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Comparison of KMO Results, Eigen Value, Reliability, and Standard Error of Measurement: Original & Rescaling Through Summated Rating Scaling Astuti, Nuryani Dwi; Hajaroh, Mami; Prihatni, Yuli; Setiawan, Ari; Setiawati, Farida Agus; Retnawati, Heri
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol 13, No 2 (2024): JP3I
Publisher : Fakultas Psikologi UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v13i2.36684

This study aims to compare the results of KMO MSA analysis, Eigen Value, reliability, and Standard Error Measurement (SEm) between raw scores (original) and standardized scores (rescaling) through the summated rating scaling method on critical reasoning attitudes of vocational students in Yogyakarta City. This study used a quantitative descriptive approach involving 204 private vocational students as subjects. The instrument used to measure critical reasoning attitudes has gone through thorough validity and reliability testing before the research was carried out. The analysis process was carried out by calculating the KMO MSA, Eigen Value, reliability, and SEm values on both raw and standardized scores. The results of the two types of scores were then compared to identify any differences. Based on the results of the analysis, it was found that the raw score had a KMO MSA of 0.87, reliability of 0.823, and SEm of 0.337. After rescaling, the KMO MSA value decreased slightly to 0.86, the reliability also decreased slightly to 0.821, while the SEm increased to 0.406. Eigenvalue analysis showed that both the raw and standardized scores yielded seven factors with Eigenvalues greater than 1. The differences found between these two types of scores, namely 0.01 for KMO MSA, 0.002 for reliability, and -0.069 for SEm, indicate small but significant changes, especially in terms of the increase in SEm after rescaling, which impacts the level of measurement accuracy.

Penguatan Literasi Kebijakan Pendidikan bagi Pekerja Migran Indonesia (PMI) Hong Kong melalui Workshop Pendidikan Sholikhah, Ebni; Hajaroh, Mami; Maryani, Maryani; Anwar, Muhammad Saiful
Aksiologiya: Jurnal Pengabdian Kepada Masyarakat Vol 9 No 2 (2025): Mei
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/aks.v8i2.14617

Artikel ini mendeskripsikan hasil kegiatan pengabdian kepada masyarakat yang ditujukan bagi Pekerja Migran Indonesia (PMI) di Hong Kong, dengan tujuan untuk memperkuat literasi kebijakan pendidikan agar mereka mampu memilih program dan lembaga pendidikan yang sesuai. Kegiatan pengabdian dilaksanakan melalui metode workshop, dengan pendekatan pemberdayaan yang diadaptasi dari teori Adi (2008). Hasil kegiatan menunjukkan bahwa: (1) PMI merasa puas terhadap pelaksanaan pemberdayaan dari berbagai aspek yang diukur, yaitu respons, partisipasi, pemberdayaan, dampak, dan kesesuaian; dan (2) berdasarkan evaluasi kuantitatif, workshop ini terbukti mampu meningkatkan literasi kebijakan pendidikan para peserta. PMI tidak hanya memahami kebijakan pendidikan Indonesia, tetapi juga mampu mengaplikasikan pemahaman tersebut melalui penyusunan rencana aksi dalam bentuk "sungai kehidupan" sebagai panduan untuk memilih program dan lembaga pendidikan yang sesuai dengan target pendidikan dan karier setelah masa kerja mereka berakhir.

Advancing Professional Competence of Teachers via Classroom Action Research Hajaroh, Mami; Andriani, Lusila; Tri Puji Utami, Wulan; Sholikhah, Ebni; Nur Utami, Ayusti
International Journal Of Community Service Vol. 5 No. 2 (2025): May 2025 (Indonesia - Malaysia - Timor-Leste)
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijcs.v5i2.855

Teachers possess a central role in shaping the quality of education by improving professional competence through Classroom Action Research (CAR) training. CAR enables teachers to conduct practical research in the classroom, identifying problems and finding concrete solutions. Training not only improves the teaching skills but also enhances the quality of classroom learning. Therefore, this research aimed to build the capacity for professional competence among teachers at Indonesian School of Kota Kinabalu (SIKK). It also improved the insight and action research skills in the school and Community Learning Center (CLC) in Kota Kinabalu, Sabah, Malaysia. Training strategy was carried out through blended learning both online and offline. The online training used Zoom platform and Google Classroom Learning Management System, while the offline model was performed in Kota Kinabalu. The methods included dialogue, games, direct practice, and assignments. The results showed that teachers' satisfaction with training services was due to the usefulness of the materials, relevance to the needs, and effective communication during training. The understanding and skills in CAR were also found to be increasing. Additionally, teachers needed to make behavioral changes in classroom learning by conducting CAR. This research finally showed that CAR and the publication of the results would improve the achievement and quality of education. The professional competence and CAR were interrelated concepts where CAR functioned as a method to help teachers identify and overcome learning problems in the classroom systematically and scientifically. Furthermore, the professionalism referred to the abilities, skills, and ethics passed by educators to carry out educational roles effectively, and with dignity when CAR was performed.

Comparison of KMO Results, Eigen Value, Reliability, and Standard Error of Measurement: Original & Rescaling Through Summated Rating Scaling Astuti, Nuryani Dwi; Hajaroh, Mami; Prihatni, Yuli; Setiawan, Ari; Setiawati, Farida Agus; Retnawati, Heri
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol. 13 No. 2 (2024): JP3I
Publisher : FAKULTAS PSIKOLOGI UIN SYARIF HIDAYATULLAH JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v13i2.36684

This study aims to compare the results of KMO MSA analysis, Eigen Value, reliability, and Standard Error Measurement (SEm) between raw scores (original) and standardized scores (rescaling) through the summated rating scaling method on critical reasoning attitudes of vocational students in Yogyakarta City. This study used a quantitative descriptive approach involving 204 private vocational students as subjects. The instrument used to measure critical reasoning attitudes has gone through thorough validity and reliability testing before the research was carried out. The analysis process was carried out by calculating the KMO MSA, Eigen Value, reliability, and SEm values on both raw and standardized scores. The results of the two types of scores were then compared to identify any differences. Based on the results of the analysis, it was found that the raw score had a KMO MSA of 0.87, reliability of 0.823, and SEm of 0.337. After rescaling, the KMO MSA value decreased slightly to 0.86, the reliability also decreased slightly to 0.821, while the SEm increased to 0.406. Eigenvalue analysis showed that both the raw and standardized scores yielded seven factors with Eigenvalues greater than 1. The differences found between these two types of scores, namely 0.01 for KMO MSA, 0.002 for reliability, and -0.069 for SEm, indicate small but significant changes, especially in terms of the increase in SEm after rescaling, which impacts the level of measurement accuracy.

Asesmen kebijakan sekolah ramah anak di sekolah dasar Nurhayati, Riana; Hajaroh, Mami; Purwastuti, Lusila Andriani; Rohman, Arif
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 24 No. 1 (2024): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v24i1.68600

Penelitian ini bertujuan untuk mengklasifikasikan dan mengkategorikan sekolah dasar yang mengimplementasikan kebijakan sekolah ramah anak di kabupaten Bantul Yogyakarta. Pendekatan penelitian merupakan penelitian kuantitatif dengan jenis survei. Teknik pengambilan sampel menggunakan simple random sampling dengan jumlah responden sebanyak 356 yang terdiri dari kepala sekolah dan guru. Teknik pengumpulan data menggunakan angket dengan skala likert, angket disebarkan melalui google form untuk membantu peneliti menjangkau seluruh lokasi. Instrumen angket menggunakan model evaluasi CIPP (context, input, process, product). Analisis data menggunakan statistik desktiptif dalam bentuk persentase.Hasil penelitian menunjukkan bahwa kategori dari hasil asesmen evaluasi kebijakan sekolah ramah anak di sekolah dasar kabupaten Bantul DIY yang menerapkan kebijakan sekolah ramah anak baik itu negeri dan swasta termasuk dalam kategori sangat baik. Hasil analisis menunjukkan bahwa dari 144 SD Negeri dan 30 SD swasta terdapat 130 sekolah (37%) yang menerapkan Sekolah Ramah Anak termasuk ke kategori "Sangat Baik", sebanyak 109 sekolah (31%) yang menerapkan SRA termasuk ke kategori "Baik", sebanyak 76 sekolah (21%) yang menerapkan SRA termasuk ke kategori "Cukup", sebanyak 34 (10%) sekolah ramah anak yang termasuk dalam kategori "Kurang Baik", dan 7 sekolah (2%) termasuk ke kategori "Tidak Baik" pelaksanaannya.This research aims to classify and categorize elementary schools implementing child-friendly policies in the Bantul district, Yogyakarta. The research approach is quantitative research with a survey type. The sampling technique used simple random sampling with a total of 357 respondents consisting of school principals and teachers. The data collection technique uses a Likert scale questionnaire distributed via Google Forms to help researchers reach all locations. The questionnaire instrument uses the CIPP (context, input, process, product) evaluation model. Data analysis uses descriptive statistics in the form of percentages. The research results show that the category of evaluation results of child-friendly school policies in elementary schools in Bantul DIY district which implement child-friendly school policies, both public and private, is included in the excellent category. The results of the analysis show that of the 144 public elementary schools and 30 private elementary schools, there are 130 schools (37%) that implement Child-Friendly Schools, including the "Very Good" category, as many as 109 schools (31%) that implement SRA fall into the "Good" category, as many as 76 schools (21%) that implemented SRA were included in the "Fair" category, 34 (10%) child-friendly schools were included in the "Poorly Good" category, and seven schools (2%) were included in the "Not Good" category.

Manajemen Pendidikan Karakter Berbasis Sekolah Era Digital di Indonesia Astuti, Nuryani Dwi; Marzuki, Marzuki; Hajaroh, Mami; Prihatni, Yuli; Kusumawardhani, Ratih; Hartono, Arif; Setiawan, Ari; Aziz, Mohd Kasturi Nor Abd
Jurnal Pendidikan Karakter Vol. 16 No. 1 (2025)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v16i1.76084

This research aims to reveal the importance of character education management in shaping students' ideal personalities, especially in the digital era. This research uses library research method to analyze various literature sources related to character education management. Data sources are journals, proceedings, and books. The data collection technique focuses on in-depth search and analysis of text or literature sources. The results show that character education management requires detailed planning, efficient organization, effective implementation, and careful supervision. The implementation of character education in the digital era requires an innovative and synergistic approach between various educational components. Concrete examples of the application of character education management in the digital era include setting digital character education goals, dividing tasks and resources, implementing programs through digital technology, and monitoring and evaluating programs regularly. Thus, character education integrated with digital technology can help form a young generation with good character, faith, honesty and discipline, and be able to have a positive impact on the surrounding environment. This research emphasizes the importance of character education as an effective means of forming morally and spiritually complete individuals.

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