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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) International Journal of Learning Reformation in Elementary Education
Feruzi, Sadiki Moshi
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Validity and reliability: teachers’ pedagogical instrument for identifying sensory-motor abilities in handwriting readiness Sukma, Hanum Hanifa; Kurniawan, Muhammad Ragil; Sintawati, Mukti; Feruzi, Sadiki Moshi; Satrianawati, Satrianawati
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.32902

Abstract

The teacher’s ability to identify students’ sensory motor skills is very important. Sensory motor skills are the foundation for children’s handwriting skills. However, there is no instrument to measure teachers’ abilities in this regard. This study aims to test the validity and reliability of the instrument measuring teachers’ pedagogical knowledge in identifying students’ sensory-motor abilities. The data was collected using a questionnaire. A total of 552 teachers responded to the survey. The data were analyzed using exploratory factor analysis (EFA). The study results have developed a questionnaire with four construct components with 39 items. All four constructs have a high-reliability index. The EFA analysis indicated that all items were accepted with high agreement. The results prove that the instrument is highly valid and reliable. Based on the test results, this instrument is recommended for measuring pedagogical knowledge teachers in identifying sensory-motor abilities for elementary school students’ handwriting readiness. The measurement results can be used to determine appropriate training for teachers in developing the sensory-motor abilities of elementary school students. The innovation of this research is the development and validation of an instrument that can measure teachers’ pedagogical knowledge in identifying the sensorimotor abilities of elementary school students.
The Combined Approach of Teaching at the Right Level and Problem-Based Learning to Foster Mathematical Critical Thinking Skills Sintawati, Mukti; Nurrohmah, Anisa; Feruzi, Sadiki Moshi; Abdurrahman, Ginanjar
International Journal of Learning Reformation in Elementary Education Vol. 4 No. 03 (2025): Forthcoming Issue - International Journal of Learning Reformation in Elementar
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v4i03.1302

Abstract

Mathematical critical thinking is an essential skill that helps students analyze information, evaluate arguments, and solve complex problems systematically. However, many elementary students still struggle to attain higher-order thinking skills, mainly due to learning gaps in the classroom. This study aims to examine the effect of the integrated Teaching at the Right Level (TaRL) and Problem-Based Learning (PBL) approach on improving students' mathematical critical thinking skills. This research used a quasi-experimental method involving 34 fourth-grade students divided into experimental and control groups. The experimental group received TaRL–PBL instruction, while the control group used PBL only. Critical thinking skills were measured using pretest and posttest essay questions based on five indicators: interpretation, analysis, inference, evaluation, and explanation. The results showed a significant improvement in the experimental group (t = 2.462, p < 0.05) with a large effect size (Cohen’s d = 0.846), indicating that the TaRL–PBL approach had a strong impact on enhancing critical thinking. These findings suggest that integrating level-based instruction and problem-solving is effective in supporting differentiated learning and strengthening critical thinking in mathematics. The study also indicates that this integrated approach has strong potential to be further developed in mathematics education, particularly to enhance other skills such as creative thinking and mathematical connections.
Pre-service teachers’ pedagogical knowledge and attitudes towards slow learner students Sintawati, Mukti; Sukma, Hanum Hanifa; Mardati, Asih; Feruzi, Sadiki Moshi; Satrianawati, Satrianawati
Journal of Education and Learning (EduLearn) Vol 18, No 4: November 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i4.21626

Abstract

The pedagogical knowledge and acceptance of pre-service teachers towards slow learner students contribute to the implementation of inclusive education in regular schools. This study investigates the level of knowledge and acceptance pre-service teachers have in applying effective teaching strategies for students with slower learning needs. The participants of this study were 187 students at a private university in. This research is ex-post facto research. The research instrument used was a pedagogical knowledge test and attitude questionnaire. The data obtained were analyzed using correlation analysis, and t-test, to determine the relationship between pedagogical knowledge and attitudes towards slow learner students. The finding reveals that there was a positive relationship between pedagogical knowledge and attitudes towards slow learners, but the correlation between the two is not strong, in the medium category. Pre-service teachers gain pedagogical knowledge from inclusive education courses. Pre-service teachers also form a positive attitude towards slow learner students because of their experience interacting with slow learner students. A strong correlation between the variables in this study suggests that pre-service teachers' pedagogical knowledge has a limited impact on their attitudes toward slow learners. This highlights the need for improved training in effective teaching strategies for slow learners.
Co-Authors Asih Mardati, Asih Ginanjar Abdurrahman Muhammad Ragil Kurniawan Nurrohmah, Anisa Satrianawati Satrianawati, Satrianawati Sintawati, Mukti Sukma, Hanum Hanifa