Maryati, Bambang Sumintono, Zuhdan Kun Prasetyo & Insih Wilujeng

Indonesia Government

The enacment of
teacher law 14/2005

To address the quality of

education in Indonesia
through reforming the
quality of teacher

Are Indonesia teachers professional

Teacher is a profession teaching after gain professional
(professional allowence) allowance ???????
  Shuman (1986) introduced Science teacher professional based on Pedagocical
content knowledge (PCK) and nternatonally recognized
 Component of PCK by Magnusson’s et al (1990)

PCK

Orientation to Teaching Science

Knowledge Knowledge of Knowledge of

of Science Curricula Instructional Assessment of
Strategies Scientific Literacy
Knowledge
Science of Students’
Curricula
Understanding Science-specific Methods of
Strategies for any topic Assessing Science
of Science Dimensions of Science
Learning
Learning to Assess
Science Goals
and Objectives
Strategies for S
pecific Science topics
Requirements
for Learning Areas of
Student Difficulty representation
activity
Aim of this study : Validating PCK rubric for teaching particle matter theory and
its
changes

Participants : 10 Science teachers for secondary school, who have teaching

experience
more than 10 years with professional qualification
Rater : 6 lectures

Procedure : colect 2 lesson plans and recorded 2 teaching practices

for 2 days classroom observation
Specific topic : particle matter theory and its changes

PCK Measurement :
• Conducted by 6 raters, with 27 items rubric
• Each rater gives a score for each item by choose one of four point scale, as
bellows

Measurement
Code Item 1 2 3 4
(limited) (basic) (Proficient) (Exemplary)
Using
PS18 recitation
technique to
make easy
understanding
 GROUP I
PCK of
Rater Prospective Rater
scince teacher

1 2

3
3
4
2
5
 The raw data on a scale of 1-4
 then administered to Rasch analysis, using a
Many-Facet Rasch Measurement (MFRM) with
MINIFAC software
 This is specific for small number of sample
 ideally sited for portofolio and performances
assement (Linacre, 2006)
  A basic many-facet Rasch model for
observation Xnmij is:

log ( Pnmijk / Pnmij(k-1) ) = Bn - Am - Di - Cj - Fk

where :
Bn is the ability of person n, e.g., examinee: Mary,
Am is the challenge of task m, e.g., an essay: "My day at the zoo",
Di is the difficulty of item i, e.g., punctuation,
Cj is the severity of judge j, e.g., the grader: Dr. Smith,
Fk is the barrier to being observed in category k relative to category k-1.
Pnmijk is the probability of category k being observed. Pnmij(k-1) is the probability of
category k-1 being observed.
|Measr|+guru |-Item |-Dosen |Scale|
|-----+------------------------+------------------------------+--------+-----|
| 4 + + PS18 + + (5) |
| | | | | |
| | | PS14 | | |
| | | | | |
| 3 + + difficult + + |
| | | | As | 4 |
| | Small range, | | | |
| | | | Su | |
| 2 + Their on PCK’s + PS19 + + |
| | | PD10 | Aj | |
| |
Teacher almost | PS12 | severe
| |
|
|
|
1 +
the same, that | PS16
+
| Wp
+
|
+
|
|
| | is...Low | PE20 PI26 moderate
PK05 | |
moderate |
| | | | Hr Wd | |
| | Az Bn Rh | PI25 | | --- |
* 0 * Az Pd Pr Pw Sb TP * PE22 PS15 * * *
| | | PD08 PE21 PS14 | |lenient |
| | Kl | PD07 PE24 PK01 PK04 PR27 | | |
| | | | | |
| -1 + + PD09 PD11 PI23 PS17 + + 3 |
| | | PD06 | | |
| | | | | |
| | | PK02 | | --- |
| -2 + + + + |
| | | PK03 easy | | |
| | | | | |
| | | | | 2 |
| -3 + + + + (1) |
|-----+------------------------+------------------------------+--------+-----|
|Measr|+guru |-Item |-Dosen |Scale
| Total Total Obsvd Fair(M)| Model | Infit Outfit |Estim.| Correlation | |
| Score Count Average Average|Measure S.E. | MnSq ZStd MnSq ZStd |Discrm| PtMea PtExp | Nu Item |
|--------------------------------+--------------+----------------------+------+-------------+--------- |
| 15 15 1.00 1.02 |( 6.05 1.84)|Maximum | | .00 .00 | 18 PS18 |
| 18 15 1.20 1.18 | 3.55 .64 | 1.36 .7 .68 -.1 | 1.07 | .51 .43 | 14 PS14 |
| 26 16 1.63 1.67 | 1.95 .41 | .97 .0 1.47 1.1 | .92 | .49 .60 | 19 PS19 |
| 30 17 1.76 1.82 | 1.63 .38 | 1.71 1.8 1.56 1.4 | .00 | .07 .60 | 10 PD10 |
| 38 20 1.90 1.86 | 1.56 .34 | 1.41 1.2 1.26 .8 | .68 | .74 .61 | 12 PS12 |
| 28 15 1.87 1.99 | 1.31 .39 | 1.88 2.0 1.86 2.0 | .17 | .71 .64 | 16 PS16 | difficult
| 41 17 2.41 2.29 | .76 .35 | 1.79 2.0 1.79 2.0 | .05 | .51 .63 | 26 PI26 |
| 40 17 2.35 2.30 | .74 .35 | .67 -1.0 .66 -1.1 | 1.39 | .73 .65 | 20 PE20 |
| 70 30 2.33 2.34 | .68 .26 | .95 -.1 .95 -.1 | 1.03 | .41 .56 | 5 PK05 |
| 49 19 2.58 2.53 | .33 .33 | 1.03 .1 1.03 .1 | .93 | .66 .62 | 25 PI25 |
| 58 21 2.76 2.69 | .03 .31 | 1.24 .8 1.31 1.0 | .63 | .54 .59 | 22 PE22 |
| 72 27 2.67 2.71 | -.01 .27 | 1.63 2.2 1.70 2.3 | -.24 | .32 .56 | 15 PS15 |
| 81 29 2.79 2.82 | -.22 .27 | 1.02 .1 1.07 .3 | 1.00 | .42 .55 | 13 PS14 |
| 84 30 2.80 2.83 | -.24 .26 | 1.17 .7 1.27 1.1 | .70 | .28 .54 | 8 PD08 |
| 50 17 2.94 2.88 | -.34 .36 | 1.66 1.8 1.60 1.7 | .44 | .79 .63 | 21 PE21 |
| 86 30 2.87 2.90 | -.38 .26 | .96 .0 .97 .0 | 1.11 | .68 .54 | 24 PE24 | moderate
| 84 29 2.90 2.94 | -.46 .27 | .77 -.9 .76 -.9 | 1.28 | .61 .54 | 7 PD07 |
| 79 27 2.93 2.94 | -.46 .28 | .36 -3.2 .39 -3.1 | 1.75 | .79 .56 | 27 PR27 |
| 88 30 2.93 2.97 | -.52 .27 | .55 -2.1 .56 -2.0 | 1.55 | .42 .54 | 4 PK04 |
| 89 30 2.97 3.00 | -.59 .27 | .31 -3.8 .33 -3.7 | 1.81 | .79 .53 | 1 PK01 |
| 94 30 3.13 3.17 | -.96 .28 | 1.07 .3 1.06 .3 | .92 | .45 .52 | 11 PD11 |
| 95 30 3.17 3.21 | -1.04 .28 | .86 -.5 .90 -.3 | 1.09 | .46 .52 | 9 PD09 |
| 95 30 3.17 3.21 | -1.04 .28 | .56 -2.0 .57 -2.0 | 1.44 | .37 .52 | 17 PS17 |
| 96 30 3.20 3.24 | -1.12 .28 | .72 -1.1 .75 -.9 | 1.29 | .63 .51 | 23 PI23 |
| 97 30 3.23 3.27 | -1.20 .29 | .75 -1.0 .74 -1.0 | 1.33 | .68 .51 | 6 PD06 |
| 103 30 3.43 3.48 | -1.73 .31 | 1.40 1.4 1.52 1.7 | .68 | .35 .48 | 2 PK02 | easy
| 108 30 3.60 3.65 | -2.25 .34 | .76 -.8 .75 -.7 | 1.24 | .63 .45 | 3 PK03 |
|--------------------------------+--------------+----------------------+------+-------------+---------------------|
| 67.2 24.5 2.61 2.63 | .22 .38 | 1.06 .0 1.06 .0 | | .52 | Mean (Count: 27) |
| 28.5 6.2 .65 .66 | 1.67 .30 | .43 1.6 .43 1.6 | | .20 | S.D. (Population) |
| 29.0 6.3 .66 .67 | 1.70 .30 | .44 1.6 .44 1.6 | | .21 | S.D. (Sample) |
+-----------------------------------------------------------------------------------------------------------------+
With extremes, Model, Populn: RMSE .48 Adj (True) S.D. 1.60 Separation 3.34 Strata 4.79 Reliability .92
With extremes, Model, Sample: RMSE .48 Adj (True) S.D. 1.63 Separation 3.41 Strata 4.88 Reliability .92
Without extremes, Model, Populn: RMSE .33 Adj (True) S.D. 1.20 Separation 3.64 Strata 5.19 Reliability .93
Without extremes, Model, Sample: RMSE .33 Adj (True) S.D. 1.22 Separation 3.72 Strata 5.29 Reliability .93
With extremes, Model, Fixed (all same) chi-square: 283.2 d.f.: 26 significance (probability): .00
With extremes, Model, Random (normal) chi-square: 19.0 d.f.: 25 significance (probability): .80
 6.0 -4.0 -2.0 0.0 2.0 4.0 6.0 8.0
++--------+--------+--------+--------+--------+--------+----------++
1 | |
|1 5|
| 11 44 555 |
| 11 4444 444 5 |
| 1 4 44 55 |
P | 1 44 4 5 |
r | 1 4 4 5 |
o | 1 4 4 5 |
b | 1 4 5 |
a | 1 33333 4 4 5 |
b | 1 2222 3 334 * |
i | 22 223 43 5 4 |
l | 2 1 32 4 3 5 4 |
i | 2 1 3 2 4 3 5 4 |
t | 2 1 3 2 4 3 5 4 |
y | 2 * 2 3 5 4 |
| 22 3 1 4* 33 5 44 |
| 22 3 1 4 2 3 55 4 |
| 22 33 144 22 333 55 444 |
|2 333 444111 222 555**333 4|
0 |****************555555******************************************|
++--------+--------+--------+--------+--------+--------+--------++
-6.0 -4.0 -2.0 0.0 2.0 4.0 6.0 8.0