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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian dan Evaluasi Pendidikan Pythagoras: Jurnal Matematika dan Pendidikan Matematika Statistika Jurnal Pendidikan Indonesia Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika BAREKENG: Jurnal Ilmu Matematika dan Terapan JETL (Journal Of Education, Teaching and Learning) FONDATIA Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Southeast Asian Mathematics Education Journal Integrated Science Education Journal International Journal of Robotics and Control Systems Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Al-Irsyad Journal of Mathematics Education Jurnal Pedagogi Matematika Hipotenusa: Journal of Mathematical Society International Journal of Mathematics and Science Education Mathematics Education Journal Jurnal Pendidikan Islam Indonesian Journal of Applied Science and Technology Jurnal Didaktik Matematika
Kana Hidayati
Jurusan Pendidikan Matematika, FMIPA Universitas Negeri Yogyakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

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Kesulitan Guru Matematika dengan Memanfaatkan Teknologi dalam Assesment pada Pembelajaran Daring Fitri, Fitri; Hidayati, Kana
Indonesian Journal of Applied Science and Technology Vol. 2 No. 3 (2021): Edisi September 2021
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengetahui kesulitan guru matematika dengan memanfaatkan teknologi dalam melakukan assessment pada pembelajaran daring. Metode penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan fenomologi. Pengumpulan data melalui observasi, wawancara, dan dokumentasi. Berdasarkan hasil penelitian disimpulkan bahwa pelaksanaan assessment pembelajaran matematika di masa pandemi mengacu pada penugasan harian, ulangan harian, keaktifan melalui aplikasi whatsapp dan melihat perbandingan hasil raport peserta didik sebelum pandemi sebagai acuan guru melakukan assessment. Meskipun pelaksanaan assessment di masa pandemi sebagian guru mengalami kesulitan namun tidak membuat sebagian guru menyerah mencari alternatif dalam melakukan assessement dimasa pandemi. Salah satunya yang dapat guru manfaatkan dengan menggunakan teknologi dalam melakukan assessment pada pembelajaran daring sehingga proses pembelajaran tetap berjalan dengan baik.
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.
Authentic Mathematics Assessment Using an Integrated Deep Learning and Adiwiyata Testlet Model for Elementary Schools and Madrasah Ibtidaiyah Syukrul Hamdi; Lia Yuliana; Anisa Dwi Oktarina; Kana Hidayati; Elly Arliani; Nurul Mu'minin Mz
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.418

Abstract

This study aimed to develop an authentic mathematics assessment for elementary schools in the form of a testlet-based instrument integrated with deep learning principles and the Adiwiyata context within the framework of transformative Islamic education in the Special Region of Yogyakarta. Employing basic research with an embedded mixed-methods design, the development process adapted the Plomp model and the instrument development framework of Oreondo and Antonio. Data were collected through teacher needs surveys, expert validation, readability testing, and field trials involving 462 fifth-grade students from elementary schools and Islamic elementary schools. Quantitative analyses included Content Validity Index (CVI), Aiken’s V, Cronbach’s Alpha, Classical Test Theory (CTT), and Item Response Theory (IRT) using the 2-PL Graded Response Model. The results indicate that the developed instruments meet acceptable psychometric standards, with Aiken’s V values ranging from 0.75 to 1.00 and high internal consistency for both the testlet instrument (Cronbach’s Alpha = 0.845) and the environmental awareness questionnaire (Cronbach’s Alpha = 0.850). Item analysis shows adequate discrimination and a structured progression of difficulty, although one item exhibited low discrimination in the 2-PL GRM, highlighting the importance of IRT-based diagnostics for testlet refinement. Descriptive findings reveal that students demonstrate high levels of environmental awareness, particularly in the knowledge and attitude dimensions, while mathematical achievement remains low on non-routine items. Correlation analysis shows no significant relationship between environmental awareness and mathematical ability. Methodologically, this study contributes a validated and contextually grounded assessment framework that integrates expert judgment, reliability analysis, and complementary CTT–IRT procedures. Theoretically, the findings reconceptualize authentic assessment as a diagnostic bridge rather than a direct causal link between affective values and cognitive performance, demonstrating that environmental concern functions as a potential cognitive resource only when explicitly activated within mathematical tasks.
Co-Authors Abdullah, Abdul Halim Adi Susanto Ahmad Muhazir Alamsyah, Nurfitrah Ramadhani Ani Retno Sari Anisa Dwi Oktarina Apino, Ezi Arie Setiawan, Arie Azizah, Nur Lailatul Badrun Kartowagiran Badrun Kartowagiran Batubara, Angella Ananta Berlian, Miftah Okta Budiyono Budiyono Caturiyati Caturiyati Damar Sakti, Muhammad Lintang Diah Lestari Djamilah Bondan Widjajanti Elly Arliani Endang Listyani Endang Listyani Fineldi, Rira Jun Fitri Fitri Fransiskus Magnis Pastoriko Gunawan Handayawati, Ponco Heri Retnawati Herlina Sari Br Sitepu Himmawati Puji Lestari Ibrahim, Zulfa Safina Isnaeni Isnaeni Jailani Jailani Jumini Jumini Kardanova, Elena Kassymova, Gulzhaina Kuralbayevna Khaeriyah Anwar Khoirunnisa, Asma’ Lantip Diat Prasojo Lestari, Dian Endang Lia Yuliana M. Rafi Maria Ulfah Marsigit Marsigit Mathilda Susanti Mazlini Adnan Mu'minin, Nurul Mudi, Yuleks Juru Muhammad Nursa’ban Ngaenun Nangim Ni Kadek Swari Nandini Nur Hadi Waryanto Nurul Mu'minin Mz Oktapia, Penti Rahmadani, Nadilla Rasmuin Rasmuin Ratna Puspitasari, Ratna Retno Subekti Riska Rahmawati Rosyada, Munaya Nikma Sabriena, Rinna Sahid Sahid SAMSUL HADI Satiranandi Wibowo, Firdaus Amruzain Septinda Rima Dewanti Sotlikova, Rimajon Sri Andayani Subekti, Inu Sugiman Sugiman Sumaryanto Sumaryanto, Sumaryanto Syarif Hidayatullah Syilvia Septiani Syukrul Hamdi Tuanaya, Rugaya Wahyu Setyaningrum Widowati Pusporini, Widowati Yoppy Wahyu Purnomo Yufida Afkarina Nizar Isyam Yusdian, Fonni Ziyana Endah Khairun Nisa'