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All Journal Jurnal Pendidikan Indonesia Journal of Education Technology Jurnal Eduscience (JES) Indonesian Journal Of Educational Research and Review Jurnal Pendidikan MIPA
Setyaedhi, Hari Sugiharto
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Feasibility and Effectiveness of E-Test Through Vinesa to Improve Statistical Reasoning Ability Central Tendency Material Setyaedhi, Hari Sugiharto
Indonesian Journal of Educational Research and Review Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v7i3.80790

Abstract

Lecturers are still lacking in developing electronic statistics course tests through Virtual Learning Unesa (Vinesa), which causes student learning outcomes to decline. The aim of this study was to test the feasibility and effectiveness of electronic central tendency material tests. Data analysis uses quantitative descriptive and t tests. The research subjects were 1 material expert, 1 media expert, 1 language expert, and 28 students. Data collection uses tests, observations, interviews, and questionnaires. The ADDIE model is used in this development research. The feasibility results of material validation, learning media, language, individual and small group trials are each in the very feasible category; the effectiveness results show that the control class (0.45) is in the low category and the experimental class (0.6) is in the sufficient category; and the test results t on sig. (2 tailed) = 0.000 < 0.05. Conclusion The development of electronic tests with central tendency material is suitable for use in tests and is effective in improving students' reasoning abilities. The implication of this research is the development of electronic test products that can be monitored for their level of feasibility, with the aim of improving student reasoning in statistics courses.
Empirical Quality of Final Exam Questions in a Learning Management System-based Course Setyaedhi, Hari Sugiharto; Mustaji; Fitri, Citra
Jurnal Pendidikan Indonesia Vol 12 No 1 (2023): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (360.689 KB) | DOI: 10.23887/jpiundiksha.v12i1.52262

Abstract

There are still many educators who develop tests without going through the stages of item analysis, so the quality of the test items is unknown. This has an impact on the accuracy of the item measurement results. This study aims to analyze the empirical quality of the question items in the final examination of the graphic media development course. The research method used was a descriptive method with a quantitative approach. The data collection technique was the analysis of the answer sheets of student work on the final examinations. The population was made up of students with a total of 90 students. The data were analyzed using the Microsoft Excel 2010 application to determine the level of difficulty, discriminating power, distractor effectiveness, validity, and reliability. The empirical quality research results from a total of 25 multiple-choice items for the item difficulty index. Then, for the effectiveness of the distractor, there were 15 (60%) effective items and 10 (40%) ineffective items. Meanwhile, for the validity of the items, there were 24 (96%) items in the valid category and only 1 (4%) item in the invalid category. The reliability of the test using Cronbach's alpha was in the very high category, namely 0.812. Thus, it can be concluded that the semester final examination for graphic media development courses is appropriate to be used as a tool to measure student competency.
The influence of Digital Literacy and Learning Independence on Learning Outcomes in Statistics Courses Setyaedhi, Hari Sugiharto; Pramana, Atan
Journal of Education Technology Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i1.82287

Abstract

The problem in this study is the low utilization of digital literacy and learning independence by students, which has an impact on the learning outcomes of statistics courses that are below standard. This study aims to analyze the influence of digital literacy on statistical learning outcomes, the influence of learning independence on statistics learning outcomes, and the influence of digital literacy and learning independence simultaneously on statistical learning outcomes. This type of research is ex-post facto with research subjects of 90 students in the Department of Educational Technology. The data collection technique used questionnaires to measure the variables of digital literacy and learning independence, while learning outcome data was obtained from statistics course scores. Data analysis was carried out using multiple linear regression with analysis prerequisite tests including normality, linearity, multicollinearity, and heteroscedasticity tests. The results showed that digital literacy had a significant effect on statistical learning outcomes with a significance value of 0.00 < 0.05 and a contribution of 73.5% (R²), learning independence also had a significant effect on statistical learning outcomes with a significance value of 0.00 < 0.05 and a contribution of 48.6% (R²), and simultaneously digital literacy and learning independence had a significant effect on statistical learning outcomes with a significance value of 0.00 < 0.05 and contribution of 75.7% (R²). The conclusion of this study is that digital literacy and learning independence have a significant effect both partially and simultaneously on student learning outcomes. The implications of this study show the importance of strengthening digital literacy and learning independence in an effort to improve students' academic achievement, especially in statistics courses.
Measuring Creative Thinking Skills Using the Feasibility of Mathematics Problems with an Open-Ended Approach in Two-Dimensional Plane Geometry Topic Setyaedhi, Hari Sugiharto; Arianto, Fajar; Mubarok, Husni
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp1173-1195

Abstract

The study aims to develop and validate open-ended mathematics questions, where measuring students' abilities at the field test stage is part of the final validation process to show that the instrument is functional. The development model with Tessmer's formative evaluation approach includes self-evaluation, expert review, one-to-one, small group, and field tests. The participants included one lecturer, two mathematics teachers, and students from grade IX. Individual trials involved three students, small group trials 12 students, and field trials 40 students. The data obtained came from quantitative and qualitative data. The instruments used included observation sheets, interviews, questionnaires, and tests. Analysis for quantitative data was carried out using the SPSS application. The findings of the study indicate that (1) this study produces a mathematics question product with an open-ended approach of 5 descriptive questions. Content validity (90.33%), construct validity (94.25%), and language validity (92.25%). High validity is caused by the formulation of questions that explicitly ask students to provide various ways, which directly target indicators of fluency and flexibility in creative thinking. In addition, the validity of each question item in the small group, namely r count > r table (0.576), with a reliability value of 0.931. (2) Open-ended math questions that are valid and reliable, so that they are used to measure students' creative skills in problem solving. Based on the results of the field test (20% of students are very creative, 30% creative, 10% quite creative, 5% not creative, and 5% very not creative), this proves that the instrument developed is able to differentiate the level of student ability. This study concludes that the development of math questions with an open-ended approach is feasible to be applied to measure creative thinking skills in solving math problems related to the two-dimensional plane geometry topic.      Keywords: creative skills, feasibility of mathematical problems, open-ended approach, two-dimensional plane geometry topic.
DEEP DIGITAL LEARNING (DDL) MODEL EFFECT ON HIGHER EDUCATION CRITICAL THINKING AND PROBLEM-SOLVING SKILLS: A QUASI-EXPERIMENTAL STUDY Arianto, Fajar; Sumarno, Alim; Setyaedhi, Hari Sugiharto; Youhanita, Ety; Shofiana, Fahlulia Rahma; Hanif, Muhammad
JURNAL EDUSCIENCE Vol 13, No 1 (2026): IN PRESS
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8272

Abstract

Purpose – This study investigates the effectiveness of the Deep Digital Learning (DDL) model to address the failure of conventional digital learning to foster Higher-Order Thinking Skills (HOTS). Unlike prior fragmented approaches, the model proposes a novel conceptual synthesis of personalization, collaboration, authentic problem-based learning, and data-driven feedback to enhance critical thinking and problem-solving.Methodology – This quasi-experimental design employed 70 students from the Educational Technology study program. The experimental group (n = 35) used the DDL intervention via the SIDIA Learning Management System (LMS). In contrast, the control group (n = 35) used Conventional Digital Learning (CDL) as a non-equivalent control for seven weeks. Data were collected using validated rubrics for Critical Thinking (CT) and Problem-Solving (PS) skills tests, which were analyzed using Analysis of Variance (ANOVA).Findings – The ANOVA results statistically showed that the DDL group achieved significantly higher post-test scores for both Critical Thinking skills (F(1, 68) = 169.30, p < 0.001) and Problem-Solving skills (F(1, 68) = 140.65, p < 0.001). The mean difference confirmed the superiority of the experimental class in both skills (3.35 points for CT and 3.37 points for PS). This confirms DDL is more effective than CDL in enhancing students’ HOTS.Contribution – Beyond statistical significance, this study positions DDL as a strategic instructional blueprint in advancing HOTS. It provides Higher Education with a proven framework to strengthen digital transformation, ensuring the achievement of Outcome-Based Education (OBE) and 21st-century skills.
Co-Authors ALIM SUMARNO Fajar Arianto Fitri, Citra Husni Mubarok Muhammad Hanif MUSTAJI Pramana, Atan Shofiana, Fahlulia Rahma Youhanita, Ety