Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

4.269

P-Index

This Author published in this journals

Raden Rosnawati

Universitas Negeri Yogyakarta

Author-ID : 353421

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

Published : 40 Documents Claim Missing Document

Claim Missing Document

Articles

1 2 3 4

OPTIMIZATION OF GUIDED DISCOVERY LEARNING MODELS TO INCREASE STUDENTS' INTEREST IN MATHEMATICS Nurhayani Nurhayani; Raden Rosnawati; Tuslikhatun Amimah
Jurnal Infinity Vol 9 No 1 (2020): Volume 9, Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i1.p69-80

Student interest in learning is a very important factor in determining student success in learning mathematics. Various attempts were made by educators and educational researchers to increase student interest in learning. This research is a classroom action research model by Kemmis and Mc Taggart that aims to describe the application of Guided Discovery learning in optimizing students' interest in learning mathematics. The increase in students' interest in learning mathematics is also supported by the results of student achievement. The research data consisted of students' interest in learning mathematics, learning achievement data, and observations of learning outcomes. Data on learning interest in mathematics is obtained through a questionnaire, data on learning achievement is obtained through tests and data on the results of observations of learning achievement are obtained through observation sheets during learning. In general, the results of the study showed that the average student interest in learning mathematics at 83.93 reached the good category. The completeness of student achievement test results reached 83.87% of students achieving the minimum completeness criteria with an average student score of 85.61. The percentage of teacher and student learning outcomes respectively at 83.80% and 76.91% reached the good category. Therefore it can be concluded that the Guided Discovery learning model can be applied to optimize students' interest in mathematics learning especially by paying attention to the results of reflections from this study.

ANALISIS EXPLORATORY FACTOR ANALYSIS (EFA) PADA STRUKTUR TES BAHASA INGGRIS Rezkilaturahmi Rezkilaturahmi; Raden Rosnawati
JURNAL EDUCATION AND DEVELOPMENT Vol 12 No 3 (2024): Vol 12 No 3 September 2024
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v12i3.6354

Penelitian ini menggunakan Analisis Faktor Eksplorasi (EFA) untuk menyelidiki struktur faktor tes prestasi bahasa Inggris yang dikembangkan oleh guru bahasa Inggris. Tujuan utamanya adalah untuk mengungkap konstruksi mendasar yang diukur dengan 15 item tes dan untuk mengevaluasi kelengkapan tes dalam menilai kemahiran bahasa Inggris. Analisis dilakukan dengan pendekatan kuantitatif, menggunakan software JASP, dengan sampel sebanyak 96 siswa SMAN 1 dan SMA 2 di pulau Muna . Pengukuran Kaiser-Meyer-Olkin (KMO) menghasilkan nilai 0,752, yang menunjukkan kecukupan sampel untuk EFA. Uji Chi-kuadrat menunjukkan hasil yang sangat signifikan (X² = 385.249, df = 105, p < .001), membenarkan kesesuaian analisis faktor untuk kumpulan data ini. EFA mengungkapkan empat faktor yang berbeda, dengan masing-masing item tes menampilkan muatan yang bervariasi pada faktor-faktor tersebut. Faktor-faktor ini dianggap mewakili berbagai dimensi keterampilan berbahasa, seperti tata bahasa, kosa kata, dan pemahaman. Hasil ini tidak hanya memvalidasi struktur tes tetapi juga memberikan wawasan untuk pengembangan dan penyempurnaan tes di masa depan. Oleh karena itu, penelitian ini menggarisbawahi pentingnya EFA dalam mengevaluasi dan meningkatkan efektivitas penilaian kemahiran berbahasa, serta memberikan kontribusi yang signifikan pada bidang pengukuran dan evaluasi pendidikan.

Konsistensi dan Dependabilitas Penilaian Microteaching pada Program Studi Pendidikan Kimia : Teori Generalisabilitas Lestarani, Dewi; Rosnawati, Raden; Anarato, Antonius Umbu; Lalang, Arvinda Ceniorita; Christianto, Heru; Ulfah, Maria; Rohi Bire, Winioliski L.O.; Lalang, Adrian R.
Jurnal Beta Kimia Vol 4 No 2 (2024): Volume 4, Nomor 2: November 2024
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/jbk.v4i2.19515

Subjektivitas dan kurang konsistennya penilai/rater dalam proses penyekoran merupakan kritik yang umum ditujukan pada penilaian dalam pembelajaran. Oleh karena itu, artikel ini menyajikan hasil reliabilitas penilaian pada matakuliah Microteaching menggunakan tori generalisabilitas dengan desain px (i:r). Data yang dikumpulkan merupakan nilai ujian mahasiswa baik ujian pada nilai pengamatan di kelas, ujian tengah semester, ujian akhir semester. Responden berjumlah 30 orang, dengan 5 jenis tes dan dinilai oleh 3 rater yang berbeda. Analisis data pada pada artikel ini menggunakan program R untuk menghitung relative error varians; mendapatkan koefisien generalizabilitas dan coefficient dependability dari hasil tes secara empirik. Hasil penelitian didapatkan nilai eror terbesar terdapat pada person dan rater 1 dengan nilai 28.6 % dan 18%, nilai koefisien generalizabilitas sebesar 0.93 dan nilai koefisien dependability sebesar 0.69. Sehingga berdasarkan teori D maka dilakukan modifikasi dengan menambahkan jumlah rater agar nilai koefisien dependability menjadi > 0.7.

PENGGUNAAN ALAT PERAGA MATERI RENTAN MATEMATIKA SEKOLAH DASAR Susanti, Mathilda; Sardjana, A; Rosnawati, R
INOTEKS: Jurnal Inovasi Ilmu Pengetahuan,Teknologi, dan Seni Vol 8, No 2 (2004)
Publisher : Universitas Negeri Yogyakarta

Both the abstract mathematical concept and who are in the stage of operasional concrete thinking need teaching media to bridge the gap. Teaching media is one of the alternatives used by teachers in elementary schools. The objective of this research is to improve the learning mathematics quality by means of appropriate media.This is action research consists of three cycles. The subject of the research is 19 first grade students of SD Negeri Palbapang J Bantul Yogyakarta.The result shows that (1) using the appropriatte teaching media canimprove the students' activity in learning mathematics. By using the teaching media, the teacher can be more creative in solving the students' learning problems. (2) The main handicap in using teaching media in the learning and teaching process is time constraint, lacking of media and teachers capability creating and developing media. (3) The students'difficulty in learning mathematics can be solved by teaching using media.Key words: media, susceptible teaching material, mathematics

Rasch Model Study on Mathematics Examination Test Using Item Response Theory Approach Futri, Vegi Intan; Rosnawati, Raden; Rahim, Abdul; Marlina, Marlina
International Journal on Emerging Mathematics Education IJEME, Vol. 6 No. 1, March 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v6i1.21761

This study was conducted to analyze the test instrument used to measure the ability of students in the odd final exam in mathematics. Sampling using purposive sampling technique. These students consist of 398 students. The questions given are in the form of multiple-choice questions with a total of 40 items. The data analysis technique used quantitative descriptive analysis. Data analysis was carried out using the Item Response Theory (IRT) Rasch model approach with the help of QUEST software. The results of the analysis show, from 40 items there are 39 items fit with the Rasch model. Judging from the level of difficulty, items with very difficult categories are 0%, difficult categories are 8 items or 21%, moderate item categories are 23 items or 59%, easy categories are 8 items or 21%, and very easy categories are 0 %. The reliability of the estimatedvalue of the item is 0.95 with a very good category so that it affects the items that fit the model. Thehigher reliability, the more items that fit the model. The reliability of the case estimate value is 0.00with a weak category. This value indicates an inconsistency in the answers of the test takers, whichmeans that the test takers are careless in answering the questions, thus affecting the reliability ofthe questions.

Evaluating Creative Problem-Solving Test for Elementary Students: Evidence from Factor Analyses Herianto; Rosnawati, Raden; Jusmiana, Andi; Mabanja, Ashiraf
Vocational: Journal of Educational Technology Vol. 2 No. 1 (2025)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v2i1.459

The lack of reliable and valid instruments to assess creative problem-solving (CPS) in elementary students is a primary problem, especially within evolving educational frameworks. Purpose of this Research: This study aimed to examine the validity and reliability of a CPS assessment instrument focusing on the dimensions of originality, completeness, and practicality to develop a more accurate measurement model. Research Methods: Using a quantitative, cross-sectional design, the data were analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Research Sample: Data were collected from a sample of 150 elementary school students in South Sulawesi Province, Indonesia. Results and Implications: The results indicated that the CPS instrument is best represented by two aspects: originality and completeness, while the practicality aspect was excluded. The implication of this finding is the provision of a refined, valid, and reliable two-factor CPS model. Impact: The impact is that educators now have a more robust tool to accurately measure student creativity, which supports the cultivation of 21st-century skills and informs curriculum development by focusing on empirically supported aspects of creative problem-solving.

Educational Self-Esteem Research Over the Last 50 Years: A Bibliometric Analysis of the Scopus Database Nabilla, Hanif Alyaa; Widjajanti, Djamilah Bondan; Rosnawati, Raden
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.517

This study aims to analyse research trends on children's self-esteem education. This study uses the keywords "self-esteem" and "education" in the Scopus database, using the PRISMA framework and obtaining 772 documents analysed using VOSviewer, Biblioshiny, Microsoft Excel, and Publish or Perish (PoP) to map the results of the analysis with bibliometrics. The analysis results show that research on educational self-esteem from 1975 to 2025 experienced a peak in publication in 2024 and a productive peak in 2014 with an h-index of 16. The last 5 years of research on self-esteem are associated with children's social and psychological dimensions and academic performance. From the results of the systematic literature review, it is known that self-esteem affects children's confidence in their abilities, and this affects children's academic performance at school. Thus, learning that can improve students' self-esteem is supportive, reflective, participatory, problem-solving, and communicative learning, because these five characteristics help students feel valued.

STUDENTS’ ERROR ANALYSIS IN SOLVING PROBABILITY STORY QUESTIONS BASED ON REVISED NEWMAN THEOREM Sani, Dyah Nirmala; Rosnawati, R
Jurnal Pendidikan Matematika (JUPITEK) Vol 5 No 2 (2022): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol5iss2pp123-131

Generally, students still need help working on story-shaped questions. This error is natural, but if it continues, it will harm the mastery of the next material. The ability to solve story questions is closely related to numeracy skills, therefore knowing the location of the difficulties using the revised Newman theorem and the causal factors will help students achieve higher learning outcomes. This research was a quantitative descriptive approach, with the research subjects of junior high school students as many as 152 students. The instruments used were diagnostic tests and questionnaires. Each had an estimated reliability of 0.701 and 0.705 with good qualifications. The results show that students' most frequent types of errors in solving story questions on empirical and theoretical probabilities were 43% transformation errors, 36% comprehension errors, 15% process skill errors and encoding errors by 6%. The specific factors of student errors are not thorough students, being in a hurry, having difficulty understanding the questions, did not master the material, forgetting the formula, hesitating in determining the formula, not re-check the answers, and were unable to write the final project answers/conclusions. Interest and motivation factors as well as society factors are the general factors that most influence the mistakes made by students

EVALUATING THE CONSISTENCY OF SENIOR HIGH SCHOOL CHEMISTRY LABORATORY PRACTICE ASSESSMENT USING G-THEORY AND D-STUDY Pratiwi, Yunilia Nur; Rosnawati, Raden
UNESA Journal of Chemical Education Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n3.p227-237

This study aims to evaluate the reliability of chemistry laboratory practice assessments for Grade XII senior high school students by applying Generalizability Theory (G-theory) and Decision Study (D-study). A total of 79 students were involved in the research, each randomly assigned to perform one of six available chemistry laboratory practice tasks: electrolytes and nonelectrolytes, exothermic and endothermic reactions, enthalpy of neutralization between HCl and NaOH, acid-base titration, identification of acidic-basic properties, and electrolysis of CuSO₄. Each student was assessed independently by two chemistry teachers based on seven performance criteria: equipment selection, procedure, data reading, analysis, conclusion, cleanliness, and time efficiency. The G-study was conducted using a nested-crossed model in which students were nested within laboratory practice tasks and crossed with raters. The results revealed that variance due to raters (43.2%) and residual error (42.2%) dominated the total score variance, while the variance attributed to students nested within laboratory practice was relatively low (14.6%). The D-study produced a generalizability coefficient (Eρ²) of 0.41 and a dependability index (Φ) of 0.26, indicating low reliability for both relative and absolute decisions. A D-study simulation demonstrated that increasing the number of raters and laboratory practice tasks improved reliability. An optimal configuration of six tasks assessed by nine raters is required to achieve an Eρ² ≥ 0.80. These findings underscore the importance of well-designed assessment systems, consistent rater training, and diverse task coverage to ensure fair and dependable laboratory practice scoring. G-theory and D-study prove to be valuable tools for enhancing the quality of performance-based assessments in science education.

Assessing the Reliability of Performance-Based Evaluation in Fashion Education: A Generalizability Theory Approach Kusumadewi, Putu Diah Ari; Rosnawati, Raden
Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i3.100248

This study addresses the issue of score inconsistency in performance-based assessment (PBA), particularly in creative disciplines where fairness and reliability are crucial. The main objectives of this study were to evaluate the reliability of PBA scores and analyze sources of measurement error using Generalizability Theory (G-Theory). This quantitative study employed a fully crossed (p × r × d) design in an eveningwear construction course. A total of 70 student fashion products were assessed by four assessors consisting of two internal lecturers and two external industry professionals byusing a five-dimensional rubric. Data were collected through standardized scoring sheets and analyzed using linear mixed-effects modeling in R software (lme4 package). Variance components were estimated in the Generalizability Study (G-Study), followed by simulations in the Decision Study (D-Study) to test various assessment configurations. The G-Study results indicated that the largest variance component came from residual error (50.42%), followed by product differences (43.44%), while the contributions of assessors and dimensions were relatively small. The D-Study showed that increasing the number of raters and rubric dimensions significantly increased reliability; a configuration of four raters and five dimensions resulted in a generalizability coefficient of 0.9185. These findings confirm that G-Theory is effective for diagnosing and optimizing reliability in the context of creative assessment. This research provides practical insights for educators in designing fairer and more reliable assessment systems, and opens up opportunities for the application of psychometrics in vocational and design education.

Co-Authors A Sardjana, A Abada, Rofia Abdillah Rachman Abdul Rahim Abdul Rahim Ali Mahmudi Anarato, Antonius Umbu Anggraini, Seftika Ansyari, Rizli Ariyadi Wijaya Astuti, Furintasari Atika Anifarka Atmini Dhoruri Badrun Kartowagiran Caturiyati Caturiyati Caturiyati Christianto, Heru Cinta Adi Kusumadewi Djamilah Bondan Widjajanti Endang Listyani Endang Mulyatiningsih Erik Suharyono Fauzan, Muh. Ikhwan Futri, Vegi Intan Hayuningrat, Silfia Hendaryaningsih, Adhiskha Heri Retnawati Herianto Hery Nugroho, Hery Himmatul Ulya Jailani Jailani Jusmiana, Andi Kamhar Ngado Kartika Pramudita Lalang, Adrian R. Lalang, Arvinda C. Lestarani, Dewi Mabanja, Ashiraf Maria Ulfah Marlina Marlina Marlina Marlina Mathilda Susanti Muhamad Ikhsan Sahal Guntur Muhammad Iqbal Nabilla, Hanif Alyaa Nada Fajar Pertiwi Novi Indriyani Kones Nur Fadila, Riza Nurhayani Nurhayani Pratiwi, Yunilia Nur Putu Diah Ari Kusumadewi Rachma, Nur Ayuni Maulidya Rezkilaturahmi Rezkilaturahmi Rohi Bire, Winioliski L.O. Safitri, Islamiani Salsabila, Azkiya SAMSUL HADI Sani, Dyah Nirmala Santos, Mariano Dos Sarwo Edi Socheath Mam Sri Andayani Sugiman Sugiman Suharyono, Erik Sutrimo, Moh. Slamet Tuharto Tuharto Tuslikhatun Amimah Ulwiyah, Sa'adatul Vegi Intan Futri Wahyu Hartono Wahyu Setyaningrum Yudha, Adinda Salshabilla

Title

Found 40 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 40 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 40 Documents
Search