Analisis Butir Soal Matematika Pada Penilaian Akhir Semester Ganjil Menggunakan Model Rasch Berbantuan Software Winstep

Akbar Lasahinda; Rosiah Pulukadang; Selfie Kumesan

Authors

Akbar Lasahinda Universitas Negeri Manado
Rosiah Pulukadang Universitas Negeri Manado
Selfie Kumesan Universitas Negeri Manado

Keywords:

Analisis Butir Soal, Model Rasch, Software Winstep

Abstract

Abstrak Penelitian ini bertujuan mengkaji perbedaan efektivitas pembelajaran pola bilangan antara penerapan model Direct Instruction yang memadukan metode 3N (Niteni, Nirokke, Nambahi) dengan pendekatan Direct Instruction konvensional berbasis Ceramah. Menggunakan desain Post-test Only Control Group Design, studi melibatkan dua kelas VIII yang setara - kelas eksperimen (VII A, 17 siswa) menerapkan metode 3N, sedangkan kelas kontrol (VII B, 16 siswa) menggunakan metode Ceramah. Analisis hasil post-test menunjukkan perbedaan mencolok, dimana kelas eksperimen mencapai nilai rata-rata 84.588, secara signifikan lebih tinggi dibanding kelas kontrol (77.375). Pengujian statistik melalui uji-t pada tingkat signifikansi 5% menghasilkan t_hitung= 2,205 > t_tabel = 2,039, sehingga hipotesis nol (H₀) ditolak. Temuan ini membuktikan bahwa pengintegrasian metode 3N ke dalam model Direct Instruction memberikan dampak lebih besar terhadap pemahaman siswa dalam materi pola bilangan dibandingkan metode Ceramah.

Abstract This study aims to examine the difference in effectiveness of number pattern learning between the application of Direct Instruction model that combines the 3N method (Niteni, Nirokke, Nambahi) with the conventional Direct Instruction approach based on Lecture. Using Post-test Only Control Group Design, the study involved two equal VIII classes - the experimental class (VII A, 17 students) applied the 3N method, while the control class (VII B, 16 students) used the Lecture method. Analysis of the post-test results showed a marked difference, with the experimental class achieving a mean score of 84.588, significantly higher than the control class (77.375). Statistical testing through t-test at 5% significance level resulted in t_count = 2.205 > t_table= 2.039, so the null hypothesis (H₀) was rejected. This finding proves that integrating the 3N method into the Direct Instruction model has a greater impact on students' understanding of number patterns than the lecture method.