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PERBEDAAN PENGARUH PENGGUNAAN INSTRUMEN TES BERBASIS WONDERSHARE QUIZ CREATOR DENGAN PAPER AND PENCIL TEST TERHADAP MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN PPKn (Penelitian Kuantitatif-Eksperimen Pada Materi Merajut Kebersamaan dalam Kebhinnekaan di Ke

PERBEDAAN PENGARUH PENGGUNAAN INSTRUMEN TES BERBASIS WONDERSHARE QUIZ CREATOR DENGAN PAPER AND PENCIL TEST TERHADAP MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN PPKn (Penelitian Kuantitatif-Eksperimen Pada Materi Merajut Kebersamaan dalam Kebhinnekaan di Ke

Hani’atul Hidayah. K6412031. “ DIFFERENT EFFECT OF WONDERSHARE QUIZ CREATOR-BASED AND PAPER AND PENCIL TEST INSTRUMENT USES ON THE STUDENTS’ LEARNING MOTIVATION IN PANCASILA AND CIVIC EDUCATION SUBJECT (An Experimental Quantitative Research on the material of Building Commonness in Diversity in the 10 th Grade of SMA Negeri 1 Boyolali)”. Skripsi, Surakarta: Teacher Training and Education Faculty, Surakarta Sebelas Maret University, July, 2016.

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Analyzing Students’ Understanding On Urinary System Through Paper And Pencil Test And Concept Map.

Analyzing Students’ Understanding On Urinary System Through Paper And Pencil Test And Concept Map.

A descriptive study with correlation design about student’s cognitive is carried out to investigate the profile of student’s paper pencil test and concept map in learning urinary system and the correlation between student’s paper pencil test and concept map as well. A number of eight grade students (n=26) in International school in Bandung was involved as research participants. International school has been known for their students’ cognitive ability and their curriculum that support students to be able to integrate their knowledge which related to daily life. The data of student’s paper pencil test was obtained using objective and subjective test instrument while student’s concept map s were assessed based on Mueller’s Classroom Concept Map Rubrics. Research findings shows that most of student’s can not solve the problem of applying (C3) question test (42.8%) and the concept of urination process. Generally students were not able to determine the concept and make proportion in making concept map. Student found it difficult to explain the concept of disease in urinary system with their concept map. While there is no significant correlation between student’s concept map and paper pencil test (Spearman correlation is 0.252). The low relationship between score test and score of concept map is due to the type of knowledge been assessed through paper pencil test was mostly factual and students’ low ability in explaining the concept by making concept map. Thus, type of conept map tasking should be adjust with students’ ability.
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Analyzing Students’ Understanding On Urinary System Through Paper And Pencil Test And Concept Map - repository UPI S ING 1100095 Title

Analyzing Students’ Understanding On Urinary System Through Paper And Pencil Test And Concept Map - repository UPI S ING 1100095 Title

Berliany Nuragnia, 2015 Analyzing Students’ Understanding On Urinary System Through Paper And Pencil Test And Concept Map Universitas Pendidikan Indonesia | repository.upi.edu | pe[r]

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08832323.2014.937676

08832323.2014.937676

The implementation of online study and assessment resour- ces has grown sharply during the past decade (Zuckweiler, 2012). Online assessment (i.e., testing) can provide several benefits not afforded by conventional paper-and-pencil test- ing. First, online assessment allows the offering of flexible testing times and the periods of time in which the test may be worked on. Second, online resources can be set to auto- matically randomize the order of questions and randomize the set of answers provided for multiple-choice and match- ing questions. Third, online tools allow instructors to offer students the opportunity to rework the same or equivalent questions multiple times. Fourth, varying degrees of feed- back such as test score, test score with correct answers, or test score with detailed solutions may be provided. In addi- tion, instructors have control of when feedback is given (e.g., immediately, after all questions are completed, set to a specific date and time). Fifth, desired online testing systems can be set to provide hints or prompts as to where help to answer a question can be found in the text or course notes.
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S ING 1100095 Chapter1

S ING 1100095 Chapter1

(Anderson & Huang: 1989) As shown in Table 1.1 Several studies show that concept map has strong relation with students‟ cognitive. The use of concept map as potential assessment tools is in line with concept map function as knowledge representation tool (Lawson and Hershey, 2002). In this research correlation between concept map and paper pencil test in learning urinary system is being investigated. Investigation including whether there is significant correlation or not be tween concept map and students‟ paper pencil test as paper and pencil test is commonly use to assess student understanding. While, according to Arikunto (2013) paper and pencil test that used to assess student mostly limit in lower cognitive level (C1-C3). In this research paper and pencil test that consist of essay (subjective test) and multiple choice (objective test) will be involve higher level of cognitive. As McClure, Sonak and Suen (1999) stated that concept map can balance the objective and subjective test assessment, the profile of student concept map and paper pencil test is also investigated.
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SAP Pendidika IPA SD 1 6

SAP Pendidika IPA SD 1 6

Menerima tugas untuk dikerjakan di rumah Ceramah, diskusi, tanya jawab hand out/buku teks 30 menit Penilaian Paper and pencil test Pertemuan ke-5 Materi pokok: Pembelajaran Tematik[r]

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S ING 1100095 Chapter3

S ING 1100095 Chapter3

The study applied descriptive research method to the use of concept map as assessment tool on urinary system. According to Best, descriptive research is concerned with how or what is exists related to some preceding event that has affected a present condition or event (Cohen et al., 2007). In this research, data was gathered by conducting paper and pencil test and concept map scoring. The score of students’ paper and pencil test and concept map were analysed and used to find the correlation between two variables.
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S IPSE 1202485 Chapter1

S IPSE 1202485 Chapter1

The development of testing teechnology seems offer many adventages in manything that mostly can overcome what has becoming problems of paper and pencil test. Computer based test where it is empasizing on technology drives people’s way of thinking to take the simple and costless way rather than keep using conventional or traditional way as it has been offer by paper and pencil test. Hence, there are still several advantages ofered in traditional testing. For instance, testing that still require the students to solve certain mathematical calculation will still expect student to do manual calculation in order to keep stimulate students to strengthen their skill in calculation and mathematical logics. Ruling out the things offered by both of the test in couple of point of view, it was driven this research to be conducted in order to figure out the comparation between computer- based test and paper- based test.
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S ING 1100095 Abstract

S ING 1100095 Abstract

A descriptive study with correlation design about student’s cognitive is carried out to investigate the profile of student’s paper pencil test and concept map in learning urinary system and the correlation between student’s paper pencil test and concept map as well. A number of eight grade students (n=26) in International school in Bandung was involved as research participants. International school has been known for their students’ cognitive ability and their curriculum that support students to be able to integrate their knowledge which related to daily life. The data of student’s paper pencil test was obtained using objective and subjective test instrument while student’s concept map s were assessed based on Mueller’s Classroom Concept Map Rubrics. Research findings shows that most of student’s can not solve the problem of applying (C3) question test (42.8%) and the concept of urination process. Generally students were not able to determine the concept and make proportion in making concept map. Student found it difficult to explain the concept of disease in urinary system with their concept map. While there is no significant correlation between student’s concept map and paper pencil test (Spearman correlation is 0.252). The low relationship between score test and score of concept map is due to the type of knowledge been assessed through paper pencil test was mostly factual and students’ low ability in explaining the concept by making concept map. Thus, type of conept map tasking should be adjust with students’ ability.
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Pelaksanaan Asesmen Alternatif untuk Meningkatkan Efektivitas Proses Pembelajaran Materi Pertumbuhan dan Perkembangan dengan Pendekatan Jelajah Alam Sekitar

Pelaksanaan Asesmen Alternatif untuk Meningkatkan Efektivitas Proses Pembelajaran Materi Pertumbuhan dan Perkembangan dengan Pendekatan Jelajah Alam Sekitar

Pembelajaran dengan pendekatan JAS memerlukan asesmen alternatif. Menurut hasil observasi di SMP Negeri 4 Banyumas diperoleh bahwa telah diterapkannya pembelajaran yang mengaktifkan siswa untuk mengembangkan proses sains yang dimiliki, khususnya dalam pembelajaran pertumbuhan dan perkembangan. Akan tetapi belum maksimal dalam menggunakan penilaian yang sesuai dengan tuntutan KTSP dan belum ada instrumen khusus untuk penilaian tersebut. Keunggulan asesmen alternatif antara lain dapat menilai hasil belajar yang kompleks dan ketrampilan-ketrampilan yang tidak dapat dinilai dengan asesmen tradisional (pencil and paper test) khususnya tes baku yang menggunakan perangkat tes obyektif; menyajikan hasil penilaian yang lebih hakiki, langsung, dan lengkap; kemudian dengan melaksanakan asesmen akan dapat menilai hasil belajar anak secara lengkap, tidak hanya hasil belajar dalam ranah kognitif tetapi juga ranah afektif dan psikomotor; meningkatkan motivasi siswa; mendorong pembelajaran dalam situasi yang nyata; memberi kesempatan kepada siswa untuk self evaluation; membantu guru untuk menilai efektifitas pembelajaran yang telah dilakukan; dan meningkatkan daya transferabilitas hasil belajar (Syarifnoor 2010). Asesmen alternatif diperlukan untuk menilai kemampuan (ability) siswa. Asesmen tersebut diperlukan untuk menilai hasil belajar siswa secara multidimensi (Wulan 2007).
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PENGEMBANGAN TES KETERAMPILAN PROSES SAI

PENGEMBANGAN TES KETERAMPILAN PROSES SAI

untuk Kelas Atas Paling tidak terdapat empat butir soal untuk masing- masing indikator. Empat butir soal ini dirasa sudah mencukupi secara kuantititas untuk nanti diberikan dalam tes pilot. Semakin banyak butir tiap indikatornya akan meningkatkan itur dalam sebuah pengukuran. Butir instrumen berupa soal tes berbentuk soal pilihan ganda dengan 4 pilihan jawaban. Butir disusun berbentuk paper and pencil multiple choice test karena dengan bentuk ini dapat digunakan untuk menilai ke-enam aspek keterampilan proses sains dasar dalam waktu yang singkat, dapat dilakukan dengan mudah (meskipun sampelnya besar), dapat di-skor dengan mudah pula, obyektif dan mengurangi kesalahan penilaian. 24 Pedoman utama
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DAN PAPER AND PENCIL PADA MATA PELAJARAN MATEMATIKA Di MTs Negeri Ketanggungan Kabupaten Brebes SKRIPSI

DAN PAPER AND PENCIL PADA MATA PELAJARAN MATEMATIKA Di MTs Negeri Ketanggungan Kabupaten Brebes SKRIPSI

Lokasi Penelitian ini di MTs Negeri Ketanggungan Brebes, dengan populasi penelitian kelas VII dan sample penelitian yaitu kelas VII-D sebagai kelas eksperimen I dengan recitation dan kelas VII-B sebagai kelas eksperimen II dengan paper and pencil. Metode penelitian dengan metode kuantitatif komparasional yang membandingkan dua eksperimen untuk mengetahui perbedaan prestasi belajar pada kedua penerapan PBK. Teknik pengumpulan data berupa observasi dan tes. Analisis data yang digunakan adalah uji prasyarat yaitu uji normalitas dan uji homogenitas dengan pengujian hipotesis menggunakan uji independent sample T-test.
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Motivasi 17 the pencil parable

Motivasi 17 the pencil parable

You will experience a painful sharpening from time to time, by going through various problems, but you'll need it to become a stronger person.. You will experience a painful..[r]

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Cambridge IGCSE Sciences - Co-ordinated (Double) (0654)

Cambridge IGCSE Sciences - Co-ordinated (Double) (0654)

Teachers are expected to identify suitable opportunities to embed practical techniques and investigative work throughout the course, rather than as an isolated aspect of preparation for examination. This approach will not only provide opportunities for developing experimental skills but will increase the appeal of the course, and the enjoyment of the subject. Practical work helps learners to acquire a secure understanding of the syllabus topics and to appreciate how scientiic theories are developed and tested. It also promotes important scientiic attitudes such as objectivity, integrity, co-operation, enquiry and inventiveness.
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Cambridge Pre-U Russian (9782)

Cambridge Pre-U Russian (9782)

Candidates research a topic related to the history, current affairs or culture (e.g. art, cinema, literature and traditions) of an area of the world where the target language is spoken. They identify ive to eight headings within their topic, and submit these to Cambridge, no later than two weeks before the Speaking test, on the form provided by Cambridge. In the Speaking test, candidates present their research for up to one minute (identifying interesting/contentious points in their topic, and reasons for choosing it) before discussion of the headings starts. Candidates may bring the headings with them to act as a prompt. They may also bring up to three pieces of visual material. The mark scheme assesses knowledge and understanding of the topic as well as linguistic competence.
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Cambridge Pre-U Spanish (9781)

Cambridge Pre-U Spanish (9781)

Candidates research a topic related to the history, current affairs or culture (e.g. art, cinema, literature and traditions) of an area of the world where the target language is spoken. They identify ive to eight headings within their topic, and submit these to Cambridge, no later than two weeks before the Speaking test, on the form provided by Cambridge. In the Speaking test, candidates present their research for up to one minute (identifying interesting/contentious points in their topic, and reasons for choosing it) before discussion of the headings starts. Candidates may bring the headings with them to act as a prompt. They may also bring up to three pieces of visual material. The mark scheme assesses knowledge and understanding of the topic as well as linguistic competence.
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S IPSE 1202485 Title

S IPSE 1202485 Title

Comparing Science Virtual and Paper-Based Test to Measure Students’ Critical Thinking on Living Thing and Environmental Sustainability Oleh : Tiyas Hani Rosyidah Sebuah skripsi yang[r]

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An Overview...Originals and Limited Editions

An Overview...Originals and Limited Editions

Keywords: art, originals, paper, canvas, watercolors, pastels, pencil, ink drawings, lithos, serigraphs, etchings, limited editions Article Body: Art collectors have long had the choi[r]

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The truth about paid surveys

The truth about paid surveys

Paid forms of survey has become popular because of two major reasons - people get bugged with traditional paper pencil survey at home and secondly, participating in an online survey is e[r]

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