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Endang Susilaningsih
Universitas Negeri Semarang
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Program Pengabdian Masyarakat Unnes: Pelatihan Pembelajaran Berdiferensiasi dan Asesmennya Bagi Guru SD Supriyadi Supriyadi; Roudloh Muna Lia; Ani Rusilowati; Wiwi Isnaeni; Endang Susilaningsih; Suraji Suraji; Robi Agape Barus; Ulin Nuha Sun’an; Muhamad Rapi; Rina Fardiana; Supyan Husain
Prosiding Seminar Nasional Pengabdian Masyarakat Vol. 1 (2023): Prosiding Seminar Nasional Pengabdian Masyarakat
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/psnpm.v1.98

Abstract

Pembelajaran berdiferensiasi adalah bentuk implementasi kurikulum merdeka. Peserta didik tidak dipaksa mengikuti pembelajaran yang memberatkan melainkan pembelajaran yang sesuai dengan kesiapan, karakter dan kebutuhannya. Guru dalam mengimplementasikan pembelajaran berdiferensiasi beserta penilaian menggunakan tes diagnostik membutuhkan pelatihan dan pendampingan yang berkelanjutan. Pengabdian kerjasama ini bertujuan untuk memberikan pelatihan dan pendampingan bagi guru-guru agar dapat menyusun dan melakukan penilaian menggunakan tes diagnostik hingga tindaklanjutnya dengan pelatihan implementasi pembelajaran berdiferensiasi. Metode pengabdian yang diterapkan adalah ceramah, diskusi, dan pelatihan secara luring di Indonesia dan daring di Malaysia. Pesertanya Guru-guru di beberapa sekolah di Malaysia dan 72 guru sekolah dasar dari 12 sekolah dasar negeri se-Korwil Cam Bancak Kabupaten Semarang. Langkah pelaksanaan pengabdian meliputi penyamaan persepsi melalui tutorial, penugasan kelompok, dilanjutkan presentasi, simulasi kelompok pembelajaran berdiferensiasi dilanjutkan evaluasi. Hasil pretest menunjukkan bahwa pemahaman terhadap pembelajaran berdiferensiasi belum dikuasai oleh peserta workshop. Proporsi yang butuh bimbingan lebih dari 60 %. Hal ini menunjukkan bahwa peserta memang belum menguasai kompetensi tentang pembelajaran berdiferensiasi dan asesmennya. Hasil pengabdian tentang pembelajaran berdiferensiasi adalah sejumlah 62% dari guru yang telah melakukan simulasi berkelompok telah dapat mengimplementasikan pembelajaran berdiferensiasi. Simulasi mengajar berdiferensiasi tersebut dinilai oleh 3 pakar dosen Penelitian dan Evaluasi Pendidikan Unnes. Berdasarkan refleksi guru yang mengikuti pengabdian dapat disimpulkan bahwa pengabdian ini memberikan manfaat yang berkelanjutan sesuai dengan tujuan pendidikan.
APPLICATION OF THE RASCH MODEL ON THE TEST INSTRUMENT TO ANALYZE THE PROBLEM-SOLVING ABILITY OF STUDENTS IN ACID-BASE SOLUTIONS MATERIALS Nurkintan Aprilia; Endang Susilaningsih; Sudarmin Sudarmin; Woro Sumarni; F. Widhi Mahatmanti; Naftalina Ulik Adhelia
EDUSAINS Vol. 13 No. 2 (2021): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v13i2.21375

Abstract

APPLICATION OF THE RASCH MODEL ON THE TEST INSTRUMENT TO ANALYZE THE PROBLEM-SOLVING ABILITY OF STUDENTS IN ACID-BASE SOLUTIONS MATERIALSAbstractIn 21st century education, students are required to have high problem-solving skills. This study aims to reveal the quality of the test instrument with the Rasch model. Descriptive quantitative research is used with total of 38 students of class XI SMAN 2 Semarang became the subjects in this study. The data obtained in this study is from a combination of student response patterns on the product development diagnostic test instrument. The data analysis used was IRT Rasch. Rasch model analysis for summary statistics, item-fit, wright-map, item-measure, person-measure, person-fit dan item-DIF. The value of person reliability is 0.78(sufficient), and item reliability value is 0.8(good). Cronbach's alpha value is 0.82 (very good). Based on the analysis Rasch model, it was found that there were two students (12P and 37P) whose response patterns were not ideal. The results showed problem-solving ability profile of students in the very high category of 26%, high of 29%, average of 16%, low of 13%, and very low of 16%. The results of this study indicate that the test instrument can be used for further research in measuring student problem solving and the Rasch model contributes to teachers and schools in identifying students' abilities in more detail. AbstrakPada pendidikan abad-21, siswa dituntut harus memiliki keterampilan problem-solving yang tinggi. Penilaian keterampilan problem-solving dapat dilakukan secara online yang terintegrasi pada soal tes pengetahuan. Penelitian ini bertujuan untuk mengungkap kualitas instrumen tes dengan model Rasch. Penelitian kuantitatif deskriptif digunakan dalam penelitian ini. Total 38 siswa kelas XI SMAN 2 Semarang menjadi subjek dalam penelitian ini. Data yang diperoleh dalam penelitian ini adalah dari kombinasi pola respon jawaban siswa pada instrumen tes diagnostik produk pengembangan. Analisis data yang digunakan menggunakan Item Response Theory (IRT) model Rasch. Analisis model Rasch untuk summary statistics, item-fit, wright-map, item-measure, person-measure, person-fit dan item-DIF. Nilai person reliability didapatkan sebesar 0,78, kriteria cukup, dan nilai item reliability sebesar 0,85, kriteria bagus. Nilai alpha Cronbach sebesar 0,82, kriteria bagus sekali. Berdasarkan hasil analisis Rasch model ditemukan ada dua siswa yang pola responnya tidak ideal yaitu siswa 12P dan 37P. Hasil penelitian menunjukkan profil kemampuan problem-solving siswa dengan kategori sangat tinggi sebesar 26%, tinggi sebesar 29%, rata-rata sebesar 16%, rendah sebesar 13%, dan sangat rendah sebesar 16%. Hasil penelitian ini menunjukkan bahwa instrumen tes dapat digunakan untuk penelitian lanjutan dalam mengukur pemecahan masalah siswa dan model Rasch memberikan kontribusi kepada guru dan sekolah dalam mengidentifikasi kemampuan siswa lebih rinci
TRENDS IN DIFFERENTIATED LEARNING IN ELEMENTARY SCHOOLS (2015-2025): A SYSTEMATIC LITERATURE REVIEW Redhatul Fauzia; Endang Susilaningsih; Bambang Subali; Ellianawati Ellianawati
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16820

Abstract

Differentiated learning is gaining attention in elementary education in Indonesia, especially after the implementation of the Merdeka Curriculum. This study examines publication trends, implementation patterns, obstacles, and strategies for strengthening differentiated learning at the elementary school level during the period 2015–2025. The study was conducted using the Systematic Literature Review (SLR) method based on the PRISMA 2020 protocol. A total of 25 empirical research articles that met the inclusion criteria were systematically analyzed. The results of the study show that the development of differentiated learning can be divided into three main phases: (1) the pre-pandemic period, when its implementation was still limited because teachers' pedagogical abilities were not yet optimal; (2) the pandemic period, when differentiated learning began to adapt to online learning models; and (3) the Merdeka Curriculum era, when diagnostic assessments, personalized learning, and student learning profile mapping were further strengthened. Bibliometric mapping using VOSviewer revealed dominant topics such as readiness-based learning, flexible learning, the use of digital media, and social-emotional support. In general, differentiated learning has been proven to increase student motivation, participation, and academic achievement; however, obstacles related to teacher readiness, time management, and infrastructure availability are still encountered. This study presents new insights by mapping trends over a decade based on policy phases, while combining empirical synthesis and bibliometric visualization. Recommendations are also provided for research and policy development so that the implementation of differentiated learning in elementary schools can be more evenly distributed.
TRENDS IN THE USE OF INTERACTIVE MEDIA FOR MATHEMATICS LEARNING IN ELEMENTARY SCHOOLS: A LITERATURE REVIEW (2015–2025) Putri Indah Sari; Endang Susilaningsih; Bambang Subali; Ellianawati Ellianawati
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16822

Abstract

Mathematics learning at the elementary level plays a crucial role in developing students’ logical, systematic, and critical thinking skills, yet it is still widely perceived as abstract and difficult, indicating the need for pedagogical innovation through digital technology integration. This study aims to systematically analyze trends in the use of interactive media in elementary school mathematics learning from 2015 to 2025, focusing on media types, pedagogical implementation strategies, and learning outcomes. Employing a Systematic Literature Review (SLR) method following the PRISMA 2020 guidelines, literature was collected from Crossref, Google Scholar, and Scopus databases, yielding 1,243 articles, of which 28 studies met the inclusion criteria for analysis. The findings reveal three dominant trends: pedagogical trends marked by a shift toward student-centered learning models such as Problem-Based Learning and Digital Game-Based Learning; technological trends characterized by the increasing use of interactive multimedia, educational games, Augmented Reality, and interactive digital worksheets (E-LKPD); and cognitive trends reflected in a stronger focus on students’ motivation, engagement, and higher-order thinking skills. This review also identifies a key research gap in the limited longitudinal and context-sensitive evaluation of interactive media effectiveness in elementary mathematics learning. The scientific contribution of this study lies in its integrative synthesis of a decade-long development of interactive media by systematically linking media types, instructional models, and learning outcomes, offering a more comprehensive analytical perspective than previous short-term or media-specific reviews.
Analysis of Computerized Adaptive Test to Reveal Misconceptions and Science Literacy in Science Courses Muhammad Azzarkasyi; Ani Rusilowati; Endang Susilaningsih; Ibrahim; Mohd Isha Awang
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.94641

Abstract

The development of diagnostic instruments that accurately capable in assessing interdisciplinary science literacy and identifying misconceptions represents a strategic imperative in higher education, particularly within integrated science courses that demand concept transfer across physics, chemistry, biology, and earth sciences. The study advanced both theoretical and methodological frontiers by developing and psychometrically validating a Computerized Adaptive Test (CAT) instrument, which is grounded in a Four-Tier Diagnostic Test framework and designed to profile students’ science literacy and misconception patterns in integrated science contexts. The study employed a quantitative instrument development design with 150 students of science education from three universities in Aceh, Indonesia. The study moved beyond Classical Test Theory by utilizing Item Response Theory (IRT), specifically the Rasch model and two-parameter logistic (2PL) model to evaluate item parameters essential for CAT calibration. The findings demonstrated strong psychometric properties, with Rasch infit and outfit statistics within acceptable ranges confirming unidimensional, while item difficulty parameters spanned from 2.1 to 1.8 logits, providing adequate ability continuum coverage. Critically, domain-specific analysis revealed that items requiring cross-disciplinary concept transfer, particularly those integrating physics and biology, exhibited significantly higher discrimination parameters than items confined to isolated disciplinary content, offering a novel theoretical insight that science literacy is inherently an integrative construct rather than a sum of disciplinary knowledge components. Methodologically, this study advances CAT development by demonstrating that rigorous IRT-based calibration and iterative quality control are essential for ensuring measurement accuracy. The identification of invalid items underscores that item attrition is a necessary feature of responsible test development.  Generally, these findings contribute to the broader movement toward adaptive, personalised assessment in higher education, providing a replicable model for researchers and practitioners seeking to leverage CAT technologies to enhance diagnostic precision and support targeted remediation in interdisciplinary science education worldwide.
Co-Authors Aditya Marianti Ani Rusilowati Aprilia, Nurkintan Azzarkasyi, Muhammad Bambang Subali Budi Naini Mindyarto, Budi Naini Didi Nur Jamaludin Ellianawati, Ellianawati F Widhi Mahatmanti Farid Ahmadi Fina Fakhriyah Ibrahim Khafidhotul Khasanah Maria Agatha Hertiavi Maula Najikh Wildana Mohd Isha Awang Muhamad Rapi Naftalina Ulik Adhelia Noor Rifaan Nuryanto Nuryanto Putri Indah Sari Redhatul Fauzia Reza Maulana Rina Fardiana Robi Agape Barus Roudloh Muna Lia Saiful Ridlo Sigit Priatmoko Sigit Saptono Sri Susilogati Sumarti SRI WARDANI Sudarmin Sudarmin Suharto Linuwih Sunyoto Eko Nugroho, Sunyoto Eko Supriyadi Supriyadi Supyan Husain Suraji Suraji Ulin Nuha Sun’an Wiwi Isnaeni Wiyanto Wiyanto Woro Sumarni Yeri Sutopo Yeyendra Yeyendra