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All Journal RADIASI: Jurnal Berkala Pendidikan Fisika Tekno - Pedagogi : Jurnal Teknologi Pendidikan Sainmatika: Jurnal Sains dan Matematika Jurnal Sains dan Pendidikan Fisika Pendidikan Sejarah Edufisika: Jurnal Pendidikan Fisika Pendas : Jurnah Ilmiah Pendidikan Dasar IRJE (Indonesian Research Journal in Education) JURNAL PENDIDIKAN MIPA Prosiding National Conference for Community Service Project Jurnal Abdi Insani Didaktika: Jurnal Pemikiran Pendidikan JURNAL ABDIMAS TRIDHARMA MANAJEMEN Sinar Sang Surya: Jurnal Pusat Pengabdian kepada Masyarakat Journal of Technomaterial Physics Journal of Integrated Elementary Education Journal of Community Engagement Research for Sustainability Jurnal Pembelajaran Fisika Dulang: Jurnal Pengabdian Kepada Masyarakat Journal of Learning Improvement and Lesson Study Jurnal Ilmiah Ilmu Terapan Universitas Jambi Transform : Journal of English Language Teaching and Learning Salus Publica JUPEMA Educational Leadership and Management Journal
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Assessing the Measurement Quality of a Model Lecturer TPACK Instrument: Evidence from Rasch Analysis Susanti, Nova; Iriani, Dewi; Aina, Mia
Educational Leadership and Management Journal Vol. 4 No. 1 (2026): Element - 2026
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v4i1.56664

Abstract

Technological Pedagogical Content Knowledge (TPACK) is a fundamental competency for educators in integrating technology, pedagogy, and content knowledge into effective teaching practices. Ensuring the psychometric quality of TPACK instruments is therefore essential for obtaining accurate and reliable measurement results. This study aimed to evaluate the measurement quality of a TPACK instrument for model lecturers using Rasch Measurement Theory. A quantitative survey design was employed involving 32 respondents who completed a 25-item TPACK questionnaire using a four-point Likert scale. Data were analyzed using WINSTEPS to examine respondent reliability, item reliability, item fit, item difficulty, and rating scale functioning. The results indicated excellent respondent reliability (0.91) and person separation (3.24), demonstrating that the instrument effectively differentiated respondents across multiple competency levels. However, item reliability (0.45) and item separation (0.91) revealed limited variation in item difficulty. The item difficulty measures ranged from −0.68 to 1.43 logits, with PCK4 identified as the most difficult item and TK1 and TK4 as the easiest. Most items fit the Rasch model, although several items (CK1, CK2, PK3, PCK4, and TPACK1) exhibited misfit characteristics requiring revision. Rating scale analysis showed that the four-point Likert categories generally functioned as intended, but response concentrations in the upper categories suggested a potential ceiling effect and limited discrimination among higher-ability respondents. The novelty of this study lies in the comprehensive application of Rasch Measurement Theory to evaluate a TPACK instrument within a Lesson Study context. The findings provide empirical evidence for improving instrument quality through item refinement, broader difficulty calibration, and optimization of response categories. This study contributes to the development of more valid and reliable assessment tools for measuring technology integration competencies in physics education and professional development programs.
LESSON STUDY BASED STEM ROBOTICS LEARNING FOR DEVELOPING EMOTIONAL INTELLIGENCE: TBLA AND RASCH MODEL PERSPECTIVES Susanti, Nova; Kholifah, Kharisma Nur; Lestari, Neneng
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 3 (2026): Volume 10, Nomor 3, June 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i3.55313

Abstract

This study aimed to analyze students’ emotional intelligence development in STEM robotics learning through the Lesson Study framework integrated with Transcript-Based Lesson Analysis (TBLA), NVivo visualization, and Rasch Model analysis. This study employed a mixed-methods approach involving 23 junior high school students participating in robotics learning activities at SMPIT Nurul ‘Ilmi Jambi, Indonesia. The research was conducted in two Lesson Study cycles consisting of Plan–Do–See stages. Qualitative data were collected through classroom observations, audio-video recordings, and interaction transcripts analyzed using TBLA and NVivo software. Quantitative data were obtained through an emotional intelligence questionnaire and analyzed using the Rasch Model. The findings revealed significant improvements in students’ collaboration, communication, and emotional involvement from Cycle I to Cycle II. NVivo visualizations showed dominant emotional regulation expressions such as “wait,” “patient,” and “connect it first,” indicating the development of self-regulation, empathy, persistence, and teamwork during robotics troubleshooting activities. Rasch analysis further confirmed that students demonstrated a high level of emotional intelligence, with an average person measure of +1.19 logits and good model fit (Infit MNSQ = 1.03; Outfit MNSQ = 1.00). The study concludes that robotics learning within the Lesson Study framework effectively promotes students’ emotional intelligence through collaborative problem-solving and reflective interaction. The integration of TBLA, NVivo, and Rasch Model analysis provides a comprehensive framework for evaluating socio-emotional competencies in STEM education. The findings imply that STEM robotics learning should integrate emotional and collaborative dimensions as essential competencies for twenty-first century learners.
Co-Authors -, Astalini -, Maison Abda Abda Adawiyah, Rabiah Al Afrizal Afrizal Al Iftitah, Ismatull Izza Alrizal, Alrizal Amroh Andirantony, Andirantony Anzani, Ali Via Aprian, Ulfa Zuhroh Twenty Arinanti, Adinda Asmara, Popi Astalini Astalini Athanasius Cipta, Athanasius Aulia Sanova Azfin Gustria Bachtiar Bachtiar Bambang Wiyono, Bambang Bastianon, Bastianon Carlie, Jhon Dani, Rahma Darmaji , Darmaji Debora, Vira Defruzer, Defruzer Desi Fitria Dewi Iriani Dhari, Putri Wulan Erlida Amnie Fajarwati, Retno Febri Berthalita Pujaningsih Feehily, Nick Firdausyi, Annisa Nur Gunawan Gunawan Haerul Pathoni, Haerul Hamidah . Hendra, Robi Hendri, Menza Imroatul Mufidah, Imroatul islahudin, Ahmad noor Jessika, Jessika Joneska, Alesrin Julinda, Julinda Khairiyah, Julita Kholifah, Kharisma Nur Khusna, Jihan Zahratul Kusnadi, Ryo Kusrina, Tity Lestari, Neneng Lestari, Vika Bunga Lidiman Sinaga Lidiman SM Sinaga Lisani, Lisani Liza Husnita Lutvia, Lutvia M. Hidayat Marcella, Zheka Masniari, Deborah Mia Aina Muhammad Joni Muntoha Nasukha Muswita Muswita Nehru Noormawanti, Noormawanti Pasaribu, Dewi Sasmita Patma, Salwa Pratama, Panduma Putra Pulsande, Ana Sari Purwanto, Agus Eko Putra, Adi Nugraha Ranti, Erivan Afri Rizkika, Rizkika Sandari, Tiara Setia, Meina Oza Siti Syuhada Sofyan Sofyan Susanto Susanto Suseno, Rahayu Syahriyanti, Mita Syaiful . Tisnawati, Nina Wahyono, Dhoni Presti Wajnah, Wajnah Wawan Kurniawan Yulfita Farni Zafri Zafri