MATHEMATICAL THEORY OF EVIDENCE TO SUBJECT
EXPERTISE DIAGNOSIS
Andino Maseleno1 , Pardimin2 , Miftachul Huda3 , Ramlan4 Aminuddin Hehsan5 , Yudariah Mohammad Yusof6 , Zulkiflee Haron5 Mohd Nasir Ripin5 , Nasrul Hisyam Mohd Nor3 and Juhazren Junaidi5
1STMIK Pringsewu Jalan Wisma Rini No. 9, Pringsewu, Lampung 35373, Indonesia andimaseleno@gmail.com
2Faculty of Education Universitas Sarjanawiyata Tamansiswa Jalan Kusumanegara 157, Yogyakarta 55165, Indonesia
3Faculty of Islamic Civilisation
5Centre for Fiqh Research in Science and Technology (CFiRST)
6Faculty of Science Universiti Teknologi Malaysia 81310 Skudai, Johor Bahru, Johor, Malaysia
4Faculty of Education Universitas Pasundan Jalan Tamansari, Bandung Wetan, Bandung, Jawa Barat 40116, Indonesia
ABSTRACT
Studies showed it is important to consider learners’ level of expertise for possible steps to be taken at an early stage. A research was designed to assess the relevant level of knowledge and skills. This paper proposed the method of mathematical theory of evidence in identifying the subject matter expertise. A questionnaire consisting of thirty items representing the various kinds of knowledge and skills expected of learners at tertiary level was created. The data collected was analysed using Dempster-Shafer theory and the results indicated the degree of belief that ranges from 0 to 10. It was found that learners’ expertise can be determined using the mathematical theory of evidence fairly easily. The method provides a rule to combine expertise of students into a single and more informative hint.
Keywords— Subject expertise, Mathematical theory of evidence, Questions, Course,
Creativity