Estimating the ability of pre-service and in-service Teacher Profession Education (TPE) participants using Item Response Theory

Lian Gafar Otaya; Badrun Kartowagiran; Heri Retnawati; Siti Salina Mustakim

doi:10.21831/reid.v6i2.36043

Estimating the ability of pre-service and in-service Teacher Profession Education (TPE) participants using Item Response Theory

Lian Gafar Otaya, IAIN Sultan Amai Gorontalo, Indonesia
Badrun Kartowagiran, Universitas Negeri Yogyakarta, Indonesia
Heri Retnawati, Universitas Negeri Yogyakarta, Indonesia
Siti Salina Mustakim, Department Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Malaysia

10.21831/reid.v6i2.36043

Abstract

This research generally aimed to describe the characteristic of the ability of Pre-service and In-service TPE participants using the Item Response Theory, IRT. The research subject comprised 516 participants divided into 239 participants of the Pre-service TPE program and 277 participants of the In-service TPE program using the purposive sampling technique. Data were collected through the technique of observation and documentation. In estimating the item parameter and ability parameter, the IRT model polytomous was implemented, which was furthermore described. This finding shows that the assessor could directly recognize the position of the ability of students in the TPE program based on the item characteristic and the ability between the highest and the lowest grade in the ability scale, so this finding did not only support the implementation of TPE program in Indonesia, but also its applicability was expected to revise the assessment of teachers’ performance, the supervision of teachers, field teaching practice, and the assessment in the other teaching fields, so it could be used as an evaluation in revising the assessment model.

Keywords

teacher profession education, ability, pre-service, in-service, item response theory

Full Text:

PDF

References

Aiken, L. R. (1980). Content validity and reliability of single items or questionnaires. Educational and psychological measurement, 40(4), 955-959. doi: 10.1177/001316448004000419

Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and psychological measurement, 45(1), 131-142. doi: 10.1177/0013164485451012

Amadi, M. N. (2013). In-service training and professional development of teachers in Nigeria: Through open and distance education. Paper presented at the Annual Meeting of the Bulgarian Comparative Education Society.

Anita, N., & Rahman, A. (2013). Penilaian peserta PPG SM-3T prodi PPKN Unesa terhadap pelaksanaan program pendidikan profesi guru (PPG) tahun 2013. Kajian Moral dan Kewarganegaraan, 3(1), 409-423.

Bahcivan, E., & Cobern, W. W. (2016). Investigating coherence among Turkish elementary science teachers' teaching belief systems, pedagogical content knowledge and practice. Australian Journal of Teacher Education (Online), 41(10), 63-86. doi: 10.14221/ajte.2016v41n10.5

Baker, F. B. (2001). The basics of item response theory. Clearinghouse on Assessment and Evaluation.

Biktagirova, G. F., & Valeeva, R. A. (2014). Development of the teachers' pedagogical reflection. Life Science Journal, 11(9), 60-63.

Caena, F. (2011). Literature review quality in teachers’ continuing professional development. Education and Training, 20, 2-20.

Creemers, B., Kyriakides, L., & Antoniou, P. (2012). Teacher professional development for improving quality of teaching. Springer Science & Business Media.

de Ayala, R. J. (2009). The theory and practice of item response theory. Guilford.

Dewey, J. (1997). Experience and education. Simon & Schuster Inc.

Embretson, S. E., & Reise, S. P. (2000). Item response theory for psychologists. Lawrence Erlbaum Associates.

Fahmi, M., Maulana, A., & Yusuf, A. A. (2011). Teacher certification in Indonesia: A confusion of means and ends. Center for Economics and Development Studies (CEDS) Padjadjaran University, 3(1), 1-18.

Galih, A., & Iriani, C. (2018). Persepsi mahasiswa program pendidikan profesi puru (PPG) Pendidikan Sejarah terhadap program PPG. Jurnal Pendidikan Sejarah, 7(1), 66-83.

Gareis, C. R., & Grant, L. W. (2014). The efficacy of training cooperating teachers. Teaching and Teacher Education, 39, 77-88. doi: 10.1016/j.tate.2013.12.007

Gerdeman, D., Garrett, R., & Monahan, B. (2018). Teacher professional learning through teacher network programs: A multiple case study investigation. American Institutes for Research, 1-28.

Gerritsen, S., Plug, E., & Webbink, D. (2017). Teacher quality and student achievement: Evidence from a sample of Dutch twins. Journal of applied econometrics, 32(3), 643-660.

Good, T. L. (2008). 21st century education: A reference handbook (Vol. 1). Sage Publications.

Goodwin, A. L. (2010). Globalization and the preparation of quality teachers: Rethinking knowledge domains for teaching. Teaching Education, 21(1), 19-32. doi: https://doi.org/10.1080/10476210903466901

Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory. Sage Publication Inc.

Hammond, L., & Moore, W. M. (2018). Teachers taking up explicit instruction: The impact of a professional development and directive instructional coaching model. Australian Journal of Teacher Education, 43(7), 110-133. doi: 10.14221/ajte.2018v43n7.7

Hotimah, H., & Suyanto, T. (2017). Strategi pendidikan profesi guru (PPG) Unesa dalam mengembangkan kompetensi pedagogik dan profesional peserta PPG Pasca SM-3T. Kajian Moral dan Kewarganegaraan, 5(01), 242-256.

Hu, B., Qin, L., Sullivan, M., & Templin, J. (2017). Contemporary approaches to psychometrics: Item response theory and diagnostic classification models/ Enfoques contemporáneos sobre psicometría: los modelos de la teoría de respuesta al ítem y los modelos de clasificación de diagnósticos. Cultura y Educación, 29(3), 461-491.

Istiyono, E., Mardapi, D., & Suparno, S. (2014). Penerapan partial credit model pada tes pilihan ganda termodifikasi merupakan model alternatif asesmen fisika yang adil. Paper presented at the Prosiding Kongres dan Konferensi Ilmiah Himpunan Evaluasi Pendidikan (HEPI) Tahun 2014, Bali.

Kartowagiran, B. (2012). Model penilaian kinerja guru. Paper presented at the Seminar Nasional HEPI Penelitian dan Evaluasi Pendidikan, Pascasarjana Universitas Negeri Yogyakarta.

Kemenristekdikti. (2017). Pedoman penyelenggaraan pendidikan profesi guru. Direktorat Jenderal Pembelajaran dan Kemahasiswaan Direktorat Jenderal Kelembagaan.

Kemenristekdikti. (2018). Pedoman penyelenggaraan pendidikan profesi guru tahun 2018. Direktorat Jenderal Pembelajaran dan Kemahasiswaan Direktorat Jenderal Kelembagaan.

Kuş, Z., & Öztürk, D. (2019). Social studies teachers’ opinions and practices regarding teaching controversial issues. Australian Journal of Teacher Education, 44(8), 15-36. doi: 10.14221/ajte.2019v44n8.2

Le Cornu, R. (2016). Professional experience: Learning from the past to build the future. Asia-Pacific Journal of Teacher Education, 44(1), 80-101. doi: 10.1080/1359866X.2015.1102200

Liu, K. (2015). Critical reflection as a framework for transformative learning in teacher education. Educational Review, 67(2), 135-157. doi: 10.1080/00131911.2013.839546

Loughland, T., & Alonzo, D. (2019). Teacher adaptive practices: A key factor in teachers’ implementation of assessment for learning. Australian Journal of Teacher Education, 44(7), 18-30. doi: 10.14221/ajte.2019v44n7.2

Mardapi, D. (2017). Pengukuran, penilaian, dan evaluasi pendidikan. Parama Publishing.

Ningrum, E. (2012). Membangun sinergi pendidikan akademik (S1) dan pendidikan profesi guru (PPG). Jurnal Geografi Gea, 12(2), 49-55.

Nunnally, J. C., & Bernstein, I. H (1994). Psychometric theory. Tata McGraw-Hill Education.

Nurmaliah, C. (2018). Analisis kemampuan peserta program pendidikan profesi guru (PPG) dalam workshop subject specific pedagogy (SSP) di FKIP Unsyiah. Paper presented at the Prosiding Seminar Nasional Biotik, Program Studi Pendidikan Biologi Universitas Islam Negeri Ar-Raniry Banda Aceh.

Oviyanti, F. (2016). Tantangan pengembangan pendidikan keguruan di era global. Nadwa, 7(2), 267-282.

Paterson, R. W. K. (2010). Values, education and the adult. Routledge.

Petrie, K., & McGee, C. (2012). Teacher professional development: Who is the learner? Australian Journal of Teacher Education, 37(2), 59-72.

Pollard, A. (2014). Reflective teaching: In schools. Bloomsbury Publishing.

Rabadi-Raol, A. (2019). Quality of teacher education and learning: Theory and practice. Journal of Education for Teaching, 45(1), 115-117. doi: 10.1080/02607476.2018.1541342

Retnawati, H. (2011). Mengestimasi kemampuan peserta tes uraian Matematika dengan pendekatan teori respons butir dengan penskoran politomus dengan generalized partial credit model. Prosiding Semnas Penelitian Pendidikan dan Penerapan MIPA, UNY, 53-62.

Retnawati, H. (2014). Teori respons butir dan penerapannya: Untuk peneliti, praktisi pengukuran dan pengujian, mahasiswa pascasarjana. Nuha Medika.

Retnawati, H. (2016). Validitas reliabilitas dan karakteristik butir. Parama Publishing.

Retnawati, H., Apino, E., & Anazifa, R. D. (2018). Impact of character education implementation: A goal-free evaluation. Problems of Education in the 21st Century, 76(6), 881-899.

Retnawati, H., & Munadi, S. (2013). Mengestimasi parameter butir dan kemampuan guru menggunakan model parsial kredit dan parsial kredit tergeneralisasi. Lumbung Pustaka Universitas Negeri Yogyakarta.

Robertson, S. (2017). A class act: Changing teachers work, the state, and globalisation. Routledge.

Sheridan, L., & Tindall-Ford, S. K. (2018). Fitting into the teaching profession: Supervising teachers’ judgements during the practicum. Australian Journal of Teacher Education, 43(8), 46-64. doi: 10.14221/ajte.2018v43n8.4

Steinberg, M. P., & Garrett, R. (2016). Classroom composition and measured teacher performance: What do teacher observation scores really measure? Educational Evaluation and Policy Analysis, 38(2), 293-317. doi: 10.3102/0162373715616249

Stronge, J. H. (2018). Qualities of effective teachers. ASCD.

Sulisworo, D., Nasir, R., & Maryani, I. (2017). Identification of teachers’ problems in Indonesia on facing global community. International Journal of Research Studies in Education, 6(2), 81-90. doi: 10.5861/ijrse.2016.1519

Sumintono, B., & Widhiarso, W. (2014). Aplikasi model Rasch untuk penelitian ilmu-ilmu sosial (edisi revisi). Trim Komunikata Publishing House.

Suswantar, I. S. D., & Retnawati, H. (2016). Penilaian kinerja guru SMA swasta di Kabupaten Sukoharjo dan faktor-faktor yang mempengaruhi. Jurnal Evaluasi Pendidikan, 4(1), 36-44.

Wahyudin, D. (2016). Manajemen kurikulum dalam Pendidikan Profesi Guru (Studi kasus di Universitas Pendidikan Indonesia). Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 46(2), 259-270.

Zhu, X., Goodwin, A. L., & Zhang, H. (2017). Quality of teacher education and learning: Theory and practice. Springer Nature.

DOI: https://doi.org/10.21831/reid.v6i2.36043