The COVID-19 pandemic and the characteristic comparison of English achievement tests

Aim. The objectives of this research were to characterize and contrast the features of English language proficiency tests conducted before and during the COVID-19 pandemic. Methodology and research methods. Before coronavirus pandemic, there were 287 students;during pandemic, there were 288 pupils;there were also an English teacher and a forum for English teachers. Through documentation and interviews, the information was gathered from eighth-graders at SMP Negeri 2 Semarang in Central Java, Indonesia. Results. Some aspects of English accomplishment tests made before COVID-19 can be seen. First, the percentages of items in the Easy, Moderate, and Difficult categories are 55%, 37.5%, and 7.5%, respectively. The item discrimination percentages for the Poor, Fair, Good, and Very Good categories are 10%, 30%, 25%, and 35%, respectively. Third, the distractor's effectiveness as a percentage is 53.30% and 46.70%. (effective: ineffective). Finally, the test reliability value is 0.990. The English proficiency test created during COVID-19 exhibits some of the same traits. First, the percentages for Easy, Moderate, and Difficulty categories for item difficulty: 10%, 84%, and 6%. The item discrimination percentages for the Poor, Fair, Good, and Very Good categories are 2%, 4%, 14%, and 80%, respectively. Third, the distractor's percentage efficacy is 99.30%: 0.70% (effective: ineffective). Finally, the test reliability value is 0.960. The foundation of classical test theory (CTT) was the effectiveness of the distractor, item difficulty, and item discrimination. The exams administered during coronavirus pandemic were more normally distributed than the tests administered prior to pandemic based on item difficulty. The tests given during coronavirus pandemic fell more into the very good category than the tests given before pandemic, according to item discrimination. In comparison to tests conducted before to coronavirus pandemic, more tests during pandemic were classified as effective based on the distractor's effectiveness. Both tests were compared based on the data of the collected features. The English achievement exam created during the epidemic was determined to be superior to the test created prior to the outbreak based on CTT. However, the English performance exam created before the epidemic is superior than that created during the pandemic, according to Item Response Theory (IRT). IRT was based on item fit and dependability. Testing for dependability before COVID-19 is more accurate than during pandemic. Before COVID-19, item fit tests were more favorable than during pandemic. Conclusions. The English proficiency test that was created during the epidemic is superior to the test that was created prior to the pandemic based on CTT. But according to IRT, the English proficiency exam created before the pandemic is superior to that created during the pandemic. © 2023 LLC Ecological Help. All rights reserved.

The need analysis of acid-base chemistry learning module based on 7E learning cycle model for high school students during Covid-19 pandemic

The purpose of this research is to analyze the teachers' need for acid-base chemistry learning module based on 7E learning cycle model to practice critical thinking skills and foster learning motivation of high school students during the COVID-19 pandemic. This research is a descriptive qualitative study. The participants are 14 chemistry teachers from 10 high schools in Tulungagung, Indonesia, who were selected using purposive sampling technique. Data were collected using an online questionnaire containing semi-closed questions and analyzed using descriptive statistical analysis techniques. Based on the results of questionnaire, most teachers changed their learning methods during the pandemic. As many as 72% of teachers teach using the assignment method. This condition causes all teachers to need other teaching materials besides textbooks that can make students master chemistry well, especially on acid-base topic, which is difficult for students to learn. The module is one of the learning materials whose presentation flow can be arranged using learning model, for example, a module based on 7E learning cycle model. The 7E learning cycle model is considered to be able to improve students' critical thinking skills and learning motivation because it encourages them to be active in learning activities. Therefore, all teachers responded that it is necessary to develop acid-base chemistry learning module based on 7E learning cycle model. © 2022 Author(s).