Article Per Year (5 Year)
p-Index From 2021 - 2026
4.447
P-Index
This Author published in this journals
All Journal Jurnal Penelitian dan Evaluasi Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN JPK (Jurnal Pendidikan Khusus) Jurnal Pendidikan Anak Usia Dini Undiksha Jurnal Nalar Pendidikan KALAMATIKA Jurnal Pendidikan Matematika SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Wacana Akademika : Majalah Ilmiah Kependidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Natural: Jurnal Ilmiah Pendidikan IPA Early Childhood Research Journal (ECRJ) Psychology, Evaluation, and Technology in Educational Research Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Edunesia : jurnal Ilmiah Pendidikan TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Integrated Science Education Journal Mosharafa: Jurnal Pendidikan Matematika Journal of Research in Social Science and Humanities Tamansiswa International Journal in Education and Science (TIJES) J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Caruban: Jurnal Ilmiah Ilmu Pendidikan Dasar JIPI (Jurnal IPA dan Pembelajaran IPA) IndoMath: Indonesia Mathematics Education Kreano, Jurnal Matematika Kreatif Inovatif IPSSJ
Widowati Pusporini, Widowati
Department Of Educational Research And Evaluation, Graduate School, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia.
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Public Health Social Sciences Other

Published : 34 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 34 Documents
Search

 1   2   3   4 
Between policy and practice: Assessing implementation gaps in adaptive sex education for adolescents with intellectual disabilities Ardiyanti, Nanin; Sudiyatno, Sudiyatno; Pusporini, Widowati
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.92214

Abstract

This study aimed to evaluate the implementation of the adaptive sex education program at SLB Negeri Manggar, the only special needs school in East Belitung Regency, Indonesia. Despite legal mandates and the recognized vulnerability of adolescents with intellectual disabilities to sexual violence and exploitation, a significant gap exists between the policy intent and the practical, standardized delivery of adaptive sex education in special schools. Challenges such as insufficient teacher training, limited parental support, and a lack of dedicated curriculum guidelines hinder effective program implementation. Using the CIPP (Context, Input, Process, Product) evaluation model, this research focused specifically on the input (educator quality, facilities, stakeholder support) and process (integration, teaching methods, material delivery) components. A mixed-methods sequential explanatory design was employed, collecting quantitative data via questionnaires from 20 students and 20 parents, and qualitative data through in-depth interviews with five teachers and one vice-principal. Results indicate that the program is well-implemented overall (process achievement score: 80%). Educator competence and facility availability were categorized as "good," and parental support scored 75.11%. However, the study identified persistent challenges, including worn teaching aids, parents' discomfort in modeling appropriate behaviors, and the need for more consistent habituation at home. The findings confirm that while the program's structure is sound, systemic gaps in training, resource renewal, and holistic stakeholder engagement remain. This evaluation provides evidence-based recommendations for enhancing program quality, ensuring it more effectively safeguards and empowers students with intellectual disabilities.
Implementation of STEM Education in Schools: A Bibliometric Analysis (2003-2024) Ghany Desti Laksita; Widowati Pusporini; Era Mutiara; Zafrullah Zafrullah; Zamzami Zamzami
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.8815

Abstract

STEM education offers significant benefits, including improving students' ability to solve problems, think critically and innovate. It not only prepares students to enter the workforce, but also facilitates their engagement in society at large. The main objective of this study is to provide a comprehensive bibliometric analysis of STEM education research from 2003 to 2024. It will identify the most prolific affiliations, sources, authors and documents as well as key research themes and trends in STEM education. This research is a bibliometric study with a PRISMA design that will help the authors to map the Scopus database. From the results of the above analysis, it can be concluded that the implementation of STEM education in schools shows a significantly increasing trend over the period 2003-2024, with a surge of publications starting in 2018 and peaking in 2020 and 2021 with 18 publications per year each. Asia was the most productive continent, with 47.52% of articles published by affiliates from this region, dominated by seven affiliates from countries such as Vietnam, Hong Kong, Turkey and Malaysia. Europe and Australia also showed high productivity with significant contributions from universities in countries such as Germany, Ireland, Greece and Australia
Evaluasi Kerjasama Sekolah dan Orang Tua dalam Mendukung Kemandirian Siswa dengan Disabilitas Intelektual Pratiwi, Dian; Sudiyatno; Pusporini, Widowati; Alfarisa, Fitri; Safitri, Rina
JPK (Jurnal Pendidikan Khusus) Vol. 21 No. 2 (2025): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v21i2.95818

Abstract

Penelitian ini bertujuan untuk mengevaluasi komponen masukan dan proses dari program kolaborasi sekolah-orang tua yang dirancang untuk mendukung kemandirian siswa dengan disabilitas intelektual di SLB Negeri Manggar. Penelitian ini menggunakan model evaluasi CIPP, dengan fokus khusus pada dimensi Masukan dan Proses. Peserta penelitian meliputi kepala sekolah, 15 guru, dan 65 orang tua, yang dipilih melalui sampling purposif. Data dikumpulkan melalui kuesioner, observasi, dan analisis dokumen, dan dianalisis menggunakan teknik kuantitatif deskriptif. Temuan menunjukkan bahwa komponen Input memperoleh skor rata-rata 2,384, sementara komponen Proses memperoleh skor 2,352, keduanya dikategorikan sebagai moderat. Meskipun guru menunjukkan komitmen dan konsistensi yang kuat dalam melaksanakan program, keterlibatan orang tua dalam membina kebiasaan kemandirian di rumah muncul sebagai aspek terlemah. Ketersediaan waktu yang terbatas dan pemahaman teknis yang kurang memadai diidentifikasi sebagai hambatan utama dalam partisipasi orang tua yang efektif. Studi ini berkontribusi pada bidang pendidikan khusus dengan menawarkan kerangka evaluasi empiris untuk memperkuat kemitraan sekolah-keluarga. Temuan menyarankan perlunya prosedur operasional standar kemitraan yang terstruktur dan pengembangan bahan panduan visual untuk mendukung orang tua dalam memastikan keberlanjutan pembelajaran antara lingkungan sekolah dan rumah. Kata Kunci: kerjasama sekolah-orang tua, gangguan intelektual, kemandirian, evaluasi CIPP, pendidikan khusus
Mapping the Landscape of Critical Thinking Assessment in STEM Education: A Systematic Review of Psychometric Properties, Contextual Implementation, and Future Directions Mudi, Yuleks Juru; Hidayati, Kana; Nursa'ban, Muhammad; Pusporini, Widowati
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2385

Abstract

Purpose of the study: This study aims to systematically map the landscape of critical thinking assessment in STEM education, with a particular focus on psychometric characteristics, contextual implementation, and emerging research trends. Methodology: A Systematic Literature Review (SLR) was conducted following the PRISMA protocol using the Scopus database as the primary source. A total of 58 studies published between 2018 and 2025 were analyzed through bibliometric mapping using VOSviewer and thematic synthesis. Main Findings: The findings indicate a substantial increase in research on critical thinking assessment in STEM education since 2020, aligning with growing global attention to 21st-century competencies. However, most studies continue to position assessment primarily as a tool for evaluating learning outcomes or the effectiveness of pedagogical interventions, such as project-based, problem-based, and inquiry-based learning. Only a limited number of studies systematically examine the psychometric quality of assessment instruments, including evidence of construct validity, reliability, and multidimensional structure. This pattern reveals a clear gap between assessment practices in STEM education and established standards for educational measurement, which may lead to weak or potentially misleading conclusions about students’ critical thinking abilities. Novelty/Originality of this study: This review integrates bibliometric and thematic analyses to identify conceptual and methodological gaps in the existing literature and proposes a coherent direction for the development of critical thinking assessments that are both psychometrically robust and contextually relevant within STEM education.
Co-Authors Agus Triyana Alfarisa, Fitri Ana Fitrotun Nisa Andika, Jeffri Dian Annis Deshinta Ayuningtyas, Annis Deshinta Ardiyanti, Nanin Ari Setiawan Astuti Wijayanti Astuti Wijayanti Astuti Wijayanti, Astuti Astuti, Nuryani Dwi Ayu Fitri Amalia Bestiana Nizhomi Christina Dewi Ermawati Dadan Rosana Devi Septiani Dhimas Nur Setyawan Dian Pratiwi Didik Setyawarno Dwi Susanto Dwipriyoko, Estiyan Eko Widodo Era Mutiara Fitria Sulistyowati Fuji Astuti Ghany Desti Laksita Hanandyo Dardjito Hidayati Hidayati Ika Wulandari Indriyani Voluntiri Azis Irfan, Muhamamd Irham Taufiq, Irham Juliati, Ade Putri Kana Hidayati Kiram, Muhammad Zawil Krida Singgih Kuncoro Kusuma, Dianne Amor Laksita, Ghany Desti Mansor, Kamarul Ariffin Maryati Meilani, Nisa Mudi, Yuleks Juru Muhamad Taqiyuddin muhammad irfan Muhammad Irfan Muhammad Irfan Muhammad Nursa’ban Murdijanti, Eko Nisa Wijayanti Nur Eka Ratna Dewi Nur Hidayanto Pancoro Setyo Putro Nurdiyanto, Heri Nuryani Dwi Astuti Nur’aini Dewi Pade, Reza Bakhrun Fidianto Pardimin Pardimin, Pardimin Poort, Elang Amadious Qodri Jamalulail Rahman Afriyanto Rina Safitri S Sukiyanto Sain, Zohaib Hassan Septi Ambarwati Shendy Amalia Sri Adi Widodo Sri Adi Widodo Sri Adi Widodo Sudiyatno Sudiyatno Susanti Susanti Susanti Susanti Taqiyudin, Muhammad Titi Lestari Titi Lestari, Titi Toruan, Andreanus Pattikawa Lbn Trisniawati, T Wijayanti, Nisa Wikan Budi Utami Wikan Budi Utami Yuli Prihatni Zafrullah Zafrullah Zamzami Zamzami Zamzami