Article Per Year (5 Year)
p-Index From 2021 - 2026
1.745
P-Index
This Author published in this journals
All Journal IAES International Journal of Artificial Intelligence (IJ-AI) International Journal of Advances in Applied Sciences KARMAPATI (Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika) ISSN: 2252-9063 Journal of Education and Learning (EduLearn) PROGRES PENDIDIKAN TIERS Information Technology Journal Measurement In Educational Research MATRIX : JURNAL MANAJEMEN TEKNOLOGI DAN INFORMATIKA
Wiradika, I Nyoman Indhi
Unknown Affiliation
Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Engineering Environmental Science Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search
Journal : Measurement In Educational Research

 1 
Literasi dan numerasi anak usia 6-12 tahun: Peran status sosial ekonomi dan gender berdasarkan asesmen PEMANTIK Al Hadi, Rizky Khairunnisa; Yusron, Eri; Wiradika, I Nyoman Indhi; Narendra, Hasto Arief; Adem, Angela Merici
Measurement In Educational Research Vol 4, No 2 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/meter.v4i2.334

Abstract

Penelitian ini bertujuan untuk menganalisis hubungan latar belakang SES dan gender dengan kemampuan literasi dan numerasi anak usia 6-12 tahun di Indonesia. Menggunakan metode statistik deskriptif dan multiple linear regression, penelitian ini menelusuri hubungan antara hasil asesmen literasi dan numerasi dengan berbagai variabel SES dan gender. Data ini diperoleh menggunakan asesmen Pengukuran Mandiri Literasi dan Numerasi PSPK (PEMANTIK) dari 20.523 anak yang tersebar di 21 provinsi dan 79 kabupaten/kota. Hasil menunjukkan bahwa bahwa latar belakang pendidikan dan pekerjaan orang tua, terutama ayah, memiliki pengaruh signifikan terhadap kemampuan literasi dan numerasi anak. Selain itu, kemampuan numerasi anak laki-laki lebih tinggi di usia sekolah pada laki-laki ketimbang perempuan, sedangkan kemampuan literasi anak perempuan di usia sekolah dasar lebih tinggi ketimbang anak laki-laki. Penelitian ini menekankan pentingnya intervensi yang disesuaikan berdasarkan latar belakang SES dan gender, khususnya pada tingkat sekolah dasar untuk meningkatkan kemampuan literasi dan numerasi anak sebagai pondasi  pendidikan anak di masa yang akan datang.
Literasi dan numerasi anak usia 6-12 tahun: Peran status sosial ekonomi dan gender berdasarkan asesmen PEMANTIK Al Hadi, Rizky Khairunnisa; Yusron, Eri; Wiradika, I Nyoman Indhi; Narendra, Hasto Arief; Adem, Angela Merici
Measurement In Educational Research Vol. 4 No. 2 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/meter.v4i2.334

Abstract

Penelitian ini bertujuan untuk menganalisis hubungan latar belakang status sosial ekonomi (SES) dan gender dengan kemampuan literasi dan numerasi anak usia 6-12 tahun di Indonesia. Menggunakan metode statistik deskriptif dan regresi linear berganda, penelitian ini menelusuri hubungan antara hasil asesmen literasi dan numerasi dengan berbagai variabel SES dan gender. Data diperoleh dari asesmen Pengukuran Mandiri Literasi dan Numerasi PSPK (PEMANTIK) terhadap 20.523 anak yang tersebar di 21 provinsi dan 79 kabupaten/kota. Hasil menunjukkan bahwa latar belakang pendidikan dan pekerjaan orang tua, terutama ayah, memiliki pengaruh signifikan terhadap kemampuan literasi dan numerasi anak. Selain itu, anak laki-laki memiliki kemampuan numerasi lebih tinggi dibandingkan anak perempuan, sementara anak perempuan memiliki kemampuan literasi lebih tinggi dibandingkan anak laki-laki. Penelitian ini menekankan pentingnya intervensi yang disesuaikan berdasarkan latar belakang SES dan gender, khususnya pada tingkat sekolah dasar, guna meningkatkan kemampuan literasi dan numerasi anak sebagai fondasi pendidikan di masa depan. Literacy and numeracy of children aged 6-12 years: The role of socioeconomic status and gender based on the PEMANTIK assessment Abstract: This study aims to analyze the relationship between SES background and gender with literacy and numeracy skills in children aged 6-12 years in Indonesia. Using descriptive statistical methods and multiple linear regression, the study examines the correlation between literacy and numeracy assessment results and various SES and gender variables. Data were obtained from the PSPK Independent Literacy and Numeracy Measurement Assessment (PEMANTIK), covering 20,523 children across 21 provinces and 79 districts/cities. The findings indicate that parental education and occupation, particularly the father’s, significantly affect children's literacy and numeracy skills. Furthermore, boys tend to have higher numeracy skills, while girls outperform boys in literacy at the primary school level. This study highlights the importance of tailored interventions based on SES and gender backgrounds, particularly in primary education, to enhance children's literacy and numeracy skills as the foundation for their future education.
Assessing the dimensionality of digital literacy: A bifactor analysis of pre-service informatics teachers Wiradika, I Nyoman Indhi; Budiarta, I Nengah Edi
Measurement In Educational Research Vol. 5 No. 2 (2025): Article in Progress
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/meter.v5i2.482

Abstract

This study aims to develop and evaluate a digital literacy instrument for students in Informatics Engineering Education using a bifactor model. The instrument is designed around three primary dimensions: Digital Professional Competency, Integration of Technology in Teaching, and Collaboration and Digital Media Literacy. The results indicate that the general factor (G) makes a dominant contribution, accounting for 85.87% of the total explained variance, while the contributions of the specific factors were comparatively low: 5.30% for Digital Professional Competency, 2.03% for Integration of Technology in Teaching, and 6.81% for Collaboration and Digital Media Literacy. This finding suggests that the instrument is more effective at measuring digital literacy as a holistic competency rather than its specific dimensions. However, the low contribution from the specific dimensions highlights the need to revise certain items to enhance their measurement sensitivity and accuracy. This study provides a significant contribution to the development of valid and reliable digital literacy instruments capable of supporting evidence-based decision-making in technology-enhanced education.
Co-Authors Adem, Angela Merici Agus Adiarta,ST,MT . Al Hadi, Rizky Khairunnisa Andayani, Made Susi Lissia Budiarta, I Nengah Edi Dewa Gede Hendra Divayana, Dewa Gede Hendra Gede Surya Mahendra Heri Retnawati I Gede Bendesa Subawa I Gusti Agung Michael Swisnandya I Putu Wisna Ariawan Kadek Yota Ernanda Aryanto Maheswara, I Wayan Yoni Mertayasa, I Nengah Eka Narendra, Hasto Arief Nyoman Santiyadnya P. WAYAN ARTA SUYASA Wiguna, I Kadek Arta Yusron, Eri