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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi REiD (Research and Evaluation in Education)
Sefina Triastuti
Universitas Negeri Yogyakarta
Education

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Development of the ADILUHUNG PADUKA training module to enhance drivers’ technical skills, service ethics, and legal awareness at Universitas Negeri Yogyakarta Karsono Wibowo; Siswantoyo Siswantoyo; Sefina Triastuti
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 2 (2025): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i2.89069

Abstract

This study aims to develop the ADILUHUNG PADUKA training module to enhance the technical skills, service ethics, and legal awareness of official drivers at Universitas Negeri Yogyakarta (UNY). Drivers, as frontline representatives of the institution, play a strategic role in shaping the university’s public image and ensuring safe and efficient transportation services. Using a Research and Development (R&D) approach, this study employed a modified Borg and Gall model consisting of needs analysis, design, initial product development, expert validation, limited field testing, product revision, effectiveness evaluation, and dissemination. A total of 48 active drivers and one vehicle coordinator participated in the study. Data were gathered through surveys, interviews, observations, and expert and user validation instruments. Quantitative and qualitative analyses were conducted to evaluate module feasibility. The results demonstrate that the ADILUHUNG PADUKA module meets high standards of content validity, instructional design quality, and practical usability. Expert validation across sessions—driving safety, service ethics, and legal awareness—rated the module as “Very Effective,” while driver responses positioned all practicality indicators in the “Very Good” category. The module significantly improved drivers’ technical competence, professional behavior, and understanding of legal responsibilities. The findings indicate that the training module is feasible for institutional implementation and has the potential for adaptation by other higher education institutions seeking to standardize driver professionalism and strengthen transportation service quality.
Development and validation of the AJI LESTARI training module for fine motor stimulation in early childhood education Sefina Triastuti; Ahmad Nasrulloh; Karsono Wibowo; Siska Perangin Angin
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 14 No. 1 (2026)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v14i1.92973

Abstract

This study aimed to develop and validate a needs-based teacher training framework, operationalised through the AJI LESTARI Module, to strengthen teachers' competence in stimulating fine motor development in early childhood education (ECE). The study employed a Research and Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The module was evaluated by three expert validators, followed by a limited trial involving 15 ECE teachers and a large-scale field trial involving 25 ECE teachers. An in-depth classroom implementation was subsequently conducted over 16 sessions involving 11 children. Data were collected through needs-analysis questionnaires, expert validation sheets, teacher response questionnaires, classroom observations, interviews, and documentation, and were analysed using descriptive quantitative and qualitative techniques. The findings provided empirical support for the feasibility and practicality of the AJI LESTARI Module. Expert validation confirmed that the module was suitable for field testing after incorporating revisions to terminology, instructional clarity, assessment tools, and activity examples. In the large-scale trial, the instrument demonstrated high internal consistency (Cronbach's α = 0.88), while the module achieved an overall feasibility score of 3.84 on a four-point scale. Practicality indicators were also high, including presentation attractiveness (M = 3.88), communicative language (M = 3.76), and ease of classroom implementation (M = 3.72). Preliminary implementation evidence was reflected in high ratings for children's active participation (M = 3.92) and perceived improvement in fine motor skills (M = 3.88). Across the 16-session classroom implementation, children's performance shifted from predominantly basic levels toward intermediate and advanced levels. These findings indicate that the AJI LESTARI Module is feasible and practical as a needs-based professional development framework and provides preliminary evidence supporting its use for more systematic fine motor stimulation in ECE classrooms.
Equating high-stakes junior high school mathematics tests using various methods: Which method is the most advantageous? Sabarudin Sabarudin; Sri Yanto; Erna Andriyanti; Heri Retnawati; Ezi Apino; Ibnu Rafi; Sefina Triastuti
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.95819

Abstract

A significant concern about test instruments comprising various test forms is the equivalency among those forms. When the test instrument is deemed "high-stakes," with results commonly utilized to ascertain students' passing status, the equivalence between test forms must be a paramount consideration. The goal of this study is to explain and compare the four approaches used to equate test forms in high-stakes arithmetic tests: mean-mean, mean-sigma, Haebara, and Stocking-Lord. The test used was the national mathematics exam for junior high school students, which had five sets of questions. There were 33,451 students who took the national test for junior high school in Indonesia and took part in the study. An equivalent groups design was used to establish equivalence. We used four equating methods: mean-mean, mean-sigma, Haebara, and Stocking-Lord, to do equating based on item response theory. All analyses were performed via R Studio. The study results indicated that the five test types employed in high-stakes mathematics assessments were quite comparable, with the Stocking-Lord technique yielding the most equal scores in comparison to alternative methods. We spoke about all the results and possible areas for future research.
Co-Authors Ahmad Nasrulloh Erna Andriyanti Ezi Apino Heri Retnawati Ibnu Rafi Karsono Wibowo Sabarudin Sabarudin Siska Perangin Angin Siswantoyo Sri Yanto