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All Journal Indonesian Journal of Educational Development (IJED) Indonesian Journal of Education and Learning
Deni Hadiana
Badan Riset dan Inovasi Nasional
Education Languange, Linguistic, Communication & Media Mathematics Other

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Metode Pembelajaran Bahasa dan Sastra Indonesia di Era Digital Novi Sylvia; Deni Hadiana
Indonesian Journal of Education and Learning Vol. 7 No. 2 (2024): April
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijel.v7i2.1331

Abstract

Di tengah tantangan disrupsi bahasa pada era digital, metode pembelajaran bahasa dan sastra Indonesia harus relevan. Guru harus menyesuaikan metode yang digunakan di dalam kelas dengan kebutuhan guna menunjang keberhasilan pembelajaran siswa. Penelitian ini bertujuan untuk menganalisis penguasaan guru terhadap metode pembelajaran bahasa dan sastra Indonesia. Metode penelitian yang digunakan adalah kualitatif. Subjek penelitian yaitu 160 guru sekolah menengah atas yang berasal dari Kalimantan Barat, Papua, Jawa Timur, Bali, Jawa Tengah, Sulawesi Selatan, Sumatra Utara, Kalimantan Timur, Maluku Utara, dan Nusa Tenggara Timur. Data dikumpulkan melalui tes mengenai kesesuaian metode pembelajaran bahasa dan sastra Indonesia serta angket mengenai persepsi guru terhadap metode pembelajaran bahasa dan sastra Indonesia. Analisis data menunjukkan bahwa metode pembelajaran yang diterapkan oleh 73% guru bahasa dan sastra Indonesia di sekolah menengah atas terkategori sesuai. Sebanyak 62% guru juga menyatakan bahwa metode pembelajaran bahasa dan sastra yang mereka gunakan di dalam kelas mampu menjadikan siswa kreatif serta mendorong adanya rasa ingin tahu dan kerja keras.
Gender fairness in measuring student agency: A Rasch DIF analysis Novi Sylvia; Ahman; Deni Hadiana
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.6114

Abstract

As student agency increasingly shapes educational policy and reform, ensuring that its assessment practices are fair across genders has become a pressing equity concern. This study examines the gender-based measurement fairness of a multidimensional student agency instrument using Rasch-based differential item functioning (DIF) analysis in an Islamic secondary school. The study involved 601 students in Grades 10–12 (301 male; 300 female) selected through a school-based total accessible sampling approach, comprising 96 male and 101 female students in Grade 10, 138 male and 124 female students in Grade 11, and 67 male and 75 female students in Grade 12. Data were collected using a 60-item student agency questionnaire measured on a four-point Likert scale covering eight regulatory, motivational, and future-oriented dimensions. Results show that the instrument operates largely equivalently for male and female students. Although several items exhibited statistically significant DIF, substantively meaningful DIF was limited, localised, and bidirectional, and did not accumulate at the dimensional level. Core regulatory dimensions demonstrated strong invariance across gender. These findings indicate that observed gender differences in agency scores are unlikely to reflect measurement bias but rather reflect contextual variations in the expression of agency within this educational setting.
Co-Authors Ahman Novi Sylvia Novi Sylvia