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All Journal Information Technology Education Journal INTERACTION: Jurnal Pendidikan Bahasa
Murniati
STKIP Abmul Dampal Selatan
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Validation of a Blended Mathematics Learning Readiness Instrument Based on Offline Delivery in Remote Areas Heny Sri Astutik; Andi Kaharuddin; Salmawati; Murniati; Muh Jusri Kahar; Hernita Pasongli
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.265

Abstract

Purpose – This study aimed to develop and validate an instrument assessing student readiness for offline-supported blended mathematics learning, addressing a critical measurement gap in Indonesia's disadvantaged, frontier, and outermost (3T) regions like Southwest Papua. Design – Employing a sequential exploratory psychometric design, we addressed the internet-dependency of existing instruments. An initial 40-item pool, adapted from the Online Learning Readiness Scale for offline contexts, was refined to 30 items. Content validity was established via two expert review rounds (N=3) using NVivo 14 thematic analysis and Gregory's index. Construct validity was examined through Exploratory Factor Analysis (EFA) with 150 mathematics students, alongside Cronbach's Alpha for reliability. Findings – Content validity (Gregory's index) improved from 0.60 to 0.88. EFA established a five-factor structure for the 30 items, explaining 68.4% of the total variance: (1) Learning Independence with Local Resources (α=0.89), (2) Offline Technical Literacy (α=0.87), (3) Adaptation to Infrastructure Limitations (α=0.82), (4) Mathematics Self-Efficacy with Offline Media (α=0.91), and (5) Learning Motivation in Digital Isolation (α=0.79). Overall reliability was α=0.93. Implications – The instrument provides a valid, reliable tool for diagnosis and interventions in underserved regions. Limitations regarding geographic specificity, sample size, and unexamined criterion validity suggest directions for future cross-context validation and longitudinal studies. Originality – By introducing "Adaptation to Infrastructure Limitations" as a novel dimension, this study reconceptualizes learning readiness for connectivity-deprived contexts, offering educators and policymakers an evidence-based tool to promote educational equity.
The Comparative Analysis of Students' Needs of SMA, SMK & MA Al-Ittihad DDI Soni (Students' and Teachers' Perspectives) Nahdawati; Rahmatul Ummu Arifin; Sitti Hawaena; Murniati; Moh Jusri Kahar
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i1.3614

Abstract

This study aims to analyze and compare the English learning needs from the perspectives of students and teachers at SMKN 1 Dampal Selatan, MA Al-Ittihad DDI Soni, and SMA Negeri 1 Dampal Selatan. The research employs a qualitative descriptive approach using data collected through questionnaires distributed to students and interviews conducted with English teachers. The focus of this study includes academic needs such as mastery of the four main English skills, and non-academic needs like motivation, environmental support, and self-confidence, as well as perceptions regarding the use of technology in learning. The results indicate a significant gap between students’ and teachers’ expectations. Students tend to prefer practical, technology-based, and work-oriented materials, while teachers emphasize grammar mastery, basic language skills, and the need for adequate learning media. Additionally, students expressed difficulties in vocabulary acquisition and low confidence in speaking, whereas teachers stressed the importance of enhancing motivation and learning facilities. These findings highlight the necessity to adjust curricula and teaching methods to better align with students’ real-world needs and support more effective English learning.
Co-Authors Heny Sri Astutik Hernita Pasongli Moh Jusri Kahar Muh Jusri Kahar Nahdawati Rahmatul Ummu Arifin Salmawati Sitti Hawaena