ZARA ZAHRA ANASHA. “ANALYTICAL DESCRIPTIVE STUDY OF
STUDENTS’ CRITICAL MATHEMATIC
THINKING ABILITY THROUGH GRADED
RESPONSE MODELS (GRM)”
Critical mathematic thinking ability is very important to solve daily
problems. But in reality, junior high school students’ critical mathematic thinking
ability is still low. Ability measurement such as measurement of critical
mathematic thinking ability cannot be measured through multiple choices test. In
that case, an essay test in which graded scoring is used as scoring technique more
suitable than multiple choices test. The result of the essay test will be analyzed to
describe the already tested ability. There are two approaches in the measurement
analysis; classical test theory and item response theory (IRT). The classical test
theory has some weaknesses because it only depends on how many the right
answers student could achieved. Meanwhile, the IRT technique is more suitable to
analyze ability because lies on the pattern of the response and parameter of item
test. Graded response models (GRM) is one of the IRT models that analyzed
graded response.
The purposes of this research are to know about the result of the item
parameter estimation of the test which has been developed by the researcher and
to know the result of student’s critical mathematic thinking ability parameter
estimation through GRM (Graded Response Models).
The research is a descriptive quantitative research. The population of this
research are 8th grade students of MTs Al-Ishlah Bobos and of SMP N 1
Dukupuntang in the academic year of 2012/2013. Applying purposive sampling
method this research took 140 students as a sample, from whom 70 students from
MTs Al-Ishlah Bobos and 70 students from SMP N 1 Dukupuntang. Measurement
theory used in this research is Item Response Theory (IRT) with the GRM model
and the instrument used to collect data is critical mathematic thinking ability test
paper.
The result of the item parameter estimation shows that in terms of the item
discrimination all four items tested are less good, meanwhile in the terms of item
difficulty the results vary. The first item of the test is considered to be easy, the
second and the third item of the test is considered to be very difficult, and the last
item of the test is considered just difficult. The result of the critical mathematic
thinking ability parameter estimation shows that 4,2% of students have very high
critical mathematic thinking ability, 16,4% have high critical mathematic thinking
ability, 65,7% have mean critical mathematic thinking ability, 13,5% have low
critical mathematic thinking ability and there is no single student with very low
critical mathematic thinking ability.
Key words: critical mathematic thinking, item of the test parameter, ability
parameter, IRT, GR
