<> "The repository administrator has not yet configured an RDF license."^^ . <> . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS"^^ . "Low mathematics achievement among some senior high school students is often not\r\nidentified at an early stage due to the lack of systematic and standardized diagnostic\r\ninstruments. Therefore, this study aims to develop a Cognitive Diagnostic\r\nMathematics Test Instrument as an early identification tool for slow learners. The\r\ndevelopment followed the Four-D Model, consisting of the following stages: (1) test\r\nspecification formulation, (2) initial item construction, (3) limited trial, (4) item\r\nrevision, (5) field testing, (6) technical analysis, (7) final instrument development,\r\nand (8) printing and distribution. Content validity was assessed using Aiken’s V\r\nindex, which showed that all items demonstrated good validity (V ≥ 0.80).\r\nReadability testing and item analysis based on Classical Test Theory were\r\nconducted during the limited trial phase involving 40 students from SMAN 3 Kota\r\nSerang. The results were used to revise the items prior to field testing with 886\r\nstudents from four senior high schools in Jakarta, Kota Tangerang, and Kabupaten\r\nSerang. The two-parameter logistic Item Response Theory (IRT 2-PL) analysis\r\nindicated that most items had high discrimination and appropriate difficulty levels\r\nfor diagnostic purposes. To ensure construct validity, Kaiser-Meyer-Olkin (KMO)\r\nand Confirmatory Factor Analysis (CFA) were performed. The KMO results\r\ndemonstrated that the data met the required sampling adequacy, with overall MSA\r\nvalues ranging from meritorious to marvelous (0.72–0.93). Meanwhile, CFA results\r\nrevealed that most subdomains fit the recommended goodness-of-fit indices (CFI,\r\nTLI ≥ 0.90; RMSEA ≤ 0.08; SRMR ≤ 0.08), supporting the theoretically established\r\nfactor structure. The final instrument consists of 105 test items (113 sub-items)\r\ndistributed across five major domains: number, algebra, measurement, geometry,\r\nand data analysis and probability. The implementation trial involved 300 students\r\nfrom SMA Garuda Cendekia to assess the instrument’s accuracy. The analysis\r\nindicated that a cut-off score of ≤ 85 yielded a sensitivity of 80%, specificity of 65%,\r\nand overall accuracy of 72%. Students scoring ≤ 85 are classified as low-achieving\r\nand potentially slow learners, further divided into types 1, 2, and 3. The\r\nimplementation results showed that type 3 achieved 100% accuracy, type 2\r\nachieved 71%, and type 1 achieved 83%. Thus, the Cognitive Diagnostic\r\nMathematics Test Instrument developed in this study has been proven to be valid,\r\nreliable, and effective for the early identification of slow learners."^^ . "2025" . . . . . . . . . . "UNIVERSITAS SULTAN AGENG TIRTAYASA"^^ . . . "DOKTOR PENDIDIKAN, UNIVERSITAS SULTAN AGENG TIRTAYASA"^^ . . . . . . . . . . . "YAYAT"^^ . "RUHIAT"^^ . "YAYAT RUHIAT"^^ . . "HENI"^^ . "YUNILDA"^^ . "HENI YUNILDA"^^ . . "CECEP ANWAR HADI FIRDOS"^^ . "SANTOSA"^^ . "CECEP ANWAR HADI FIRDOS SANTOSA"^^ . . "UNIVERSITAS SULTAN AGENG TIRTAYASA"^^ . . . "PASCASARJANA"^^ . . . "DOKTOR PENDIDIKAN"^^ . . . . . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Text)"^^ . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Other)"^^ . . . . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Text)"^^ . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Text)"^^ . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Text)"^^ . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Text)"^^ . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Text)"^^ . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Text)"^^ . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Text)"^^ . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Other)"^^ . . . . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Other)"^^ . . . . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Other)"^^ . . . . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Other)"^^ . . . . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Other)"^^ . . . . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Other)"^^ . . . . . . "PENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS (Other)"^^ . . . . . "HTML Summary of #50822 \n\nPENGEMBANGAN INSTRUMEN TES DIAGNOSIS KOGNITIF MATEMATIKA SEBAGAI PERANGKAT IDENTIFIKASI AWAL SLOW LEARNERS\n\n" . "text/html" . . . "L Education (General)"@en . . . "LB1603 Secondary Education. High schools"@en . .