Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO) Indonesian Journal of Business and Entrepreneurship Research
Rachmad Hidayat
Universitas Negeri Malang, Malang, Indonesia
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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

Found 2 Documents
Search

 1 
Creativity and Critical Thinking as Mediators of Computational Thinking among Business Education Students Wening Patmi Rahayu; Dede Rusmana; Rachmad Hidayat; Lutfi Asnan Qodri
Indonesian Journal of Business and Entrepreneurship Research Vol. 4 No. 3 (2026): Vol. 4, No. 3, August 2026: Indonesian Journal of Business and Entrepreneurship
Publisher : Department of Business and Entrepreneurship, Faculty of Economics and Business, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62794/ijober.v4i3.389

Abstract

Computational thinking is no longer confined to computer science departments, yet we still know little about how the broader set of twenty-first-century skills feeds into its growth among business students. Here we test whether collaboration and communication shape computational thinking directly, and whether creativity and critical thinking carry part of that influence. A cross-sectional survey of 215 business education students at an Indonesian public university provided the data, with 21 reflective indicators capturing five constructs. The proposed model was estimated with partial least squares structural equation modelling and 5,000 bootstrap subsamples, and the measurement model held up well on reliability and validity checks. Both collaboration and communication predicted computational thinking directly; collaboration was a particularly strong driver of creativity, while communication mainly shaped critical thinking, and each of these in turn predicted computational thinking. The indirect paths running through creativity and critical thinking were both significant, pointing to complementary partial mediation, and together the model accounted for 62.4% of the variance in computational thinking. In practice, collaborative and communicative learning seems to matter most when it is deliberately channelled into creative output and critical scrutiny. Business curricula would therefore do well to build in team-based problem solving, structured reflection, and algorithmic solution design, rather than teaching the 4Cs and computational thinking as unrelated outcomes.
Analysis of the Quality of Tryout Questions in the Marketing Education Program Based on Pedagogical Content Knowledge for UKPPPG Readiness Rachmad Hidayat; Wening Patmi Rahayu
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 4 No. 4 (2025): AUGUST
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v4i4.1996

Abstract

A fundamental issue in the educational ecosystem is the assessment of learning outcomes. In preparing teachers for the Teacher Professional Education Competency Test (UKPPPG), tryout tests serve as strategic instruments. For the Marketing Education Program, these test items must reflect required pedagogical and professional competencies, particularly Pedagogical Content Knowledge (PCK), which integrates content mastery with teaching strategies. This study aims to analyze the quality of tryout test items based on PCK in preparing Marketing Education Program teachers for the UKPPPG. Using a quantitative-descriptive approach with 108 participants (36 male; 72 female), data were analyzed with SPSS 31, focusing on item validity (point-biserial correlation), reliability (Cronbach's α), discrimination index (D), difficulty level (p), and distractor effectiveness. Results indicate sufficient reliability (α = 0.760), though item quality varied: some items were valid, marginal, or invalid—particularly weak in early indicators. Discrimination indices were mostly "fair," with several items rated "good" (D ≥ 0.40) suitable for retention, while "poor" items (D < 0.20) require revision or replacement. The difficulty distribution was unbalanced for summative testing (easy 34%, medium 37%, difficult 29%), suggesting dominance of easy items that reduce discrimination. Distractor analysis revealed an average of 2–3 functioning distractors per item (66%), though some were implausible and required revision. The implications highlight the need for systematic selection and revision of items (stem, key, and distractors), rebalancing difficulty levels, and repeated pilot testing to ensure the instrument achieves higher validity, reliability, and representativeness of PCK-based teacher competencies in 21st-century marketing education.
Co-Authors Dede Rusmana Lutfi Asnan Qodri Wening Patmi Rahayu