Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal EL-IDARE: JURNAL MANAJEMEN PENDIDIKAN ISLAM JRTI (Jurnal Riset Tindakan Indonesia)
Yolanda Putri Nami
Universitas Negeri Padang
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Human Resources and Instructional Leadership in Improving Learning in Vocational Schools: Literature Review Study Yolanda Putri Nami
El-Idare: Jurnal Manajemen Pendidikan Islam Vol 12 No 1 (2026): El-Idare
Publisher : Program Studi Manajemen Pendidikan Islam Fak. Ilmu Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/elidare.v12i1.35009

Abstract

Vocational education has a strategic role in preparing competent and work-ready human resources according to the needs of the industrial world. However, the quality of learning in Vocational High Schools (SMK) still faces various challenges, especially in the management of human resources and leadership effectiveness at the level of educational units. This study aims to analyze the role of human resource management and instructional leadership in improving the quality of learning in vocational schools. This study uses a qualitative approach with a literature study method. Data is obtained from relevant scientific articles through the Sciencedirect database and Google Scholar. The selection process was carried out systematically through the identification, screening, and feasibility stages so that 15 articles were obtained in accordance with the research criteria. Data analysis was carried out descriptively by reviewing and synthesizing findings from various related studies. The results of the study show that human resource management carried out systematically through planning, development, and evaluation of teacher performance has a positive effect on improving the quality of learning. In addition, the instructional leadership of school principals has an important role in directing, fostering, and supervising the learning process through academic supervision, teacher professional development, and the creation of a conducive learning environment. The findings also show that there is a synergistic relationship between HR management and instructional leadership in improving the quality of learning in vocational schools.
Classical test theory and item response theory validation of a building design and modeling fundamentals test in vocational education Yolanda Putri Nami; Fahmi Rizal; Muhammad Giatman; Ari Syaiful Rahman Arifin
JRTI (Jurnal Riset Tindakan Indonesia) Vol. 11 No. 2 (2026): JRTI (Jurnal Riset Tindakan Indonesia)
Publisher : IICET (Indonesian Institute for Counseling, Education and Therapy)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/30037003000

Abstract

Classical test theory (CTT) and item response theory (IRT) rest on different measurement assumptions: CTT describes items relative to the tested group, whereas IRT places items and persons on a common latent ability scale. Using both frameworks therefore offers complementary validity evidence for classroom tests in vocational education, where such evidence is rarely reported. This research and development study developed a test for the Fundamentals of Building Design, Modeling, and Information subject (Dasar-dasar Desain Pemodelan dan Informasi Bangunan, Basic DPIB) and examined its items with CTT and the two-parameter logistic (2PL) IRT model. Forty multiple-choice items were written from a competency-based blueprint and judged by five experts (Aiken's V = 0.80–0.95). After a tryout with 30 students, 32 items were administered to 103 DPIB students selected by proportional stratified random sampling. CTT showed high split-half reliability (Spearman–Brown = 0.95), good-to-very-good discrimination for 30 items, and 13 items with at least one poorly functioning distractor; no item was classified as difficult. The 2PL model produced positive discrimination (a = 0.848 to 4.833) and mostly negative difficulty (b = −2.597 to 0.034), and test information peaked at θ ≈ −0.98. Both frameworks identified the same easiest, hardest, and most discriminating items, but they contributed different evidence: CTT pinpointed distractors to revise, whereas IRT showed that measurement precision is concentrated below average ability. The test is therefore better suited to identifying students who have not yet mastered basic competencies than to distinguishing high achievers; adding difficult items and recalibrating with a larger sample are required before high-stakes use.
Co-Authors Fahmi Rizal Rahman Arifin, Ari Syaiful