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Development of the Bystander and Islamic Values (BIV) Scale to Measure Anti-Bullying Behavior for Junior High School Students Dani Cahyani; Alfita Choirun Amalia; Kusaeri; Suparto
Nadwa: Jurnal Pendidikan Islam Vol. 20 No. 1 (2026): Articles in Progress
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

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Abstract

The BIV Scale is a psychometric instrument designed to measure anti-bullying bystander behavior by integrating Islamic Religious Education (IRE) values into a standardized measurement framework. Unlike existing bystander behavior instruments developed primarily within secular Western contexts, the BIV Scale operationalizes the Islamic psychospiritual constructs of murāqabah, ta'āwun, and 'adālah as measurable behavioral dimensions. This study aimed to develop and validate the instrument for use among junior high school and Islamic junior high school students. A psychometric instrument development design was employed, incorporating content validity, exploratory and confirmatory factor analyses, and reliability testing. Data were obtained from expert validators and 200 students. The findings demonstrated excellent content validity (mean Aiken's V = 0.903), identified a theoretically consistent four-factor structure, confirmed an excellent model fit through confirmatory factor analysis, and showed satisfactory internal consistency across all dimensions (McDonald's Omega = 0.798–0.850). These findings confirm that the BIV Scale is a valid and reliable instrument for assessing anti-bullying bystander behavior grounded in Islamic Religious Education values. The instrument contributes to culturally responsive educational measurement and provides a robust framework for evaluating anti-bullying behavior in Muslim educational contexts.
Analisis Epistemologi Obstacle Siswa dalam Menyelesaikan Soal Statistika Ditinjau dari Gaya Belajar Tri Ulfia Rahmawati; Aning Wida Yanti; Suparto; Supranoto
Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya Vol. 19 No. 3 (2025): Desember 2025
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/wms.v19i3.105832

Abstract

Penelitian ini bertujuan menganalisis variasi hambatan epistemologis yang dialami siswa dalam menyelesaikan soal statistika berdasarkan perbedaan gaya belajar visual, auditori, dan kinestetik. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus yang melibatkan tiga peserta didik kelas X MAN 1 Lamongan, yang dipilih melalui angket gaya belajar berbasis model VAK. Data dikumpulkan melalui tes uraian, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana yang mencakup kondensasi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa bergaya belajar visual mengalami hambatan epistemologis pada aspek prosedural dan teknik operasional; siswa auditori mengalami hambatan pada teknik operasional; sedangkan siswa kinestetik menghadapi hambatan yang lebih kompleks meliputi aspek konseptual, prosedural, dan teknik operasional. Temuan ini mengonfirmasi bahwa perbedaan gaya belajar berpengaruh terhadap jenis kesulitan epistemologis yang muncul dalam pembelajaran statistika. Penelitian ini berkontribusi dalam memperjelas hubungan antara karakteristik gaya belajar dan bentuk hambatan epistemologis, sehingga dapat menjadi dasar bagi guru untuk merancang strategi pembelajaran yang lebih adaptif dan mampu meminimalkan kesulitan siswa dalam memahami konsep statistika.
Co-Authors Alfita Choirun Amalia Aning Wida Yanti Dani Cahyani Kusaeri Supranoto Tri Ulfia Rahmawati