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All Journal Ekspose: Jurnal Penelitian Hukum dan Pendidikan Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Indonesian Journal of Applied Science and Engineering
Oscar Ndayizeye
Hebei Foreign Studies University
Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics

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Discrepancies in meeting OREO guidelines: The Teacher-researcher’s sacrifice and new skill set needs Oscar Ndayizeye
EKSPOSE Vol 20, No 1 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ekspose.v1i1.1736

Abstract

In this evaluation research, the researcher aimed at examining the extent to which Hebei Foreign Studies University (hereafter referred to HFSU) implementated of the O.R.E.O guidelines during COVID-19 lockdown. To collect data, the researcher used the document analysis, an interrater checklist, and participant observation. As the study used both the qualitative and quantitative data, the analysis was equally qualitative and descriptive statistics was used to analyse quantitative data. The major findings were that HFSU did well as two raters found out that fourteen criteria out of sixteen on the rating metrics were fulfilled. The level of O.R.E.O implementation of that university during the Covid-19 lockdown (Semester I, academic year 2020-2021) is “Very Highly” (92%) but it could have done more than that by adjusting few things like insuring undisturbed learning space by parents or guardians and cross-checking information reported both by students and teachers concerning the daily activities of the online teaching-learning.
Prediction model of teacher candidate student graduation status: Decision Tree C4.5, Naive Bayes, and k-NN Kartianom Kartianom; Arpandi Arpandi; Gulzhaina K. Kassymova; Oscar Ndayizeye
Ekspose: Jurnal Penelitian Hukum dan Pendidikan Vol 21, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ekspose.v21i2.3407

Abstract

This study aims to determine the prediction model of the graduation status of prospective teacher students at IAIN Bone in terms of attributes, accuracy levels, and differences in the level of accuracy produced in the attributes of decision tree C4.5, Naïve Bayes, and k-NN data mining algorithms. This research uses a quantitative approach by adopting the Data Mining method. This research was conducted at IAIN Bone. The data collection process in this study used documentation techniques in the form of data on alumni of the Tarbiyah Faculty of IAIN Bone. The data analysis used was a descriptive analysis using decision tree C4.5, Naive Bayes, and k-NN data mining algorithms assisted by the RapidMiner application.  The results of this study show that (1) model prediction of the graduation status of prospective teacher students in IAIN Bone in terms of attributes generated in the Decision Tree C4.5 and Naïve Bayes data mining algorithms  consist of gender, age, Semester 1 IP, Semester 2 IP, Semester 3 IP, Semester 4 IP, and GPA, while the attributes produced in   k-NN data mining algorithm  consists of gender, regional origin, number of siblings, age, IP Semester 1, IP Semester 2, IP Semester 3, IP Semester 4, and GPA; (2) model prediction of graduation status of iain bone teacher candidate students in terms of the accuracy rate generated in the Decision Tree C4.5 data mining algorithm  of 93.90%, Naïve Bayes by 90.24%, and k-NN of 92.07%; and (3) there was no significant difference between the accuracy rate produced by decision tree's data mining algorithm.  C4.5 and Naïve Bayes (p-value = 1.00); Decision Tree C4.5 and k-NN (p-value = 1.00); as well as Naïve Bayes and k-NN (p-value = 1.00) in predicting the graduation status of iain bone teacher candidate students.
An Analysis of Determinant Factors in the Management of Madrasah Ibtidaiyah in the Archipelago Region Nur Hasanah; Ridhwan Latuapo; Eko Wahyunanto Prihono; Oscar Ndayizeye
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 1 (2025): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v10i1.36

Abstract

This study aims to identify the dominant factors influencing the management of madrasah ibtidaiyah in the archipelago. The research employs a quantitative approach with an ex post facto design, utilizing accreditation data from Madrasah Ibtidaiyah. Twenty-nine madrasahs were selected as samples using purposive sampling, based on the criterion of being accredited between 2021 and 2023 in Maluku Province. Principal Component Analysis (PCA) was applied to analyze analyze the data. The findings reveal that four principal components were identified out of 13 initial components, cumulatively accounting for 83.3% of the total variance. This sample confirms the model’s reliability in explaining madrasah management in the archipelago. These four principal components are: (1) Strategic leadership and madrasah quality assurance (64.9%), (2) Madrasah resource management (7.4%), (3) A conducive madrasah environment (6.3%), and (4) Partnership synergy with madrasah resources (4.7%). Further analysis indicates that strategic leadership and quality assurance exert the most significant influence, which is crucial in ensuring effective Madrasah management and the sustainability of educational quality in the archipelago. The implications of this study suggest that to enhance madrasah management effectiveness, madrasah leaders should reinforce internal quality assurance systems, optimize resource management, establish a conducive learning environment, and foster stronger partnerships with the community and other stakeholders. These findings provide a basis for formulating education policies that are more inclusive and adaptable to the geographical conditions of the archipelago, enabling it to compete effectively.
Item Analysis of an English Achievement Test Using Rasch Model and Classical Test Theory Rezkilaturahmi Rezkilaturahmi; Nur Hidayanto Pancoro Setyo Putro; Guldana Begimbetova; Oscar Ndayizeye; Muthmainnah Muthmainnah; Dinda Khaira Latifa
Indonesian Journal of Applied Science and Engineering Vol. 3 No. 1 (2025)
Publisher : Peneliti Teknologi Teknik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59247/ijase.v3i1.180

Abstract

This study aimed to evaluate the quality of English test items developed by the English Teachers Working Group (MGMP) in Muna District, Indonesia. The study specifically examined the psychometric characteristics of the items in terms of item difficulty, discrimination, distractor effectiveness, and item fit using Classical Test Theory (CTT) and Item Response Theory (IRT). This study employed a quantitative psychometric approach. The data consisted of responses to an English achievement test developed and administered by English teachers participating in the MGMP in Muna District. Item quality was initially examined using Classical Test Theory based on item difficulty, discrimination index, and distractor effectiveness. Further analysis was conducted using the Rasch model of Item Response Theory with the Quest program to evaluate item difficulty and item fit based on INFIT Mean Square (MNSQ) statistics. The results of both approaches were used to determine whether individual items were acceptable, required revision, or should be rejected. The analysis revealed variation in the psychometric quality of the test items. The CTT analysis showed differences in item difficulty, discrimination, and distractor effectiveness, while the Rasch analysis revealed variation in item difficulty and item fit. The combined findings indicated that some items demonstrated acceptable psychometric characteristics, whereas others required revision. In addition, several items could not be evaluated using Quest. These findings indicate that although more than half of the items demonstrated acceptable psychometric characteristics, a substantial proportion still requires improvement before being used as a high-quality English assessment.
A Classical Test Theory Analysis of an English Achievement Test Rezkilaturahmi Rezkilaturahmi; Edi Istiyono; Widihastuti Widihastuti; Muhammad Istiqlal; Oscar Ndayizeye; John Rey Osben Pelila; Muthmainnah Muthmainnah
Indonesian Journal of Applied Science and Engineering Vol. 5 No. 1 (2027)
Publisher : Peneliti Teknologi Teknik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59247/ijase.v5i1.181

Abstract

The quality of assessment items is an important aspect of ensuring that English language tests provide reliable and meaningful information about students’ achievement. This study aimed to analyze the quality of a 15 item English language achievement test using Classical Test Theory (CTT). The analysis focused on test reliability, item difficulty, item discrimination, and the effect of item deletion on internal consistency. A quantitative approach was employed using responses from 96 students from two public senior high schools in Muna Regency, Southeast Sulawesi, Indonesia. The data were analyzed using descriptive item analysis and Cronbach’s alpha to evaluate the internal consistency of the assessment. The results indicated that the assessment demonstrated satisfactory internal consistency. The item difficulty analysis showed variation across the items, with items ranging from very difficult to moderate. The discrimination analysis revealed that several items demonstrated good to very good discrimination, while several items showed poor discrimination and require further review. The alpha if deleted analysis indicated that removing individual items did not improve the overall internal consistency of the assessment. These findings suggest that the assessment has an acceptable foundation but still requires item-level refinement. Items with satisfactory discrimination can be retained, whereas poorly discriminating items should be reviewed in terms of item wording, answer keys, distractors, and alignment with the intended learning objectives. The study highlights the usefulness of CTT as a practical approach for identifying problematic items and supporting the improvement of English language assessment quality.
Co-Authors Arpandi Arpandi Dinda Khaira Latifa Edi Istiyono Eko Wahyunanto Prihono Guldana Begimbetova Gulzhaina K. Kassymova John Rey Osben Pelila Kartianom Kartianom Muhammad Istiqlal Muthmainnah Muthmainnah Muthmainnah Muthmainnah Nur Hasanah Nur Hidayanto Pancoro Setyo Putro Rezkilaturahmi Rezkilaturahmi Ridhwan Latuapo Widihastuti