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<![CDATA[Simulation of low-high method in adaptive testing ]]>
<![CDATA[Rukli, Rukli]]>;
<![CDATA[Atan, Noor Azeam]]>
<![CDATA[ REID (Research and Evaluation in Education) Vol. 10 No. 1 (2024) ]]>
Publisher : <![CDATA[Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI) ]]>
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DOI: 10.21831/reid.v10i1.66922
<![CDATA[The era of disruption significantly engineered a classic testing system into an adaptive testing system where each test taker takes a unique test. However, the carrying capacity of the adaptive testing system engineering is experiencing obstacles in terms of the method of presenting the test questions. The study aims to introduce the low-high adaptive tracking method with the item response theory approach, where the difficulty level of the questions is adapted to the test takers' abilities. The number of test questions in the question bank is 400 questions. Data analysis used the Bilog-MG program. The range of the difficulty level of the questions and the ability level of the test takers was determined [-3.3]. The initialization of the ability of each test taker is set flexibly. The test taker's response uses the pattern of all wrong, all true, and normal responses. The research results show that the low-high method with the IRT approach matches the pattern of the method of giving adaptive test questions. The low-high method requires about 17 test questions to find the ability of the test takers. Another characteristic of the low-high method is that if the responses of the test takers' three to five questions are all correct, then the calculation of divergent abilities is positive, and if the responses of the test takers' three to five questions are all wrong, then the calculation of convergent abilities is negative. Teachers can use the low-high method to design and assemble adaptive tests in schools electronically and manually.]]>
<![CDATA[ANALISIS TREND MODEL LITERASI DIGITAL DALAM PENDIDIKAN DASAR ]]>
<![CDATA[Ramadhani, Fitri]]>;
<![CDATA[Rukli, Rukli]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Progres ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i02.25261
<![CDATA[This study aims to analyze the trends in digital literacy models in primary education as part of the 21st-century competencies that need to be developed from an early age. A descriptive quantitative approach using a survey method was applied, involving 19 fifth-grade students of SDN 260 Kampung Baru as the sample. Data were collected through closed-ended questionnaires and teacher interviews, focusing on four key indicators of digital literacy: information searching, hypertext navigation, content evaluation, and knowledge assembly. The results showed that 68.4% of students were at a moderate level of digital literacy, while 31.6% were at a high level. The challenges identified included limited abilities in evaluating digital content and insufficient technical skills in managing information. Teachers emphasized the importance of strengthening digital literacy through curriculum integration, teacher training, adequate facilities, and active parental involvement. This study recommends the development of structured digital literacy-based learning to shape students into critical, creative, and responsible users of technology]]>
<![CDATA[STUDI SIMULASI MENGGUNAKAN FUZZY C-MEANS DALAM MENGKLASIFIKASI KONSTRUK TES ]]>
<![CDATA[Rukli, Rukli]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol. 15 No. 1 (2011) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta ]]>
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DOI: 10.21831/pep.v15i1.1090
<![CDATA[Tulisan ini memperkenalkan metode fuzzy c-means dalam mengklasifikasi konstruk tes. Untuk memverifikasi sifat unidimensional suatu tes biasanya menggunakan analisis faktor sebagai bagian dari statistik parametrik dengan beberapa persyaratan yang ketat sedangkan metode fuzzy c-means termasuk metode heuristik yang tidak memerlukan persyaratan yang ketat. Studi simulasi penelitian ini menggunakan dua metode yakni analisis faktor menggunakan program SPSS dan fuzzy c-means menggunakan program Matlab. Data simulasi menggunakan tipe data dikotomi dan politomi yang dibangkitkan lewat prog-ram Microsoft Office Excel dengan desain 2 kategori, yakni: tiga butir soal dengan banyak peserta tes 10, dan 30 butir soal dengan banyak peserta tes 100. Hasil simulasi menunjukkan bahwa metode fuzzy c-means lebih memberikan gambaran pengelompokan secara deskriptif dan dinamis pada semua desain yang telah dibuat dalam memverifikasi unidimensional pada suatu tes.Kata kunci: fuzzy c-means, analisis faktor, unidimensional_____________________________________________________________SIMULATION STUDY USING FUZZY C-MEANS FOR CLASIFYING TEST CONSTRUCTIONAbstract This paper introduces the fuzzy c-means method for classifying the test constructs. To verify the unidimensional a test typically uses factor analysis as part of parametric statistics with some strict requirements, while fuzzy c-means methods including method heuristic that do not require strict require-ments. Simulation comparison between the method of factor analysis using SPSS program and fuzzy c-means methods using Matlab. Simulation data using data type dichotomy and politomus generated through Microsoft Office Excel programs each with a number of 3 items using the number of participants 10 tests, while the number of 30 test items using the number as many as 100 participants. The simulation results show that the fuzzy c-means method provides a more descriptive and dyna-mic grouping of all the designs that have been made in verifying the unidimensional as a test.Keywords: fuzzy c-means, factor analysis, unidimensional]]>
<![CDATA[Pengembangan Perangkat Pembelajaran Matematika Menggunakan Metode Discovery Learning berbasis GRANDER di Sekolah Dasar ]]>
<![CDATA[Irmawati M]]>;
<![CDATA[Rukli Rukli]]>;
<![CDATA[Baharullah Baharullah]]>
<![CDATA[ Edumaspul: Jurnal Pendidikan Vol 3 No 2 (2019): Edumaspul: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Enrekang ]]>
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DOI: 10.33487/edumaspul.v3i2.147
<![CDATA[Perangkat pembelajaran sangat penting digunakan dalam proses pembelajaran karena sangat menentukan tujuan yang akan dicapai. Adapun hasil observasi awal yang dilakukan disalah satu sekolah yang ada di Makassar menunjukkan bahwa hasil belajar murid belum mencapai ketuntasan klasikal, aktivitas murid sangat kurang dan murid tidak mengetahui konsep dari materi yang diajarkan sehingga dibutuhkan suatu perangkat pembelajaran yang bisa melibatkan murid dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui validitas, praktikalitas dan efektivitas perangkat pembelajaran matematika menggunakan metode discovery learning berbasis GRANDER pada murid kelas VI SD. Penelitian ini adalah penelitian pengembangan menggunakan model 4-D. Subjek penelitian adalah adalah murid kelas VI A SD Inpres Minasa Upa yang terdiri dari 22 murid sebagai sekolah simulasi, murid kelas VI B SD Inpres Karunrung yang terdiri dari 24 murid dan murid kelas VI A SD Negeri Minasa Upa 1 Kota Makassar yang terdiri dari 24 murid sebagai sekolah uji coba perangkat. Data dikumpulkan menggunakan lembar validasi, angket respon murid, lembar pengamatan keterlaksanaan perangkat pembelajaran, instrumen penilaian hasil belajar, lembar pengamatan aktivitas murid dan lembar pengamatan kemampuan guru dalam mengelola pembelajaran. Teknik analisis data yang digunakan adalah analisis deskriptif. Hasil penelitian menunjukkan bahwa perangkat pembelajaran matematika berbasis GRANDER dinyatakan valid dan reliabel. Perangkat pembelajaran berbasis GRANDER dinyatakan praktis karena dua indikator tercapai yaitu respon murid dan keterlaksanaan perangkat pembelajaran. Perangkat pembelajaran berbasis GRANDER dinyatakan efektif karena tiga indikator tercapai yaitu hasil belajar, aktivitas murid dan kemampuan guru dalam mengelola pembelajaran.]]>
<![CDATA[The Effect of Cooperative Learning Model Type of Team Assisted Indivisualization Assisted LKPD on Mathematics Learning Outcomes ]]>
<![CDATA[Mentari Aulia Sari]]>;
<![CDATA[Baharullah Baharullah]]>;
<![CDATA[Rukli Rukli]]>
<![CDATA[ Edumaspul: Jurnal Pendidikan Vol 6 No 2 (2022): Edumaspul: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Enrekang ]]>
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DOI: 10.33487/edumaspul.v6i2.4099
<![CDATA[The purpose of the study was to determine the students' mathematics learning outcomes by using a cooperative learning model of team assisted individualization type assisted by hots-based worksheets; and the effect of cooperative learning model type team assisted individualization assisted LKPD based hots on students' mathematics learning outcomes. The method used is an experiment with sampling determined by taking the available classes without doing random sampling. The experimental class and control class were determined by lottery, the results of the draw determined that class V SD Mallengkeri I was the control class and class V was SD Mallengkeri II as the experimental class, namely the class that was given treatment. The data analysis technique in this study used descriptive statistical analysis. As a requirement, test requirements were carried out, namely normality test and homogeneity test using Kolmogorov-Smirnov and Levene's test. After that, the hypothesis is tested using the Paired sample test. The results showed that the mean of the experimental class was 81, 88 while the mean of the control class was 68, 88. Based on data analysis with the Paired sample test. which was carried out at the 95% confidence level, the results were 0.000 <0.05, which means H0 is rejected. To find out the difference in student learning outcomes and understanding between the experimental class and the control class, the N-gain test was carried out using the N-Gain formula. Based on the calculation results obtained, for the experimental class of 0.58 which shows an increase in understanding in the medium category. Based on these data, it can be concluded that the use of the Team Assisted Individualization learning model has an effect on the learning outcomes of fifth graders at SD Cluster III Tamalate Makassar]]>
<![CDATA[Comparison of Dialogue Method with Android-Based Image Media and Dialogue Method Without Media to Vocabulary Mastery and Speaking Skills ]]>
<![CDATA[Lili Fitriawati. S]]>;
<![CDATA[Sitti Aida Azis]]>;
<![CDATA[R. Rukli]]>
<![CDATA[ Edumaspul: Jurnal Pendidikan Vol 6 No 2 (2022): Edumaspul: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Enrekang ]]>
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<![CDATA[This study aims to determine whether there is a difference in the simultaneous mastery of vocabulary and speaking skills of students who follow the dialogue method with android-based image media and those who follow the dialogue method without media. The type of research used is Quasi Experimental Design with the type of Nonequivalent Control Group Design. The population of this research is all elementary schools in Buntu Batu DistrictThe research sample was 20 students of class III SDN 89 URU and 20 students of class III SDK TO'PAE, using cluster random sampling technique. Data collection techniques in this study were carried out using test techniques to determine vocabulary mastery in the form of multiple-choice questions and oral speaking skills tests. The results of the research based on descriptive analysis showed that the control class was 85,500 and the control class was 55,750. While the results of the inferential analysis indicated that the dialogue method with android-based image media had simultaneous differences in vocabulary mastery and speaking skills with a sig value of 0.00<0.05. The results of the Manova test. It means that the dialogue method with android-based image media is better than the dialogue method without the media.]]>
<![CDATA[Comparison of Mind Mapping Method and Mind Writing Method on Outcomes and Motivation to Learn in Writing Narrative Essay of Fifth Grade Elementary School Students ]]>
<![CDATA[Andi Nur Islamiah Zainal]]>;
<![CDATA[Sulfasyah Sulfasyah]]>;
<![CDATA[Rukli Rukli]]>;
<![CDATA[Rosleny Babo]]>
<![CDATA[ Edumaspul: Jurnal Pendidikan Vol 7 No 1 (2023): Edumaspul: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Enrekang ]]>
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<![CDATA[The purpose of this research was to determine the comparison of students’ outcomes and motivation to learn in writing narrative essay through mind mapping method and mind writing method. This type of research is a quasi experimental research with nonequivalent control group design. The research population was fifth grade students of cluster VII located in a sub-district of Biringkanaya which consisted of seven schools. Through cluster random sampling, the sample in this research were fifth grade students of SDIT Darussalam Makassar consisting of 50 students. Data were collected through observation, questionnaire, and test techniques. Data were analyzed through descriptive and inferential statistical analysis techniques. The research results showed that the students’ outcomes and motivation to learn in writing through the mind mapping method increased; the students’ outcomes and motivation to learn in writing through the mind writing method increased; there were differences in the students’ outcomes and motivation to learn in writing narrative essays through mind mapping method and mind writing method. It is concluded that the mind writing method is more effective in improving students' outcomes and motivation to learn in writing than the mind mapping method.]]>
<![CDATA[a Analisis Kemampuan Siswa dan Orang Tua Siswa Mengenal dan Memakai HP di MI DDI Mangempang: Literasi Digital ]]>
<![CDATA[Dina, Dina Amalia]]>;
<![CDATA[Rukli, Rukli]]>
<![CDATA[ Jurnal Riset Evaluasi Pendidikan Vol. 2 No. 2 (2025): JREP ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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<![CDATA[Penelitian ini bertujuan mengkaji kemampuan siswa dan orang tua dalam mengenal dan menggunakan handphone di MI DDI Mangempang serta mengevaluasi peran literasi digital dalam mendukung proses pembelajaran. Metode yang digunakan adalah pendekatan kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi selama satu bulan. Hasil penelitian menunjukkan bahwa kemampuan siswa dalam mengoperasikan fitur dasar dan aplikasi digital cukup baik, namun literasi digital orang tua masih terbatas, berdampak pada pendampingan penggunaan HP di rumah yang belum optimal. Kendala utama meliputi keterbatasan fasilitas teknologi, kurangnya pengetahuan orang tua, serta minimnya integrasi materi literasi digital dalam kurikulum. Temuan ini menegaskan perlunya pelatihan literasi digital secara berkelanjutan bagi guru dan orang tua serta integrasi materi literasi digital dalam pembelajaran di sekolah. Kontribusi utama penelitian ini adalah menegaskan pentingnya kolaborasi antara sekolah dan orang tua dalam meningkatkan literasi digital serta pengembangan pedagogi berbasis teknologi yang sesuai dengan nilai-nilai pendidikan Islam. Hasil penelitian ini dapat menjadi acuan bagi pengembangan kebijakan dan strategi pendidikan yang lebih inklusif dan adaptif terhadap perkembangan teknologi digital di tingkat sekolah dasar.]]>
<![CDATA[Deskripsi Penerapan AI dan Simulasi Digital dalam Literasi Digital Siswa SD 42 Gattareng Kabupaten Bulukumba ]]>
<![CDATA[Alif Kurnia Syam]]>;
<![CDATA[Rukli Rukli]]>;
<![CDATA[Rachmat Alim Taqwa]]>
<![CDATA[ Jurnal Riset Evaluasi Pendidikan Vol. 2 No. 2 (2025): JREP ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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<![CDATA[Masalah utama dalam penelitian ini adalah rendahnya literasi digital pada siswa kelas sekolah dasar, khususnya di SD 42 Gattareng Kabupaten Bulukumba, serta perlunya strategi pembelajaran berbasis teknologi yang efektif untuk meningkatkan keterampilan tersebut. Tujuan dari penelitian ini adalah untuk menganalisis kembali penerapan Artificial Intelligence (AI) dan simulasi digital sebagai media pembelajaran dalam meningkatkan literasi digital siswa kelas rendah sekolah dasar. Metode penelitian yang digunakan adalah metode kualitatif deskriptif dengan pendekatan studi lapangan. Penelitian dimulai dengan merumuskan masalah, kemudian mengumpulkan data melalui observasi, wawancara, dan dokumentasi terkait penerapan AI dan simulasi digital di sekolah. Data dianalisis menggunakan teknik analisis isi dan tematik secara kualitatif. Hasil analisis menunjukkan bahwa penerapan AI dan simulasi digital berpengaruh positif terhadap peningkatan literasi digital siswa, dengan peningkatan kreativitas, pemahaman konsep, dan motivasi belajar yang signifikan. Berdasarkan hasil tersebut, penggunaan AI dan simulasi digital direkomendasikan sebagai strategi pembelajaran yang efektif untuk meningkatkan literasi digital siswa kelas rendah sekolah dasar, terutama bagi guru yang menghadapi tantangan dalam mengajarkan keterampilan digital di era teknologi saat ini.]]>
<![CDATA[KSPLORASI PERBANDINGAN ASESMEN MANUAL DAN DIGITAL DALAM LITERASI DIGITAL DI SEKOLAH DASAR ]]>
<![CDATA[Nurul Amadyah]]>;
<![CDATA[Rukli Rukli]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Build ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v11i02.7298
<![CDATA[The increasing integration of digital technology in education raises questions about its effectiveness compared to traditional methods, especially in literacy learning at the primary school level. This study aims to evaluate and compare the implementation of manual and digital assessments to understand their impact on students' literacy development. The research was conducted at SDN 131 Bontobana in Bulukumba Regency, involving 20 fifth-grade students. A descriptive qualitative approach with a case study design was used to explore how both assessment types affect student learning. Data collection involved classroom observations, documentation, and analysis of student performance results from both manual assessments (written exercises) and digital assessments (using the Quizizz platform). The findings show that digital assessments tend to increase students’ motivation, engagement, and efficiency due to their interactive nature and instant feedback features. However, manual assessments still hold a significant role in evaluating students' deeper understanding, critical thinking, and written expression skills. The study concludes that integrating both manual and digital assessment methods can provide a more balanced and effective approach to literacy learning in primary schools, particularly in rural areas with diverse access to digital resources.]]>
