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Improving 7th-grade junior high school mathematics achievement through numbered heads together Astuti, Nuryani Dwi; Pusporini, Widowati
Psychology, Evaluation, and Technology in Educational Research Vol 3, No 2 (2021)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v3i2.70

The purpose of this study was to improve the mathematics learning outcomes of class VII A students with the Numbered Heads Together (NHT) cooperative learning model on the triangle material at SMP Taman Dewasa Ibu Pawiyatan Yogyakarta. This type of research is classroom action research, while the method in this research is quantitative by collecting data through documents and tests. The subjects of this study were 21 students of class VII-A. The test instruments used were the pretest and posttest (evaluation questions in cycle I and cycle II) consisting of 20 multiple-choice questions. The data analysis technique of the mathematics learning achievement test was carried out by calculating the class average score. The results showed that there was an increase in mathematics learning achievement. This is indicated by an increase in the average percentage of student mathematics learning outcomes which increased from an average initial value of 48.33 to 67.86 in the first cycle and in the second cycle to 75.93. So it can be concluded that the Numbered Heads Together (NHT) cooperative learning model can improve the mathematics learning outcomes of class VII A students on triangle material.

Comparison of KMO Results, Eigen Value, Reliability, and Standard Error of Measurement: Original & Rescaling Through Summated Rating Scaling Astuti, Nuryani Dwi; Hajaroh, Mami; Prihatni, Yuli; Setiawan, Ari; Setiawati, Farida Agus; Retnawati, Heri
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol 13, No 2 (2024): JP3I
Publisher : Fakultas Psikologi UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v13i2.36684

This study aims to compare the results of KMO MSA analysis, Eigen Value, reliability, and Standard Error Measurement (SEm) between raw scores (original) and standardized scores (rescaling) through the summated rating scaling method on critical reasoning attitudes of vocational students in Yogyakarta City. This study used a quantitative descriptive approach involving 204 private vocational students as subjects. The instrument used to measure critical reasoning attitudes has gone through thorough validity and reliability testing before the research was carried out. The analysis process was carried out by calculating the KMO MSA, Eigen Value, reliability, and SEm values on both raw and standardized scores. The results of the two types of scores were then compared to identify any differences. Based on the results of the analysis, it was found that the raw score had a KMO MSA of 0.87, reliability of 0.823, and SEm of 0.337. After rescaling, the KMO MSA value decreased slightly to 0.86, the reliability also decreased slightly to 0.821, while the SEm increased to 0.406. Eigenvalue analysis showed that both the raw and standardized scores yielded seven factors with Eigenvalues greater than 1. The differences found between these two types of scores, namely 0.01 for KMO MSA, 0.002 for reliability, and -0.069 for SEm, indicate small but significant changes, especially in terms of the increase in SEm after rescaling, which impacts the level of measurement accuracy.

Comparison of KMO Results, Eigen Value, Reliability, and Standard Error of Measurement: Original & Rescaling Through Summated Rating Scaling Astuti, Nuryani Dwi; Hajaroh, Mami; Prihatni, Yuli; Setiawan, Ari; Setiawati, Farida Agus; Retnawati, Heri
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol. 13 No. 2 (2024): JP3I
Publisher : FAKULTAS PSIKOLOGI UIN SYARIF HIDAYATULLAH JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v13i2.36684

This study aims to compare the results of KMO MSA analysis, Eigen Value, reliability, and Standard Error Measurement (SEm) between raw scores (original) and standardized scores (rescaling) through the summated rating scaling method on critical reasoning attitudes of vocational students in Yogyakarta City. This study used a quantitative descriptive approach involving 204 private vocational students as subjects. The instrument used to measure critical reasoning attitudes has gone through thorough validity and reliability testing before the research was carried out. The analysis process was carried out by calculating the KMO MSA, Eigen Value, reliability, and SEm values on both raw and standardized scores. The results of the two types of scores were then compared to identify any differences. Based on the results of the analysis, it was found that the raw score had a KMO MSA of 0.87, reliability of 0.823, and SEm of 0.337. After rescaling, the KMO MSA value decreased slightly to 0.86, the reliability also decreased slightly to 0.821, while the SEm increased to 0.406. Eigenvalue analysis showed that both the raw and standardized scores yielded seven factors with Eigenvalues greater than 1. The differences found between these two types of scores, namely 0.01 for KMO MSA, 0.002 for reliability, and -0.069 for SEm, indicate small but significant changes, especially in terms of the increase in SEm after rescaling, which impacts the level of measurement accuracy.

Manajemen Pendidikan Karakter Berbasis Sekolah Era Digital di Indonesia Astuti, Nuryani Dwi; Marzuki, Marzuki; Hajaroh, Mami; Prihatni, Yuli; Kusumawardhani, Ratih; Hartono, Arif; Setiawan, Ari; Aziz, Mohd Kasturi Nor Abd
Jurnal Pendidikan Karakter Vol. 16 No. 1 (2025)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v16i1.76084

This research aims to reveal the importance of character education management in shaping students' ideal personalities, especially in the digital era. This research uses library research method to analyze various literature sources related to character education management. Data sources are journals, proceedings, and books. The data collection technique focuses on in-depth search and analysis of text or literature sources. The results show that character education management requires detailed planning, efficient organization, effective implementation, and careful supervision. The implementation of character education in the digital era requires an innovative and synergistic approach between various educational components. Concrete examples of the application of character education management in the digital era include setting digital character education goals, dividing tasks and resources, implementing programs through digital technology, and monitoring and evaluating programs regularly. Thus, character education integrated with digital technology can help form a young generation with good character, faith, honesty and discipline, and be able to have a positive impact on the surrounding environment. This research emphasizes the importance of character education as an effective means of forming morally and spiritually complete individuals.

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