Articles
<![CDATA[Examining the Psychometric Properties of the Career Commitment Instrument through Classical Test Theory and the Graded Response Model ]]>
<![CDATA[Asriadi AM, Muh.]]>;
<![CDATA[Setiawati, Farida Agus]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 3 (2023): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i3.59619
<![CDATA[The gaps that exist in the literature by conducting a comprehensive evaluation of the psychometric properties of the Career Commitment Instrument using CTT and GRM. This exploratory study aims to analyze the psychometric properties of the career commitment instrument using a classical test theory approach and graded response model. Research using cross-sectional design. Data were obtained from a career commitment questionnaire with 12 statement items and 250 respondents who were randomly selected. The summed ranking method (Likert) was used for scaling, with five response options. Data were analyzed using R Studio's traditional Graded Response Model Theory Test technique. Based on the findings, the quality of the career commitment instrument has an estimated reliability of 0.77 (reliable) and a standard measurement error of 3.3. This instrument has a good Endorsement Index and Discrimination Index, with a classic and modern approach. Furthermore, analysis of the stratified response model revealed that 10 items were suitable and 2 were not. If given to respondents with a low level of ability (θ=-2) to a high level of ability (θ=2), this instrument provides complete information of 58.93 with a standard error of 1.0. This instrument can be used by companies to assess the career commitment of their employees. Future research can test the convergent and divergent validity of the career commitment instrument with similar instruments or with different instruments, to strengthen its validity.]]>
<![CDATA[Integrating Gestalt Theory Concepts in Visual Perception Assessment for Children with Intellectual Disabilities ]]>
<![CDATA[Muh. Rijal]]>;
<![CDATA[Mumpuniarti]]>;
<![CDATA[Muh. Asriadi AM]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v8i2.69127
<![CDATA[Children with intellectual disabilities have difficulties understanding and responding to visual information, which can hinder their development and learning. One of the factors leading to this is the lack of adequate and relevant assessment instruments that reflect the complexity of visual perception processes in children with intellectual disabilities. This study aims to develop a special visual perception assessment for children with intellectual disabilities, utilizing the concepts of Gestalt theory. This study used the Research and Development (R&D) approach and the ADDIE model. The data collection method used was a questionnaire with an instrument in the form of a questionnaire sheet. This instrument was designed and tested for validity by 11 experts and tested on 50 respondents of children with intellectual disabilities. In this study, there were several data analysis techniques, such as content validity being analyzed with Aiken's V Coefficient, while instrument reliability was estimated with Cronbach's Alpha formula. Furthermore, exploratory factor analysis (EFA) was conducted using JASP software to group the questionnaire items into factors based on their dimensions. The results stated that, overall, the instrument was considered valid and reliable for measuring the visual perception ability of children with intellectual disabilities. This study makes an important contribution to the development of assessments that can be applied in education and intervention, improving understanding and support for the visual development of children with intellectual disabilities.]]>
<![CDATA[The Impact of Nero Book Series on Inclusive-Collaborative Parenting in ECE ]]>
<![CDATA[Armelia, Salsa]]>;
<![CDATA[Mirawati, Mirawati]]>;
<![CDATA[AM, Muh Asriadi]]>
<![CDATA[ Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 6 (2024) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/obsesi.v8i6.6309
<![CDATA[This research in based on a problem where teachers and parents do not yet know what Neurodivergent and Inclusive-Collaborative parenting are. This research aims to obtain test result on the implementation of the Nero Books series on Teachers and Parents in improving Inclusive-Collaborative Parenting in TK Labschool UPI Cibiru. This research uses a case study method with observation and interview data collection techniques. Data was collected and analyzed using Miles and Huberman data analysis starting from data collection, data presentation and concluding. The Results show that the Nero Book Series significantly increases teachers' and parents' understanding of Neurodivergent children, supporting more effective collaboration in inclusive-collaborative parenting. This is based on interviews conducted by researchers with teachers and parents who saw changes for the better. So this Nero book series has succeeded in creating inclusive, collaborative parenting that is synergistic for teachers and parents.]]>
<![CDATA[OPTIMALISASI TES KLASIK DAN MODERN UNTUK GURU FISIKA SMA BERBASIS KETERAMPILAN BERPIKIR TINGKAT TINGGI ]]>
<![CDATA[Saepuzaman, Duden]]>;
<![CDATA[Aviyanti, Lina]]>;
<![CDATA[Zakwandi, Rizki]]>;
<![CDATA[AM, Muh. Asriadi]]>;
<![CDATA[Nurzaman, Iman]]>;
<![CDATA[Aisyah, Aas]]>;
<![CDATA[Sukmadewi, Prila Mentari]]>
<![CDATA[ Jurnal Medika Mengabdi Vol. 1 No. 2 (2025): Jurnal Medika Mengabdi ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Medika Suherman ]]>
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DOI: 10.59981/40qkdf97
<![CDATA[Kurikulum Nasional mewajibkan siswa memiliki kemampuan berpikir tingkat tinggi (HOTS) agar peka terhadap berbagai permasalahan lingkungan hidup. Namun, masih banyak guru yang belum memahami dan menerapkan konsep soal HOTS dalam pembelajaran, sehingga diperlukan bimbingan. Kegiatan pengabdian ini dilaksanakan pada tanggal 26 Agustus 2024 dan melibatkan 20 orang guru MGPM Fisika Kabupaten Garut, Jawa Barat. Tujuan kegiatan ini adalah meningkatkan kemampuan guru dalam merencanakan soal-soal HOTS pada mata pelajaran fisika serta mengevaluasi kualitasnya. Metode yang digunakan meliputi pelatihan intensif dan pendampingan, di mana guru dilatih untuk merencanakan, menyusun, dan menguji soal HOTS. Evaluasi kualitas soal dilakukan melalui teori tes klasik (Classical Test Theory, CTT) dan teori tes modern (Item Response Theory, IRT). Hasil menunjukkan peningkatan signifikan pada pemahaman dan keterampilan guru, dengan rata-rata nilai pre-test sebesar 60, dan post-test sebesar 85, yang menunjukkan peningkatan sebesar 25 poin. Pelatihan ini terbukti efektif dalam meningkatkan kemampuan guru menyusun soal HOTS yang valid dan reliabel. Kesimpulan penelitian ini adalah pendekatan pendidikan melalui pelatihan dan pendampingan dapat meningkatkan kompetensi guru dalam menyusun instrumen penilaian HOTS yang mendukung pembelajaran sesuai standar kurikulum. Implikasi penelitian ini adalah perlunya program pelatihan berkelanjutan bagi guru di berbagai mata pelajaran agar HOTS dapat diterapkan secara lebih merata, serta pentingnya dukungan kebijakan untuk memperkuat keterampilan evaluasi mendalam bagi guru.]]>
<![CDATA[Psychometric evaluation of diagnostic test instruments on physics wave material ]]>
<![CDATA[AM, Muh. Asriadi]]>;
<![CDATA[Sanam, Anna Isabela]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 1 (2025) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta ]]>
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DOI: 10.21831/pep.v29i1.84655
<![CDATA[This study aims to evaluate the psychometric quality of diagnostic test instruments on wave material in physics learning, with a focus on their validity and reliability. The instrument was validated by seven experts using the content validation method, which resulted in an average validity score of 0.849, indicating that the instrument is very valid. Confirmatory factor analysis (CFA) was conducted to test the model fit and validity of the instrument structure. The KMO test results showed a figure of 0.946, indicating the suitability of the data for factor analysis, while the Bartlett Test of Sphericity results confirmed that the intercorrelation data was not an identity matrix. The tested model showed a good fit to the data, with a CFI value of 0.948, TLI of 0.935, and RMSEA of 0.072. The model parameter estimates showed a significant relationship between the latent variables and the observed items, with a strong influence from the "Wave" variable. Although the Chi-square test results indicated a statistically poor fit of the model, this result could be influenced by the large sample size. Limitations of this study include the limited sample size of seven validators, which may not cover all perspectives. This study suggests that further research involving a larger number of validators and more in-depth analysis should be conducted to strengthen the results obtained. The results of this study are expected to contribute to the development of more effective diagnostic test instruments for physics teaching at the secondary school level.]]>
<![CDATA[Efektivitas Metode Tucker Turtle Dalam Menstimulasi Kemampuan Regulasi Emosi Anak Usia 5-6 Tahun ]]>
<![CDATA[Nur'Afiah, Az-Zahra]]>;
<![CDATA[Mirawati, Mirawati]]>;
<![CDATA[AM, Muh. Asriadi]]>
<![CDATA[ Kumarottama: Jurnal Pendidikan Anak Usia Dini Vol 5 No 1 (2025) ]]>
Publisher : <![CDATA[Institut Agama Hindu Negeri Gde Pudja Mataram ]]>
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DOI: 10.53977/kumarottama.v5i1.2366
<![CDATA[Emotion regulation is a child's ability to recognize, understand, and express emotions adaptively. In children aged 5-6 years, the inability to manage emotions can trigger behavioral problems, adaptation difficulties, and obstacles in the learning process. The situation in the field shows that many preschool children often experience tantrums, have difficulty cooperating, or overreact when facing conflicts. This study aims to observe the effectiveness of the Tucker Turtle method in stimulating children's emotion regulation skills. The application of the Tucker Turtle method has not been widely explored as well as the use of effect size analysis to measure the practical impact of the intervention. The study used a quasi-experimental design, involving an experimental group (Tucker Turtle method intervention) and a control group (conventional method). Data collection techniques were carried out through pre-test and post-test observations, then analyzed using independent t-test and effect size test. The results showed that based on the independent t-test (p = 0.54), there was no statistically significant difference. However, the effect size of 0.924 indicated a large practical impact. The conclusion of the study confirmed that the Tucker Turtle method can be an alternative to stimulate children's ability to manage their emotions compared to conventional methods.]]>
<![CDATA[Readiness of Pre-Service Elementary School Teacher to Implement PBL and HOTS in Learning Geometry ]]>
<![CDATA[Rostika, Deti]]>;
<![CDATA[Hidayah, Nurul]]>;
<![CDATA[AM, Muh. Asriadi]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 13, No 3 (2023): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Readiness of Pre-Service Elementary School Teacher to Implement PBL and HOTS in Learning Geometry. This survey research aims to assess the comprehension of elementary school teacher education students regarding PBL and HOTS and elucidate the application of PBL and HOTS in elementary geometry education. The study engaged 18 elementary school teacher education students at UPI Cibiru Campus. Findings reveal that these students possess a solid understanding of PBL and a very high level of comprehension of HOTS. The proposed implementations of PBL in geometry education exhibit variations, while others have yet to integrate PBL into their Lesson Implementation Plans. The application of HOTS also varies, with some encompassing all its components, while others fall short. In conclusion, prospective teachers exhibit a robust initial grasp of PBL and HOTS, but a consistent application is essential to foster confidence in practical teaching at elementary schools. Keywords: PBL, HOTS, geometry learning, elementary school.DOI: http://dx.doi.org/10.23960/jpp.v13.i3.202339]]>
<![CDATA[Bilingual Education in Improving Early Childhood Communication Skills: A Systematic Literature Review ]]>
<![CDATA[Khoiriah, Laeni Sipatu]]>;
<![CDATA[Mirawati, Mirawati]]>;
<![CDATA[AM, Muh. Asriadi]]>;
<![CDATA[Halimah, Leli]]>;
<![CDATA[Silawati, Endah]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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DOI: 10.23960/jpp.v15i1.pp85-100
<![CDATA[Abstract: Bilingual Education in Improving Early Childhood Communication Skills: Systematic Literature Review. Objectives: This study aims to comprehensively analyze bilingual education on early childhood communication skills. Methods: This research uses qualitative methods with a systematic literature review. Data was collected through electronic database literature searches namely, dimensions, eric, taylor and francis, sciencedirect and google scholar. Findings: Thirty seven articles were found that were relevant to the research topic. The results of this research show that bilingual education has great benefits for children's communication skills, especially in developing vocabulary and practicing pronunciation. Conclusion: Bilingual education is a method for improving children's communication skills, coupled with fun media and learning methods that can optimize learning and minimize the occurrence of obstacles. Keywords: children’s bilingual, communication ability, and systematic literature review.]]>
<![CDATA[The Role of Parents in Improving the Social Emotional Development of Early Childhood: A Systematic Literature Review ]]>
<![CDATA[Istianti, Tuti]]>;
<![CDATA[Halimah, Leli]]>;
<![CDATA[AM, Muh. Asriadi]]>;
<![CDATA[Fauziani, Lutfia]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 13, No 3 (2023): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[The Role of Parents in Improving the Social Emotional Development of Early Childhood: A Systematic Literature Review. The socio-emotional development of early childhood has a long-term impact on an individual's ability to interact socially and maintain emotional balance in later life. This research aims to examine the significance of parental roles in enhancing the socio-emotional development of young children. The study employs the Systematic Literature Review (SLR) method, collecting data through literature searches in various journals via databases like Google Scholar. Twenty five articles were analyzed. The research findings indicate several actions that parents should take to optimize the socio-emotional development of young children, including serving as primary educators, caregivers, and role models. Additionally, parents need to provide encouragement and create learning opportunities within their environment. In conclusion, collaborative efforts between fathers and mothers are essential for the optimal socio-emotional development of children. Keywords: early childhood, the role of parents, social-emotional development.DOI: http://dx.doi.org/10.23960/jpp.v13.i3.202314]]>
<![CDATA[The Effect of Using Busy Box Creative Little Scientists on Critical Thinking Skills of 5-6 Year Old Children ]]>
<![CDATA[Alipiyani, Siti]]>;
<![CDATA[Mirawati, Mirawati]]>;
<![CDATA[AM, Muh Asriadi]]>;
<![CDATA[Silawati, Endah]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[The Effect of Using Busy Box Creative Little Scientists on Critical Thinking Skills of 5-6 Year Old Children. Objectives: This study aims to determine the effect of using the Busy Box Creative Little Scientists learning media in the learning process on the critical thinking skills of children aged 5-6 years. Methods: This quasi-experimental study involved 21 students aged 5-6 years, divided into two classes: a control class and an experimental class. Students were selected by purposive sampling. The experimental class used the Busy Box Creative Little Scientists learning media, while the control class did not. Critical thinking skills were measured before and after the intervention, and the N Gain was calculated to compare the improvement. Findings: The results showed a significant difference in the critical thinking skills of children between the experimental and control classes. The experimental class showed an N Gain of 64%, while the control class had an N Gain of 44%. Conclusion: The study highlights the effectiveness of Busy Box Creative Little Scientists in improving the critical thinking skills of children aged 5-6 years. These findings support further exploration into the use of interactive learning media for enhancing critical thinking in early childhood education. Keywords: learning media, critical thinking skills, early childhood.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024110]]>
