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All Journal KEMBARA IJoLE: International Journal of Language Education BAHTERA : Jurnal Pendidikan Bahasa dan Sastra Interference: Journal of Language, Literature, and Linguistics Mattawang: Jurnal Pengabdian Masyarakat
Asnur, Muhammad Nur Ashar
Universitas Negeri Jakarta
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences

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Bridging the Gap: Teacher Efficacy and Diagnostic Assessment in Remote Indonesian Schools Ramly, Ramly; Azis, Azis; Fajar B, Muhammad; Abduh, Amirullah; Asnur, Muhammad Nur Ashar
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82109

Abstract

Research on Diagnostic Assessment (DA) in remote schools in Indonesia is essential, as education in these areas has been a focus of the government attention for several decades and continues for future. This study provides an overview of teachers' readiness in implementing DA, particularly regarding their efficacy and self-perceptions. This study aims to describe teachers' confidence in conducting DA and their perceptions of its benefits for learning. Data were collected from 35 teachers with varying employment statuses and teaching experience using a questionnaire with linear-scale responses. The questionnaire measured efficacy across four aspects using twelve statements and perceptions across three aspects using nine statements. The questionnaire was distributed online via Google Forms. The data were analyzed using descriptive statistics and presented in frequency tables. The findings reveal that teachers in remote schools have a high level of confidence in their ability to implement DA, adapted to the conditions of underdeveloped areas. Teachers perceive DA as fundamentally effective in transforming learning conditions, although it has not yet provided optimal benefits in various related aspects. Its implementation is also considered to be insufficiently intensive. It is concluded that teachers in remote schools are capable of implementing DA and are concerned about the current suboptimal execution of DA. The findings of this study suggest that while teachers in remote areas are confident in their ability to implement DA, further support and resources are necessary to optimize its use. Enhancing training programs and increasing the intensity of DA application could contribute to more effective teaching and learning outcomes, especially in under-resourced and geographically isolated settings
Co-Authors A.A. Ketut Agung Cahyawan W Abduh, Amirullah Adys, Himala Praptami Agung Rinaldy Malik Ambo Dalle Arham, Muhammad Azis Azis, Azis Dian Saputra Ibrahim Ibrahim Ifan Iskandar Ihwan Rahman Bachtiar Kahar, Muhammad Syahrul Kartika, Ajeng Dianing Lestari, Tri Edliani Melgasari Randa Muhammad Fajar B Muhammad Japar Ramly, Ramly Ratna Dewanti Rezkiah Hartanti Rosmaladewi, Rosmaladewi Sabata, Yusniati N. Sri Sumarni Syamsul Alam, Syamsul Syaputra, Arliah Fachrul Triswantini, Erna Uryadi Usman, Misnawaty Wael, Ahmad Wijayanti, Melky Ayu