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All Journal International Journal of Evaluation and Research in Education (IJERE) Juring (Journal for Research in Mathematics Learning) SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Studies in English Language and Education
Siti Salina Mustakim
Universiti Putra Malaysia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Academic resilience for preservice teachers among field of sciences: A measurement scale in education Muhammad Bukhori Dalimunthe; Ery Tri Djatmika; Heri Pratikto; Puji Handayati; Rosmala Dewi; Siti Salina Mustakim
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i4.21859

Abstract

The scale of measuring academic resilience in a decade has experienced rapid development. Numerous instruments have been formulated by previous researchers, but it has not explicitly measured the academic resilience for preservice teachers. The purpose is to construct a new measure of academic resilience for preservice teachers, which consists of two stages: the validity and reliability of the instrument; and continued with differences in academic resilience for preservice teachers among the fields of social, science, and language. Measurement instruments were given to lectures (eight experts) and students (n=236) from various universities in Medan, Indonesia. The content validity used V-Aiken, and construct validity used confirmatory factor analysis; reliability using the interclass correlation coefficient and internal consistency reliability. The results show that the constructs of composure, commitment, control, coordination, empathy, perseverance, and adaptive have excellent and accurate validity and reliability to measure academic resilience. The findings are specific that there are significant differences in the academic resilience for preservice teachers among field of sciences. Researchers imply that they can use these instruments appropriate and responsive to academic resilience for preservice teachers highlighting among the sciences' domain so that future research can be carried out to explore these differences.
Eclectic approach: A search for more effective assessment ways to meet EFL assessment principles Nur Sehang Thamrin; Suwarsih Madya; Nur Hidayanto Pancoro Setyo Putro; Siti Salina Mustakim; Aminuddin Hassan; Heri Retnawati
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26682

Abstract

The current EFL curriculum for high schools in Indonesia demands integrating cognitive, affective, and psychomotor domains in assessment. Therefore, teachers must consider these domains in designing assessment instruments and use them, including in a full-online class. In this type of class, they must choose effective methods with principled eclecticism that meet the assessment principles. This study examines the teachers’ assessment process, from constructing the assessment devices to implementing the test in virtual classrooms. The qualitative research approach was used to explore the online-based assessments involving 16 English teachers recruited through convenience sampling techniques. Accordingly, the data were collected using virtual semi-structured interviews through a WhatsApp call. The data were analysed descriptively through a thematic analysis integrated with an interactive technique to locate and identify common patterns of meaning in a data set. The findings show that teachers used several methods to design their tests in the planning stage, considering several aspects based on the eclectic approach principles for effective assessment practices. However, teachers need more assessment literacy regarding their knowledge of test quality. This research employed qualitative data from a small number of teachers, so future studies that include more teachers from different locations and consider different viewpoints, including those of students, families, and policymakers, on how to evaluate student achievement virtually are recommended.
DEVELOPMENT OF TECHNOPRENEURSHIP LEARNING TOOLS IN VOCATIONAL HIGH SCHOOLS: A SYSTEMATIC REVIEW OF MODELS, COMPONENTS, AND IMPLICATIONS: Pengembangan Perangkat Pembelajaran Technopreneurship di SMK: Tinjauan Sistematis terhadap Model, Komponen, dan Implikasi Febri Handoyo; Isnandar Isnandar; Wahyu Sakti Gunawan Irianto; Widiyanti Widiyanti; Siti Salina Mustakim
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7290

Abstract

This study aims to map the trends in the development of technopreneurship learning tools in Vocational High Schools by analyzing the development models, core components, and pedagogical implications to identify research gaps. Using the Systematic Literature Review (SLR) method with the PRISMA approach and PICo framework, this study selected five relevant articles from Google Scholar, Semantic Scholar, and Dimensions databases for the period 2021-2025. The results of the data analysis show that the ADDIE and Borg & Gall development models are the most dominant because of their systematic structure in ensuring technical and pedagogical quality. The main components of the learning tool focus on three main aspects: digital technology integration, strengthening 21st-century skills (4Cs), and technical mastery of entrepreneurial management. Pedagogically, the implementation of these tools has been proven effective in improving student learning outcomes, motivation, and independence, as well as transforming the role of teachers into facilitators in the digital ecosystem. Despite the positive impact, a research gap was found in that current development is still limited to independent modules and has not touched on the formation of a comprehensive digital entrepreneurship ecosystem to overcome the low level of students' digital-preneurship skills in the field.
Conceptual and Procedural Knowledge of Fractions Among Junior High School Students as Viewed through Cognitive Style Yunda Devana Tiningsih; Subanji Subanji; Imam Rofiki; Siti Salina Mustakim
Juring (Journal for Research in Mathematics Learning) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v9i1.37508

Abstract

This study to describe the conceptual and procedural knowledge of junior high school students on fraction based on reflective and impulsive cognitive styles. This type of research is a descriptive with a qualitative approach. The research subjects were carried out by giving the MFFT Test to 68 prospective subjects, obtained 24 students with reflective cognitive style and 22 students with impulsive cognitive style. Furthermore, two subjects were selected from each category. Qualitative data collection regarding the conceptual and procedural knowledge aspects possessed by the subjects was carried out by providing fraction material test questions and interviews based on assignments. Data analysis uses data collection, data condensation, data presentation, and drawing conclusions/verification. The results showed that subjects with reflective cognitive style understanding of the five aspects of conceptual knowledge related to fractions, fractions as part whole, measurement, quotient, operator, and ratio. In the procedural knowledge, subjects with reflective cognitive style can use all four aspects in carrying out procedures related to fractions, verbalization procedures, applications fraction conversion, applications fraction operations and applications fraction simplification. While subjects with impulsive cognitive style tend not to understand conceptual and procedural knowledge of all aspects.
Co-Authors Aminuddin Hassan Ery Tri Djatmika RWW Febri Handoyo Heri Pratikto Heri Retnawati Imam Rofiki Isnandar Muhammad Bukhori Dalimunthe Nur Hidayanto Pancoro Setyo Putro Nur Sehang Thamrin Puji Handayati Rosmala Dewi Subanji Subanji Suwarsih Madya Wahyu Sakti Gunawan Irianto Widiyanti Yunda Devana Tiningsih