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All Journal International Journal of Evaluation and Research in Education (IJERE) Studies in English Language and Education
Siti Salina Mustakim
Universiti Putra Malaysia
Education Languange, Linguistic, Communication & Media

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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.
Co-Authors Aminuddin Hassan Ery Tri Djatmika RWW Heri Pratikto Heri Retnawati Muhammad Bukhori Dalimunthe Nur Hidayanto Pancoro Setyo Putro Nur Sehang Thamrin Puji Handayati Rosmala Dewi Suwarsih Madya