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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Kreatif Tadulako Online Journal of Teaching and Learning Physics JIPF (Jurnal Ilmu Pendidikan Fisika) JPF : JURNAL PENDIDIKAN FISIKA Psikoislamedia : Jurnal Psikologi Jurnal Eduscience (JES) Jurnal Ilmiah Kanderang Tingang DIFFRACTION: Journal for Physics Education and Applied Physics Mattawang: Jurnal Pengabdian Masyarakat Mitra Mahajana: Jurnal Pengabdian Masyarakat Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Indonesian Research Journal on Education Kognisi: Jurnal Ilmu Keguruan Jurnal Pendidikan Islam
Sari, Desy Kumala
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Measures Teachers’ Perceptions of Differentiated Instruction : A Combination of Guttman Scale and Item Response Theory Sari, Desy Kumala; Rosana, Dadan; Supahar, Supahar; Dinata, Pri Ariadi Cahya; Reski, Andi
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 3 (2024): September
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.11841

Abstract

This study aims to develop an instrument for teachers’ perceptions of differentiated instruction by adopting Oriondo and Antonio's instrument development model. This study involves three stages of development: instrument planning, pilot testing, and measurement. The respondents involved were 152 subject teachers at the secondary school level. The instrument developed contains differentiated instruction principles: learning environment, quality curriculum, responsive teaching, continuous assessment, and leadership and routines. A combination of the Guttman Scale and Item Response Theory was used to measure teachers' perceptions, which gave significant results. The analysis results show that most instrument items follow the model used, but some items require adjustment. The implication of this study is the importance of developing valid and reliable instruments to measure teachers' perceptions of differentiated instruction. The findings can contribute to improving classroom learning practices and student learning outcomes. Thus, this study provides a strong foundation for the development of teacher professionalism and the overall improvement of education quality.
Co-Authors Andi Reski Bayu Setiaji Dadan Rosana Dewi Dewantara, Dewi Edi Istiyono Fredy Fredy Gunawan, Defiana Jua, Selestina Kostaria Lukas, Rensi Muchamad Rizki Eka Setiawan Muhammad Istiqlal, Muhammad Mustika Wati, Mustika Nur Lailatul Rofiah Parjono, Parjono Pri Ariadi Cahya Dinata Pri Ariadi Cahya Dinata, Pri Ariadi Cahya Prihandoko, Lastika Ary Purwanty, Ratna Rahmat Danni Raissa Ariadna Putri Josephira Reski, Andi Safitri, Islamiani Sapetrus, Frency Septiani, Ruth Panny Siloam, Kristanoval Supahar, Supahar Theo Jhoni Hartanto, Theo Jhoni Uskenat, Kristina Uspayanti, Rezky Widihastuti