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All Journal EDUKATIF : JURNAL ILMU PENDIDIKAN Online Learning in Educational Research
Sunyono Sunyono
Universitas Lampung, Indonesia
Education Mathematics Social Sciences

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Pengembangan Instrumen Asesmen Portofolio Untuk Mengukur Kemampuan Berbahasa Indonesia Tulis Peserta Didik Kelas IV Sekolah Dasar Risca Yumithasari; Sunyono Sunyono; Munaris Munaris
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 4, No 3 (2022): June Pages 3201-5000
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v4i3.2796

Abstract

Pendidik masih merasa kesulitan mengembangkan portofolio untuk penilaian, sehingga asesmen portofolio belum dapat  dilakukan secara optimal. Pendidik mengajar hanya menuntut peserta didik untuk menghafal dan proses asesmen yang dilakukan selama ini semata-mata hanya menekankan pada penguasaan konsep yang dijaring dengan kertas dan pensil. Penelitian ini bertujuan mengembangkan instrumen asesmen portofolio berbasis karya tulis yang layak dan efektif untuk mengukur kemampuan berbahasa Indonesia tulis peserta didik kelas IV di Sekolah Dasar. Penelitian dan pengembangan merupakan penelitian yang bertujuan untuk menghasilkan produk tertentu. Produk yang dihasilkan diuji validasi oleh ahli, kemudian diuji validitas  dan  reliabilitasnya. Subjek penelitian ini peserta didik sebanyak 22 peserta didik. Data dikumpulkan melalui lembar angket dan observasi. Kelayakan teoritis instrumen asesmen portofolio berdasarkan pada penilaian dari 3 ahli yang memperoleh nilai rata-rata sebesar 85,38 pada kategori sangat baik. Kelayakan praktisi instrumen asesmen portofolio berdasarkan analisis butir soal angket pada uji validitas, reliabilitas,dan uji efektivitas. Berdasarkan hasil analisis instrumen asesmen portofolio berbasis karya tulis yang dikembangkan layak dan efektif untuk mengukur kemampuan berbahasa Indonesia tulis peserta didik
Digital Guidance and Psychological Resilience: The Mediating Role of Self-Efficacy Mega Aria Monica; Sunyono Sunyono; Mujiyati Mujiyati; Hasan Hariri; Herpratiwi Herpratiwi
Online Learning In Educational Research (OLER) Vol. 6 No. 3 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i3.1287

Abstract

Digital learning environments require students to manage academic demands alongside psychological and technological challenges, making psychological resilience increasingly important. However, the mechanism linking perceived digital guidance to students’ psychological resilience remains insufficiently understood, particularly the role of self-efficacy as a potential explanatory pathway. This study examined the relationships among perceived digital guidance, self-efficacy, and psychological resilience among secondary school students engaged in digital learning. A cross-sectional quantitative design was employed with students from secondary schools across Lampung Province, Indonesia, selected through multistage stratified random sampling. Data were collected using validated online self-report measures and analyzed using mediation analysis with Hayes’ PROCESS Model 4. The findings showed that perceived digital guidance was positively associated with both self-efficacy and psychological resilience. Self-efficacy was also positively associated with psychological resilience and accounted for a significant indirect association between perceived digital guidance and resilience, while the direct association remained significant. These findings suggest that students who perceive digital guidance as accessible, responsive, and useful tend to report greater confidence in managing learning challenges, which is associated with stronger psychological adaptation. This study extends research on digitally supported learning by identifying self-efficacy as an important psychological pathway linking perceived digital guidance and resilience, highlighting the value of supportive digital guidance in fostering psychologically responsive learning environments
Co-Authors Hariri, Hasan Mega Aria Monica Mujiyati Mujiyati Munaris . Risca Yumithasari