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All Journal Jurnal Nalar Pendidikan Integrated Science Education Journal
Widowati Pusporini
Yogyakarta State University
Education Social Sciences

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EVALUATION OF THE IMPLEMENTATION OF THE SCHOOL LITERACY MOVEMENT (GLS) PROGRAM IN BANTUL REGENCY Andreanus Pattikawa Lbn Toruan; Nur Hidayanto Pancoro Setyo Putro; Sudiyatno Sudiyatno; Widowati Pusporini; Jeffri Dian Andika
JURNAL NALAR PENDIDIKAN Vol 13, No 2 (2025): JURNAL NALAR PENDIDIKAN
Publisher : Lembaga Penelitian Mahasiswa Penalaran UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jnp.v13i2.74230

Abstract

This study aims to evaluate the achievement and differences in the implementation of the School Literacy Movement (GLS) program in elementary schools in Bantul Regency. This evaluative research employed a mixed-methods approach, utilizing the CIPP evaluation model with a quantitative descriptive orientation. Data were collected through questionnaires and interviews, involving respondents consisting of teachers and elementary students from one public and one private elementary school, namely SD Muhammadiyah Bendo and SD Negeri Sutran. The results at SD Muhammadiyah Bendo indicate that 28.13% fall into the "Very Good" category, 12.5% into the "Good" category, 21.88% into the "Fair" category, 18.75% into the "Poor" category, and 18.75% into the "Very Poor" category. Meanwhile, at SD Negeri Sutran, 25% are in the "Very Good" category, 40.6% in the "Good" category, 18.75% in the "Medium" category, 9.4% in the "Low" category, and 6.25% in the "Very Low" category. Overall, the findings reveal a distributional difference in survey results that reflects varying degrees of program success between the two schools. Based on the data distribution and the number of students in the lower categories, SD Negeri Sutran demonstrates a more consistent and comprehensive implementation of the GLS program compared to SD Muhammadiyah Bendo
Mapping the Landscape of Critical Thinking Assessment in STEM Education: A Systematic Review of Psychometric Properties, Contextual Implementation, and Future Directions Yuleks Juru Mudi; Kana Hidayati; Muhammad Nursa'ban; Widowati Pusporini
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2385

Abstract

Purpose of the study: This study aims to systematically map the landscape of critical thinking assessment in STEM education, with a particular focus on psychometric characteristics, contextual implementation, and emerging research trends. Methodology: A Systematic Literature Review (SLR) was conducted following the PRISMA protocol using the Scopus database as the primary source. A total of 58 studies published between 2018 and 2025 were analyzed through bibliometric mapping using VOSviewer and thematic synthesis. Main Findings: The findings indicate a substantial increase in research on critical thinking assessment in STEM education since 2020, aligning with growing global attention to 21st-century competencies. However, most studies continue to position assessment primarily as a tool for evaluating learning outcomes or the effectiveness of pedagogical interventions, such as project-based, problem-based, and inquiry-based learning. Only a limited number of studies systematically examine the psychometric quality of assessment instruments, including evidence of construct validity, reliability, and multidimensional structure. This pattern reveals a clear gap between assessment practices in STEM education and established standards for educational measurement, which may lead to weak or potentially misleading conclusions about students’ critical thinking abilities. Novelty/Originality of this study: This review integrates bibliometric and thematic analyses to identify conceptual and methodological gaps in the existing literature and proposes a coherent direction for the development of critical thinking assessments that are both psychometrically robust and contextually relevant within STEM education.
Co-Authors Andreanus Pattikawa Lbn Toruan Jeffri Dian Andika Kana Hidayati Muhammad Nursa'ban Nur Hidayanto Pancoro Setyo Putro Sudiyatno Sudiyatno Yuleks Juru Mudi