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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi JPK (Jurnal Pendidikan Khusus) Al Ishlah Jurnal Pendidikan Measurement In Educational Research
Rina Safitri
Universitas Negeri Yogyakarta
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Model analisis butir instrumen tes biologi untuk penilaian akhir tahun menggunakan item response theory Hidayatullah Hidayatullah; Rina Safitri; Slamet Suyanto
Measurement In Educational Research Vol 2, No 1 (2022)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1.175 KB) | DOI: 10.33292/meter.v2i1.173

Abstract

Setiap tahun, ada anak didik dari SMAN 2 Yogyakarta yang melanjutkan pendidikan dan lolos seleksi masuk perguruan tinggi negeri untuk program studi Biologi dan program studi Biologi Terapan. Penelitian ini bertujuan untuk mencari kecocokan model item response theory dengan instrumen penilaian akhir tahun tes Biologi di SMAN 2 Yogyakarta yang diujikan pada tahun pelajaran 2021/2022. Penelitian ini merupakan penelitian deskriptif kuantitatif. Instrumen tersebut dianalisis berdasarkan item fit dan parameter butir dengan responden sebanyak 287 yang telah memilih opsi dari 40 butir yang tersedia. Teknik pengumpulan data dilakukan dengan metode dokumentasi dan data dianalisis menggunakan software R. Hasil penelitian menunjukkan bahwa instrumen tersebut memiliki karakter yang cocok dengan model item response theory satu parameter. Butir fit dan butir valid disarankan untuk disimpan, sedangkan butir tidak fit dan butir tidak valid sebaiknya diganti dengan butir yang baru pada rekonstruksi instrumen selanjutnya, karena sudah tidak memenuhi syarat standar membuat instrumen. Khusus butir 16 disarankan merevisi pertanyaan, kunci, dan opsinya. Item analysis model of biology test instrument for the end-of-year assessment using item response theory Abstract: Every year, students from SMAN 2 Yogyakarta continue their education and pass the selection to enter state universities for Biology and Applied Biology study programs. This study aims to fit the item response theory model with the Biology end-of-year assessment instrument at SMAN 2 Yogyakarta, which is tested in the 2021/2022 academic year. This research is quantitative descriptive research. The instrument was analyzed based on item fit and item parameters with 287 respondents who had selected options from 40 available items. The data collection technique was carried out using the documentation method, and the data were analyzed using R software. The results showed that the instrument has a character that fits the one-parameter item response, theory model. Fit items and valid items are recommended to be kept, while non-fit items and invalid items should be replaced with new items in the next instrument reconstruction because they do not meet the standard requirements for making instruments. For item 16, it is recommended to revise the question, key, and options.
Development of Numerical Literacy Question Instrument based on Computational Thinking for Mathematics Learning Zafrullah Zafrullah; Syukrul Hamdi; Astri Wahyuni; Rina Safitri; Resky Nuralisa Gunawan; Yoel Istiawanto
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5985

Abstract

This study is developmental research that aims to develop a numeracy literacy instrument based on computational thinking in mathematics learning, using the Plomp model to ensure the quality and relevance of the instrument. Selection of respondents using Cluster Random Sampling involving 220 grade 8 students at 5 State Junior High Schools in Bantul Yogyakarta, the instrument was tested for content validity using the Aiken method, resulting in an average validity score of 0.81, indicating that the instrument is valid. Confirmatory Factor Analysis (CFA) results showed that all latent variables had loading factor values above 0.5, these items more accurately represent numerical literacy abilities based on the computational thinking being measured.. Construct Reliability (CR) and Average Variance Extracted (AVE) analysis show that all dimensions meet the criteria, although the Problem Decomposition dimension requires more attention to its indicators because its AVE value is only slightly above the minimum limit. This study is limited to a relatively small number of respondents, so it is necessary to expand the sample coverage to increase the generalizability of the results. This research develops an effective instrument to improve mathematics learning and prepare students for final exams such as the Asesmen Standardisasi Pendidikan Daerah (ASPD) with better numeracy literacy skills.
Evaluation of a school-based digital literacy corridor program using the CIPP Model Arditama Ardi; Siswantoyo Siswantoyo; Risky Setiawan; Yolandaru Septiana; Rina Safitri
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 1 (2025): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i1.95820

Abstract

This study aims to evaluate the effectiveness of the Digital Literacy Corridor Program at SMP Negeri 1 Simpang Renggiang by applying the CIPP (Context, Input, Process, Product) evaluation model. The approach used in this study is descriptive quantitative. The research subjects consisted of 144 students at SMP Negeri 1 Simpang Renggiang. Data were collected through a Likert scale questionnaire and direct observation, then analyzed descriptively using average value calculations and the Respondent Achievement Level (TPR). The results showed that in the context dimension, the suitability of the program's objectives with the students' digital literacy needs was effective, with an average value of 3.57 and a TPR of 89.17%. In the input dimension, the availability and utilization of supporting resources were categorized as quite effective with an average score of 3.17 and an RAT of 79.17%, where there were still obstacles in terms of internet network stability and digital content variation.  In terms of input, the availability and utilization of supporting resources were categorized as quite effective, with an average score of 3.17 and a TPR of 79.17%, although there were still obstacles in terms of internet network stability and digital content variation. In terms of process, the implementation of the Digital Literacy Corridor Program is categorized as quite effective, although teacher involvement in providing guidance and motivation to students has not yet reached an optimal level. Furthermore, in terms of product, the program has had a positive impact on increasing student learning independence and digital literacy competencies, with an average score of 3.37 and a TPR of 84.17%, which is categorized as effective. Based on these findings, it can be concluded that the Digital Literacy Corridor Program at SMP Negeri 1 Simpang Renggiang has been implemented effectively and has made a positive contribution to the development of students' digital literacy. However, improvements in the quality of supporting resources and strengthening the role of teachers are needed to ensure that the program can be implemented optimally and sustainably.
Evaluasi Kerjasama Sekolah dan Orang Tua dalam Mendukung Kemandirian Siswa dengan Disabilitas Intelektual Dian Pratiwi; Sudiyatno; Widowati Pusporini; Fitri Alfarisa; Rina Safitri
JPK (Jurnal Pendidikan Khusus) Vol. 21 No. 2 (2025): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v21i2.95818

Abstract

Penelitian ini bertujuan untuk mengevaluasi komponen masukan dan proses dari program kolaborasi sekolah-orang tua yang dirancang untuk mendukung kemandirian siswa dengan disabilitas intelektual di SLB Negeri Manggar. Penelitian ini menggunakan model evaluasi CIPP, dengan fokus khusus pada dimensi Masukan dan Proses. Peserta penelitian meliputi kepala sekolah, 15 guru, dan 65 orang tua, yang dipilih melalui sampling purposif. Data dikumpulkan melalui kuesioner, observasi, dan analisis dokumen, dan dianalisis menggunakan teknik kuantitatif deskriptif. Temuan menunjukkan bahwa komponen Input memperoleh skor rata-rata 2,384, sementara komponen Proses memperoleh skor 2,352, keduanya dikategorikan sebagai moderat. Meskipun guru menunjukkan komitmen dan konsistensi yang kuat dalam melaksanakan program, keterlibatan orang tua dalam membina kebiasaan kemandirian di rumah muncul sebagai aspek terlemah. Ketersediaan waktu yang terbatas dan pemahaman teknis yang kurang memadai diidentifikasi sebagai hambatan utama dalam partisipasi orang tua yang efektif. Studi ini berkontribusi pada bidang pendidikan khusus dengan menawarkan kerangka evaluasi empiris untuk memperkuat kemitraan sekolah-keluarga. Temuan menyarankan perlunya prosedur operasional standar kemitraan yang terstruktur dan pengembangan bahan panduan visual untuk mendukung orang tua dalam memastikan keberlanjutan pembelajaran antara lingkungan sekolah dan rumah. Kata Kunci: kerjasama sekolah-orang tua, gangguan intelektual, kemandirian, evaluasi CIPP, pendidikan khusus
The role of the principal in improving teacher performance through academic supervision Tri Yudha Silalahi; Nirmala Adhi Yoga Pambayun; Rina Safitri
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 1 (2025): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i1.95985

Abstract

Teacher performance plays an important role in improving the quality of human resources, and academic supervision by the principal is one of the factors that supports this improvement. This study aims to describe the role of principals in improving teacher performance through academic supervision at SMA Negeri 1 Pangkalanbaru. This study uses a qualitative descriptive approach with the principal as the main informant and 29 teachers as supporting informants. Data were collected through questionnaires and classroom observations, then analyzed through data organization, interpretation, and verification. The results show that the academic supervision carried out by the principal received an average score of 87.37 in the “Very Good” category, indicating that the supervision was carried out in a planned and structured manner through scheduling, classroom observation, the use of standard instruments, and the provision of constructive feedback. Teacher performance also received an average score of 85.56 in the “Very Good” category, indicating that teachers were able to plan and implement learning, use varied methods and media, and evaluate learning well. However, some teachers still needed improvement in the areas of innovation, application of supervision results, and discipline. This study concludes that academic supervision contributes significantly to improving teacher professionalism and performance, and needs to be strengthened through reflective and continuous mentoring to ensure the sustainability of learning quality improvement.
Co-Authors Amat Jaedun Arditama Ardi Astri Wahyuni Dian Pratiwi Fitri Alfarisa Hidayatullah Hidayatullah Nirmala Adhi Yoga Pambayun Puspa Widyastuti Rafinda Putri Mentari Resky Nuralisa Gunawan Risky Setiawan Siswantoyo Slamet Suyanto Sudiyatno Syukrul Hamdi Tri Yudha Silalahi Widowati Pusporini Yoel Istiawanto Yolandaru Septiana, Yolandaru Zafrullah Zafrullah