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All Journal Berkala Ilmiah Pendidikan Fisika Journal of Teaching and Learning Physics Jurnal Taman Vokasi JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Eduscience (JES) Jurnal Ilmiah Kanderang Tingang Variabel Mattawang: Jurnal Pengabdian Masyarakat Mitra Mahajana: Jurnal Pengabdian Masyarakat Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Journal of Banua Science Education Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Indonesian Research Journal on Education Bahana Pendidikan: Jurnal Pendidikan Sains Jurnal Pendidikan MIPA
Pri Ariadi Cahya Dinata, Pri Ariadi Cahya
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Measures Teachers’ Perceptions of Differentiated Instruction : A Combination of Guttman Scale and Item Response Theory Sari, Desy Kumala; Rosana, Dadan; Supahar, Supahar; Dinata, Pri Ariadi Cahya; Reski, Andi
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 3 (2024): September
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.11841

Abstract

This study aims to develop an instrument for teachers’ perceptions of differentiated instruction by adopting Oriondo and Antonio's instrument development model. This study involves three stages of development: instrument planning, pilot testing, and measurement. The respondents involved were 152 subject teachers at the secondary school level. The instrument developed contains differentiated instruction principles: learning environment, quality curriculum, responsive teaching, continuous assessment, and leadership and routines. A combination of the Guttman Scale and Item Response Theory was used to measure teachers' perceptions, which gave significant results. The analysis results show that most instrument items follow the model used, but some items require adjustment. The implication of this study is the importance of developing valid and reliable instruments to measure teachers' perceptions of differentiated instruction. The findings can contribute to improving classroom learning practices and student learning outcomes. Thus, this study provides a strong foundation for the development of teacher professionalism and the overall improvement of education quality.
Co-Authors Ahmad Eko Suryanto Bayu Setiaji Budi, Gunarjo S. Budi, Gunarjo Suryanto Bustan, Andi Dadan Rosana Dewi Dewantara, Dewi Farcis, Fenno Hutahaean, Saulim DT. Krisdianti, Eva Arista Lukas, Rensi Lumbantobing, Marko Ayaki Luqman Hakim M. Arifuddin Jamal, M. Arifuddin M. Nawir, M. Mastuang Mastuang Maulida, Atika Muhammad Hudan Rahmat Muhammad Nawir Mustika Wati, Mustika Mustika, Maya Nazara, Indra Aribowo Parjono, Parjono Rahmiyati Reski, Andi Sandi, Gloria Anjelina Sapetrus, Frency Sari, Desy Kumala Siloam, Kristanoval Simatupang, Rosmaida Suhartono Sumarno, Salsabla Maulani Supahar, Supahar Theasy, Yoan Theo Jhoni Hartanto, Theo Jhoni Uspayanti, Rezky