a k a n t a h a p a n y a n g l e b i h d e k a t p a d a s e n id a r i p a d a s a in s ( il m u p e n g e t a h u a n ) ; s e d a n g m e t o d e s t a t i s t i k y a n g s e r in g d i g u n a k a n d i
d a l a m p e l a k s a n a a n s u a tu
standard setting,
j u g a l e b i h b a n y a k m e l a l u i p e r t i m b a n g a nd a n a ta u k e b i j a k a n . H a t t i e & B r o w n ( 2 0 0 3 ) m e n y a t a k a n b a h w a
setting performance
standard
m e r u p a k a n s u a t u p r o s e s m e m i n t a p e r t i m b a n g a n r a s i o n a l d a r i p a r a a h li y a n g( a ) m e m i l i k i p e n g e t a h u a n t e n t a n g k e b u t u h a n a k a n te s d a n a s e s m e n y a n g in g i n
d i t e t a p k a n s ta n d a r n y a ; ( b ) m e m a h a m i m a k n a s k o r p a d a l e v e l y a n g b e r v a r i a s i p a d a
s k a la y a n g d i g u n a k a n u n t u k m e n y i m p u l k a n p e r f o r m a n s i p e s e r t a t e s ; d a n ( c )
m e m a h a m i s e p e n u h n y a b a t a s a n t e n t a n g p r e s t a s i y a n g b e r h u b u n g a n d e n g a n s t a n d a r
p e r f o r m a n s i y a n g d i m i n t a k a n k e p a d a m e r e k a u n t u k d i t e t a p k a n .
Metode Standard Setting
T e r d a p a t l e b i h d a r i 3 0 m e t o d e m e n e n t u k a n
standard setting
y a n g b e r b e d a d a nt e l a h d i u r a i k a n d i d a l a m b e r b a g a i l i t e r a t u r p e n g u k u r a n ( G la s s , 1 9 7 8 ; H a m b l e t o n ,
1 9 8 0 ; J a e g e r , 1 9 7 9 ) . M e t o d e d a l a m
standard setting
d i b e d a k a n m e n j a d i e m p a t ,standard setting
b e r d a s a r k a n p a d a m a te r i , b u t i r / t e s y a n g d i g u n a k a n , b e r d a s a r k a n p a d ap e s e r t a te s
(examenee)
d a n b e r d a s a r k a n k e b i j a k a n(judgement
).a. M e t o d e b e r p u s a t p a d a i t e m /t e s
T e s d i a n g g a p s e b a g a i s e k u m p u l a n b u t i r
(item pool).
M e t o d e y a n g b e r p u s a tp a d a te s in i l e b i h c e n d e r u n g m e n g g u n a k a n p e n d e k a t a n k la s i k .
M e t o d e b e r p u s a t p a d a te s m i s a l n y a :
1) m e t o d e N e d e l s k y ( b e r d a s a r k a n b a n y a k n y a p i l i h a n ( o p ti o n ) e s e n s i a l y a n g
m e m p u n y a i f u n g s i) ,
2 ) p e n i l a i a n p r o f e s s i o n a l ( b e b e r a p a p r o f e s s i o n a l d i m i n t a m e n il a i, k e m u d i a n s e c a r a
i n t u i t i f m e n e t a p k a n p e s e r t a m a n a y a n g s u d a h d a n b e l u m m e n g u a s a i w i l a y a h
3 ) m e t o d e A n g o f f ( b e b e r a p a
rater
m e n e t a p k a ncut o f score
b e r d a s a r k a n p e r k i r a a np e l u a n g m e n j a w a b b e n a r te r h a d a p b u t i r y a n g d i k e l o m p o k k a n b e r d a s a r k a n t i n g k a t
k e s u li ta n ) .
4 ) m e t o d e E b e l ( m e r u p a k a n p e r b a i k a n d a r i m e t o d e A n g o f f , d e n g a n
m e m p e r t i m b a n g k a n t i n g k a t k e s u k a r a n b u t i r d a n r e l e v a n s i is i.
U n t u k m e t o d e b e r p u s a t p a d a it e m , l e b i h c e n d e r u n g m e n g g u n a k a n p e n d e k a t a n
t e o r i r e s p o n s b u ti r , y a k n i :
1) m e t o d e
Bookmark
( p e r b a i k a n m e t o d e A n g o f f , d e n g a n m e m p e r t i m b a n g k a np a r a m e t e r b u ti r )
2 ) m e t o d e p e m e t a a n b u t i r (
item mapping
) y a n g m e m p e r t i m b a n g k a n p a r a m e t e r -p a r a m e t e r b u t i r h a s i l e s ti m a s i.
P a d a m a k a l a h i n i a k a n d ib a h a s t e n t a n g m e t o d e A n g o f f s a ja .
Metode Angoff Tradisional (1971)
P a d a m e t o d e A n g o f f k l a s i k ( 1 9 7 1 ) , p a n e l i s d i m i n t a u n t u k b e r p i k i r t e n t a n g
s u a t u k e l o m p o k p e s e r t a te s d a n m e n g e s t i m a s i p r o p o r s i d a r i m e r e k a y a n g a k a n d a p a t
m e n j a w a b i t e m d e n g a n t e p a t . K e m u n g k i n a n i n i k e m u d i a n d i j u m l a h k a n u n t u k s e m u a
it e m u n t u k m e m p e r o l e h
passing score
m i n i m u m . R e r a t acut-off score
m e r u p a k a ncutting score
f i n a l u n t u k s e b u a h te s . D e n g a n k a t a l a i n b a h w a , k o n s e n s u s d a r i s e m u ap e n i l a i a n a h l i m e n j a d i
passing score
m in im u m .K e u n g g u l a n m e t o d e A n g o f f d i b a n d i n g d e n g a n p r o s e d u r y a n g l a i n ( I m p a r a ,
2 0 0 0 : 2 d a n G o o d w in , 1 9 9 6 :2 5 3 ) a d a l a h p r o s e d u r n y a s e d e r h a n a d a n m u d a h
d i l a k s a n a k a n , k a r e n a n y a r e l i a b i l i t a s a s e s m e n i n t r a d a n i n t e r
judgement
m e n j a d it i n g g i. M e t o d a i n i m e n g g u n a k a n s t a t i s t i k s e d e r h a n a y a n g m u d a h d i h i t u n g d a n
d ip a h a m i. M e t o d e A n g o f f d a p a t d i l a k s a n a k a n s e b a g a i b e r i k u t ( b u t e - i n d u c t i o n . s t -
a n d r e w s .a c .u k / , 2 0 0 9 ) :
b.
S e ti a p p a n e l i s s e c a r a i n d i v i d u m e n g e s t i m a s i p e r s e n t a s e s e k e l o m p o k p e s e r t a te sy a n g d a p a t m e n j a w a b b u t i r s o a l d e n g a n b e n a r .
c.
P a n e li s m e n d i s k u s i k a n h a s i l e s t i m a s i m e r e k a .d.
S e ti a p h a s i l e s t i m a s i d i t a b u l a s i k a n d a n d i h i t u n g r a t a - r a t a n y a .e.
U r u t a n d i a ta s d i u l a n g u n t u k s e m u a b u t i r s o a l.f.
R a t a - r a t a h a s i l e s t i m a s i s e ti a p b u t i r d i j u m l a h d a n d i r a t a - r a t a k a n k e m b a l i u n t u km e m p e r o l e h
cutpoint.
Metode Extended Angoff (1997)
U n t u k m e n y e d e r h a n a k a n p r o s e s p a d a m e t o d e A n g o f f , I m p a r a d a n P la k e
( 1 9 9 7 ) m e n g u s u l k a n a g a r p a n e li s m e m u t u s k a n a p a k a h p e s e r t a u j i a n s e c a r a i n d i v i d u a l
m a m p u a ta u t i d a k m a m p u m e n j a w a b b u t i r s o a l d e n g a n b e n a r ( S ta h l , 2 0 0 8 ) . C a r a in i
d i n a m a k a n p r o s e d u r Y A / T I D A K . J a w a b a n d i s k o r 1 b i l a y a d a n d i s k o r 0 j i k a ti d a k .
S k o r d i p e r o l e h d a r i t i a p b u t i r s o a l k e m u d i a n d i j u m l a h d a n h a s i l n y a d i n a m a k a n
s e b a g a i K r i t e r i a K e l u l u s a n M i n i m a l ( K K M ) a ta u
Minimum Passing Level
( M P L ) d a r ip a n e li s . R a t a - r a t a K K M d a r i s e k e l o m p o k p a n e l i s m e r u p a k a n b a t a s k e l u l u s a n f in a l.
R a s i o n a l d a r i m o d i f i k a s i i n i a d a l a h a k a n l e b i h m u d a h b a g i p a n e li s
m e m p e r k i r a k a n k e m a m p u a n s a tu p e s e r t a u j i a n d a r i p a d a k e m a m p u a n s e k u m p u l a n
p e s e r t a u ji a n , s e l a i n it u m e n j a w a b Y A / T I D A K l e b i h m u d a h d i l a k u k a n d a r i p a d a
m e n g h i t u n g p e r s e n t a s e ( R ic k e r , 2 0 0 9 ) .
Pelaksanaan Penentuan Standard Setting
P a d a p e l a k s a n a a n s t a n d a r d s e tt in g d e n g a n m e t o d e A n g o f f , a d a b e b e r a p a h a l
y a n g d i p e r l u k a n y a i t u :
1. P a n e li s , y a it u g u r u m a t e m a t i k a y a n g a h li d i b id a n g t e r s e b u t d a n m e m p u n y a i
p e n g a l a m a n m e n g a j a r y a n g c u k u p la m a , m i s a l n y a 1 0 ta h u n . P a n e l i s y a n g
r e n d a h , s e d a n g , d a n t i n g g i, j u g a m e w a k i l i k e t e r w a k i l a n d a e r a h , y a k n i d e s a
a ta u p in g g i r a n , d a n k o ta .
2 . T e s m a t e m a t i k a y a n g te r s t a n d a r , m i s a l n y a p e r a n g k a t U N m a t a p e l a j a r a n
m a te m a ti k a .
3 . K u r ik u lu m , y a n g m e m u a t S t a n d a r K o m p e t e n s i d a n K o m p e t e n s i D a s a r u n t u k
m e m b u a t d e s k r i p s i t e n t a n g h a l - h a l / i n d i k a t o r y a n g d i u k u r o le h s u a t u b u ti r .
4 . I n s t r u m e n u n t u k m e n u l i s k a n p e n d a p a t p a n e l i s t e n t a n g s u a t u b u ti r . I n s t r u m e n
y a n g d a p a t d i b u a t b e r u p a t a b e l , m i s a l n y a s e p e r t i y a n g d i s a j i k a n p a d a T a b e l 1.
P e n e n t u a n
Standard Setting
d i l a k u k a n d e n g a n 3 t a h a p , y a it u p e l a t i h a n k e p a d ap a n e li s , p u t a r a n 1 d a n p u t a r a n 2 . P a d a t i a p s e l, p a n e l i s m e n g i s i k a n p e l u a n g
m e n j a w a b b e n a r t i a p b u t i r y a n g d a p a t d i c a p a i s i s w a ( p a d a m e t o d e A n g o f f ) a ta u
m e n u l i s k a n b u t i r y a n g d a p a t d i j a w a b d e n g a n b e n a r ( Y A , p a d a m e t o d e
Extended
d a r iA n g o f f ) . R e r a t a d a r i j u m l a h p e l u a n g m e n j a w a b b e n a r s e ti a p b u t i r ( p a d a m e t o d e
A n g o f f ) a ta u r e r a t a b a n y a k n y a b u t i r y a n g d a p a t d i j a w a b p e s e r t a ( p a d a m e t o d e
Extended
d a r i A n g o f f ) m e r u p a k a n h a s i l d a r i p u t a r a n 1 d a n p u t a r a n 2 . H a s i l a k h i r d a r istandard setting
d e n g a n m e t o d e A n g o f f d i t e n t u k a n d e n g a n r e r a t a h a s i l p u t a r a n 1 d a np u t a r a n 2.
T a b e l 1. C o n t o h I n s t r u m e n u n t u k M e n u l i s k a n H a s i l P a n e li s
N o . B u t i r P 1 P 2 P 3 P 4 P 5 P 6 P 7 P 8 P 9 P 1 0 P 1 1 D e s k r i p t o r
1.
2.
3.
n .
K e t e r a n g a n :
Simpulan dan Rekomendasi
S a la h s a tu m e t o d e u n t u k m e n e n t u k a n b a t a s k e l u l u s a n y a it u m e t o d e A n g o f f ,
y a n g m e r u p a k a n m e t o d e b e r b a s i s te s . M e t o d e i n i d a p a t d i l a k s a n a k a n p a d a p e n e n t u a n
b a t a s lu l u s m a t a p e l a j a r a n m a t e m a t i k a d e n g a n m e l i b a t k a n g u r u m a t e m a t i k a
b e r p e n g a l a m a n , d a n m e n g g u n a k a n p e r a n g k a t t e s y a n g t e r s t a n d a r k a n , d a n h a n y a
m e n g g u n a k a n i n s t r u m e n y a n g s e d e r h a n a . M e t o d e i n i d a p a t d i l a k s a n a k a n o le h
k e l o m p o k g u r u m a t a p e l a j a r a n ( M G M P ) , y a n g h a s i l n y a d a p a t d i g u n a k a n s e b a g a i
p e m b a n d i n g k r i t e r i a k e l u l u s a n m a t a p e l a j a r a n m a t e m a t i k a y a n g s e l a m a i n i d i g u n a k a n
o le h g u r u d i s e k o la h .
Referensi
A n g o ff, W . H . (1 9 7 1 ). S c a le , n o rm s , a n d e q u iv a le n t s c o re s. In R . L . T h o r n d ik e (E d .),
E d u c a tio n a l m e a s u re m e n t (2 n d e d ., p p . 5 0 8 -6 0 0 ). W a s h in g to n , D C : A m e ric a n C o u n c il o n E d u c a tio n .
E b e l, R o b e r t L . (1 9 7 2 ). E s s e n tia ls o f e d u c a tio n a l m e a s u re m e n t. E n g le w o o d C liffs: P re n tic e - H a ll.
G la s , C .A .W . e t a l.(1 9 9 7 ).A S te p M o d e l to A n a ly z e P a rtia l C re d it. In H a m b le to n , K .R & v a n d e r L in d e n W .J . (e d s , 1 9 9 7 ), H a n d b o o k o f M o d e r n Ite m R e s p o n s e T h e o ry , S p rin g e r.
G o o d w in , L . D . (1 9 9 9 ). R e la tio n s b e tw e e n o b s e r v e d ite m d iff ic u lty le v e ls a n d A n g o ff
m in im u m p a s s in g le v e ls f o r a g ro u p o f b o rd e rlin e e x a m in e e s . A p p lie d M e a s u re m e n t in E d u c a tio n , 12, 13-28.
H a m b le to n , K .R . e t al. (1 9 9 1 ). F u n d a m e n ta ls o f Ite m R e s p o n s e T h e o ry , S a g e P u b lic a tio n s .
H a ttie , J.A ., & B ro w n , G . T . L . (2 0 0 3 , A u g u s t). S ta n d a rd s e ttin g f o r a s T T le re a d in g : A c o m p a r is o n o f m e th o d s . a s T T le T e c h n ic a l R e p o r t # 2 1 , U n iv e rs ity o f
Im p a ra J a m e s C . & P la k e B a r b a r a S. A C o m p a ris o n o f C u t S c o re s u s in g M u ltip le S ta n d a rd
S e ttin g M e th o d s . P a p e r p re s e n te d at th e L a rg e S c a le A s s e s s m e n t C o n fe re n c e . S n o w b ird , U T J u n e , 2 0 0 0 . at
h ttp ://w w w .u n l.e d u /B IA C O /c o o p /Is a c /a e ra m illa rd s im p f in a l .p d f d ia m b il ta n g g a l 27
N o v e m b e r 2 0 0 5
Im p a ra , J.C ., & P la k e , B .S . (1 9 9 7 ). S ta n d a rd -s e ttin g : A n a lte rn a tiv e a p p ro a c h . J o u rn a l o f E d u c a tio n a l M e a s u re m e n t, 3 4 , 3 5 3 -3 6 6 .
Im p a ra , J.C ., B a r b a r a S P la k e . 1 998. T e a c h e rs ’ A b ility to E s tim a te Ite m D iffic u lty : A T e s t
o f th e A s s u m p tio n s in th e A n g o ff S ta n d a rd S e ttin g M e th o d . U n iv e rs ity o f N e b ra s k a - L in c o ln . J o u rn a l o f E d u c a tio n a l M e a s u re m e n t S p rin g , 1998. V o l.3 5 , N o . 1
Im p a ra , J.C ., B a r b a r a S P la k e . 2 0 0 0 . A C o m p a ris o n o f C u t S c o re s u s in g M u ltip le S ta n d a rd S e ttin g M e th o d s , U n iv e rs ita s N e b ra s k a - L in c o ln , P a p e r p r e s e n te d a t th e L a rg e S c a le
A s s e s s m e n t C o n fe re n c e . S n o w b ird , U T , J u n e , 2 0 0 0 .
Ja e g e r, R . M . (1 9 8 9 ). C e r tific a tio n o f s tu d e n t c o m p e te n c e . In R . L . L in n (E d .), E d u c a tio n a l
m e a s u re m e n t (3 rd e d ., p p . 4 8 5 -5 1 4 ) . N e w Y o rk : A m e ric a n C o u n c il o n E d u c a tio n /M a c m illa n .
Ja e g e r, R . M . (1 9 9 1 ). S e le c tio n o f ju d g e s f o r s ta n d a rd -s e ttin g . E d u c a tio n a l M e a s u re m e n t:
Is s u e s a n d P ra c tic e , 1 0 (2 ), 3 -6 , 10.
M itz e l, H . C ., L e w is , D . M ., P a tz , R . J., & G re e n , D . R . (2 0 0 1 ). T h e B o o k m a rk P ro c e d u re :
P s y c h o lo g ic a l P e rs p e c tiv e s . In G .J. C iz e k (E d .), S e ttin g P e rf o rm a n c e S ta n d a rd s . M a h w a h , N J.
N e d e ls k y , L . (1 9 5 4 ). A b s o lu te g ra d in g s ta n d a rd s fo r o b je c tiv e test. E d u c a tio n a l a n d P s y c h o lo g ic a l M e a s u re m e n t, 14, 3 -1 9 .
P la k e B . S ., Im p a ra , J. C ., & Irw in , P . (2 0 0 0 ). C o n s is te n c y o f A n g o ff- b a s e d p re d ic tio n s o f
ite m p e rfo rm a n c e : E v id e n c e o f te c h n ic a l q u a lity o f re s u lts f r o m th e A n g o f f s ta n d a rd s e ttin g m e th o d . J o u rn a l o f E d u c a tio n a l M e a s u re m e n t, 3 7 (4 ), 3 4 7 - 3 5 5 .
P la k e , B . S., M e lic a n , G . J., & M ills , C . N . (1 9 9 1 ). F a c to rs in flu e n c in g in tr a ju d g e c o n s is te n c y
R ic k e r, K . L . 2 0 0 9 . S e ttin g C u t S c o re s: C ritic a l R e v ie w o f A n g o ff a n d M o d ifie d -A n g o ff
M e th o d s . E d m o n to n (A lb e rta , C a n a d a ): C e n tre f o r R e s e a r c h in A p p lie d M e a s u re m e n t an d E v a lu a tio n U n iv e rs ity o f A lb e rta .
S ta h l, J. A . 2 0 0 8 . S ta n d a rd S e ttin g M e th o d o lo g ie s : S tre n g th s a n d W e a k n e s s e s . Illin o is :
P e a rs o n V U E . D ia m b il p a d a ta n g g a l 2 8 S e p te m b e r 2 0 0 9 d a ri
