Publication:
Combining the previous measure of evidence to educational entrance examination

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dc.citedby48
dc.contributor.affiliationsFaculty of Leadership and Management
dc.contributor.affiliationsSekolah Tinggi Manajemen Informatika dan Komputer (STMIK) Pringsewu
dc.contributor.affiliationsUniversiti Teknologi Malaysia (UTM)
dc.contributor.affiliationsUniversitas Islam Negeri Sunan Kalijaga
dc.contributor.affiliationsUniversiti Sains Islam Malaysia (USIM)
dc.contributor.authorMaseleno A.en_US
dc.contributor.authorHuda M.en_US
dc.contributor.authorSiregar M.en_US
dc.contributor.authorAhmad R.en_US
dc.contributor.authorHehsan A.en_US
dc.contributor.authorHaron Z.en_US
dc.contributor.authorRipin M.N.en_US
dc.contributor.authorIhwani S.S.en_US
dc.contributor.authorJasmi K.A.en_US
dc.date.accessioned2024-05-29T01:57:58Z
dc.date.available2024-05-29T01:57:58Z
dc.date.issued2017
dc.description.abstractBackground and Objective: Educational entrance examination refers to the extent in selecting the student to enroll through admission into educational institution. It has an entire procedure administered to achieve from primary to higher education. However, not many researches were conducted using mathematical theory of evidence. This study aims to investigate the examination process about the admission into educational institutions using mathematical theory of evidence. Materials and Methods: The assessment on student's entrance examination through the effectiveness of Dempster-Shafer theory can be viewed with its significant contribution by combining the previous measure of evidence. Eight student's entrance examination results were proposed. Results: The result reveals that there were some significant findings in assessing the student's entrance examination using mathematical theory of evidence. Those were obtained degrees of belief of Computer Science with 76.4% for student 1, Computer Science with 64.2% for student 2, Computer Science with 75.4% for student 3, Computer Science with 80.3% for student 4, Computer Science with 67.4% for student 5, Computer Science with 57.1% for student 6, Islamic Studies with 26.3% for student 7, Computer Science with 62.5% for student 8. Conclusion: In this research, mathematical theory of evidence has been successfully developed to assess student's entrance examination and displaying the result of identification process. � 2017 Andino Maseleno et al.en_US
dc.description.natureFinalen_US
dc.identifier.doi10.3923/jai.2017.85.90
dc.identifier.epage90
dc.identifier.issn19945450
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85033495670
dc.identifier.spage85
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85033495670&doi=10.3923%2fjai.2017.85.90&partnerID=40&md5=8d8f591adae29339f069011fefce7ae8
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/9968
dc.identifier.volume10
dc.languageEnglish
dc.language.isoen_USen_US
dc.publisherAsian Network for Scientific Informationen_US
dc.relation.ispartofOpen Accessen_US
dc.relation.ispartofJournal of Artificial Intelligence
dc.sourceScopus
dc.subjectDempster-Shafer theoryen_US
dc.subjectEntrance examinationen_US
dc.subjectIdentification processen_US
dc.subjectMathematical theory of evidenceen_US
dc.subjectMeasure of evidenceen_US
dc.titleCombining the previous measure of evidence to educational entrance examinationen_US
dc.title.alternativeJ. Artif. Intell.en_US
dc.typeArticleen_US
dspace.entity.typePublication

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