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All Journal Jurnal Penelitian dan Evaluasi Pendidikan REiD (Research and Evaluation in Education) Measurement In Educational Research SocioEdu: Sociological Education
Umi Farisiyah
Universitas Negeri Yogyakarta
Humanities Decision Sciences, Operations Research & Management Education Mathematics Social Sciences Other

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English as a Foreign Language (EFL) learning assessment in single-sex and co-educational classrooms Umi Farisiyah; Badrun Kartowagiran; Aminuddin bin Hassan
REID (Research and Evaluation in Education) Vol 7, No 1 (2021)
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i1.41644

Abstract

This study investigates the effects of Single-Sex and Co-educational classrooms on English learning outcomes. This study is a causal-comparative study in ex post facto design. The sample is three classes consisting of 73 students (boy and girl-single-sex classes and a co-educational class) from a private secondary school in Central Java, Indonesia. An integrated English test was used, equating the 2013 curriculum and CEFR for English. It tested four skills in English consisting of Listening, Speaking, Reading, and Writing. Expert judgments have already checked the instrument through face validity. Item internal consistency from all skills was good, and the reliability was too, in a good category. This study indicates that organizing a Single-sex classroom in the English learning process has a positive and significant effect on English achievement. Being in a Single-Sex classroom benefitted the students in their outcomes in learning English. This study also implies that teachers, especially English teachers, must understand their students' learning strategies to implement the appropriate learning strategies. It is because male and female students learn something in different ways
Pengaruh segregasi gender terhadap hasil belajar matematika dan bahasa Inggris Umi Farisiyah; Heri Retnawati; Aminuddin Hassan; Nur Hidayanto Pancoro Setyo Putro; Erwin Syahril Mubarok
Measurement In Educational Research Vol 2, No 2 (2022)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/meter.v2i2.190

Abstract

Salah satu faktor yang mempengaruhi hasil belajar adalah pengorgansisasian kelas. Di Indonesia, pembagian ruang kelas sejenis dan campuran banyak dilakukan oleh sekolah-sekolah swasta. Studi ini menyelidiki pengaruh kelas sejenis dan campuran terhadap hasil belajar Matematika dan Bahasa Inggris siswa Sekolah Menengah Atas. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan desain komparasi kausal. Tiga kelas yang terdiri dari 89 siswa (kelas sejenis laki-laki, kelas sejenis perempuan dan kelas campuran) dari sekolah menengah swasta di Indonesia menjadi sampel dengan menggunakn pendekatan convenience sampling. Instrumen tes dikembangkan oleh masing-masing guru mata pelajaran yang terdiri dari 30 soal Matematika dan 50 soal Bahasa Inggris melalui Computer Based Test. Penelitian ini menunjukkan bahwa pengorganisasian kelas sejenis dalam proses pembelajaran Matematika dan bahasa Inggris berpengaruh positif dan signifikan terhadap prestasi belajar Matematika dan Bahasa Inggris. Hasil penelitian mengungkapkan bahwa pemisahan gender di dalam ruang kelas, kela sejenis dan campuran berpengaruh terhadap hasil belajar Matematika. Sedangkan untuk bahasa Inggris tidak ditemukan kecenderungan tersebut.  The effect of gender segregation on Mathematics and English learning outcomes Abstract: One of the factors that influence learning outcomes is class organization. In Indonesia, private schools mainly carry out the division of similar and mixed classrooms. This study investigates the effect of single-sex and coeducational classes on high school students mathematics and English learning outcomes. This research is a quantitative study using a causal-comparative design. Three classes consisting of 89 students (single male class, single female class, and coeducational class) from private secondary schools in Indonesia were sampled using a convenience sampling approach. Each subject teacher developed a test instrument consisting of 30 Mathematics questions and 50 English questions through a Computer Based Test. This study shows that organizing similar classes in learning Mathematics and English positively and significantly affects achievement in learning Mathematics and English. The study's results revealed that gender segregation in the classroom, same-class, and mixed classes affected mathematics learning outcomes. As for English, there was no such tendency. 
Construct validity and reliability of a high-stakes mathematics test for junior high school: A case from the Indonesian national examination Astutiati Astutiati; Muhammad Kusnun Muhsin; Endang Mulyatiningsih; Heri Retnawati; Ezi Apino; Ibnu Rafi; Umi Farisiyah
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 30 No. 1 (2026)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v30i1.95822

Abstract

High-stakes tests are used to inform critical decisions concerning students, teachers, schools, and educational policies. Therefore, they must meet rigorous quality-assurance standards. One key approach to ensuring the quality of high-stakes tests is establishing construct validity and reliability. This study aims to prove the construct validity and estimate the construct reliability for a high-stakes mathematics test for junior high school students. This study uses response data from participants taking the national junior high school mathematics exam in Indonesia. A simple random sampling technique was used to select 300 samples. Data were analyzed using second-order confirmatory factor analysis with the help of the R program. The study results revealed four factors that make up the mathematical ability construct: number, algebra, geometry, and statistics. All manifest variables (18 indicators) confirmed a significant contribution. The model fit indicators are met (chi-square = 140.013, df = 131, p = 0.279, RMSEA = 0.015, CFI = 0.994, TLI = 0.993; SRMR = 0.039), so the construct measured in the high-stakes mathematics test is valid for measuring students’ mathematical abilities. Thus, the test construct has a reliability coefficient of 0.98, reflecting that the construct is reliable for measuring mathematical abilities.
Beyond Administrative Compliance: Evidence from Accreditation Data in Primary Schools in the Archipelago Region Eko Wahyunanto Prihono; Mariana Mariana; Christi Agustin Malaikosa; Umi Farisiyah; Salman Rashid
SocioEdu: Sociological Education Vol. 7 No. 3 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i3.3594

Abstract

Educational quality is a multidimensional construct shaped by pedagogical, social, and institutional factors, yet the relative contribution of these dimensions to school accreditation outcomes remains insufficiently understood. This study aimed to examine the educational and institutional factors associated with accreditation outcomes in elementary schools in Maluku Province, Indonesia, using an interpretable machine learning approach. The study utilized accreditation data collected between 2020 and 2023, comprising twenty educational and institutional indicators representing student development, teaching and learning processes, school climate, leadership, and management. Multiple regression-based machine learning models were developed and compared, and the best-performing model was subsequently interpreted using feature importance and SHAP analyses. The results revealed that student competence, student character, learning quality, teacher professional development, and learning climate were the most influential factors associated with accreditation outcomes. In contrast, managerial dimensions such as financial management, facilities management, and community engagement showed relatively smaller contributions. These findings indicate that school quality is primarily shaped by social and educational processes occurring within schools rather than by administrative arrangements alone. The study highlights the value of interpretable machine learning for educational evaluation and provides evidence that may support data-informed policies and school improvement initiatives, particularly in geographically diverse educational contexts.
Co-Authors Aminuddin bin Hassan Aminuddin Hassan Astutiati Astutiati Badrun Kartowagiran Christi Agustin Malaikosa Eko Wahyunanto Prihono Endang Mulyatiningsih Erwin Syahril Mubarok Ezi Apino Heri Retnawati Ibnu Rafi Mariana Mariana Muhammad Kusnun Muhsin Nur Hidayanto Pancoro Setyo Putro Salman Rashid