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All Journal Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Pedagogia : Jurnal Ilmiah Pendidikan
Trimo Septiono
Perpustakaan Nasional RI
Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Psychometric Evaluation of a Cognitive Test for Accreditation Assessors in Academic Libraries Trimo Septiono; Awaludin Tjalla
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 18 No 1 (2026): Advancing Learning Innovation, Educational Technology, and Character Development
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v18i1.2816

Abstract

Limited empirical evidence exists regarding the validity of instruments used to assess evaluative competence in academic libraries accreditation. The 2025 revision of the Indonesian higher-education library accreditation instrument assigns the highest weighting to service components, requiring assessors to interpret relationships across indicators. This study examined the psychometric properties of a cognitive test instrument designed to assess such competence. A total of 32 items were administered to 30 assessors, and item characteristics were analyzed using classical test theory. Results indicate highly homogeneous response patterns: 90% of respondents scored in the high category, 81.25% of items were classified as easy, 46.88% had low discrimination indices, and 65.63% contained non-functional distractors. Although the KR-20 reliability coefficient was high (0.84), internal consistency was driven by response homogeneity rather than true variance in ability. These findings suggest that high internal consistency in cognitive assessment instruments may arise from response uniformity rather than reflecting actual variation in underlying ability, particularly in professional evaluation contexts.
Civic Literacy for Sustainable Futures: Insights from a Systematic Review Trimo Septiono; Afifah Hifzhillah; Anan Sutisna
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 18 No. 1 (2026)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v18i1.97

Abstract

This study aimed to systematically examine practices, strategies, and models for developing civic literacy across educational settings, digital environments, and public knowledge institutions in response to the growing challenges of misinformation, polarization, and digital transformation. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, including the stages of identification, screening, eligibility, and inclusion. A total of 30 peer-reviewed articles retrieved from national and international scholarly sources were analyzed using thematic analysis. The review explored six interrelated domains: civic learning, digital participation, educational policy, culture, libraries, and public knowledge spaces. The findings indicate that civic literacy is fostered through critical engagement with public information, dialogic and democratic communication, culturally responsive and local wisdom-based learning, and equitable access to reflective participation spaces within educational, digital, and public contexts. The synthesis further demonstrates that effective civic literacy initiatives integrate critical thinking, ethical reasoning, digital competencies, and participatory learning to strengthen informed citizenship. Civic literacy functions as a conceptual bridge between information literacy and Sustainable Development Goal (SDG) by enabling individuals to critically evaluate information, make ethical decisions, and participate responsibly in democratic life. These findings provide evidence-based implications for curriculum development, teacher education, and the design of inclusive democratic learning ecosystems across diverse educational contexts.
Co-Authors Afifah Hifzhillah Anan Sutisna Awaludin Tjalla