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p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Studies in Philosophy of Science and Education Indonesian Science Education Journal (ISEJ)
Tri Rijanto
Universitas Negeri Surabaya, Indonesia
Agriculture, Biological Sciences & Forestry Education Other

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Classical Test Theory: Measurement for Fashion Design Double Track High School Program Irma Russanti; Eko Hariadi; Tri Rijanto
Studies in Philosophy of Science and Education Vol. 3 No. 3 (2022): November
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v3i3.306

Abstract

The Double Track High School Program is a program that provides the provisions of high school students in order to have competencies such as vocational students, one of which is the Fashion Design competency. Tests are needed to measure students' cognitive abilities. This research is a test that aims to obtain information on the validation of the Fashion Design cognitive test items using the classical test theory. This quantitative descriptive study uses a multiple choices test with four choices of 40 items. Participants' responses were collected through Google form for Fashion Design class of 2019 and 2018 totaling 122 respondents. The analysis technique with the strata program was analyzed using classical test theory. Based on the analysis of the cognitive validation tests of fashion design competencies Double track high school program results obtained the validation of the test uses classical test theory with a test reliability coefficient of 0.5729 for the number of tests as many as 40 questions, meaning the question items has moderate reliability. The conclusion is a test can be used for fashion design double track high school program.
Why Do Children Love Electricity? Multivariate Evidence from Hands-On Electronics Learning in Elementary STEM Education Tri Rijanto; Rivo Panji Yudha
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2311

Abstract

The integration of hands-on learning into elementary science education has garnered increasing scholarly attention, yet empirical investigations examining its simultaneous effects on multiple educational outcomes remain limited, particularly within the domain of electricity learning at the primary school level. This study examined the effects of a structured hands-on electronics learning program on elementary students' scientific curiosity, STEM interest, problem-solving skills, and scientific engagement using a multivariate analytical framework. Employing a quasi-experimental pretest–posttest nonequivalent control group design, 300 Grade 4–6 students (aged 9–12 years) from Lakarsantri District, Surabaya, Indonesia, were assigned to either a hands-on electronics intervention (n = 150) or conventional science instruction (n = 150). The eight-session intervention engaged students in circuit building, conductor investigations, and collaborative mini-project design using modular electronics kits, facilitated through the 5E instructional model. Data were collected using validated instruments measuring all four outcome constructs and analyzed via Multivariate Analysis of Covariance (MANCOVA), with prior academic achievement and digital literacy serving as covariates. Results revealed a statistically significant and large omnibus multivariate effect (Wilks' Λ = .312, F(8, 586) = 41.73, p < .001, η²p = .363), with significant univariate effects across all four dependent variables (η²p range: .356–.427). Discriminant function analysis further identified STEM interest and curiosity as the primary dimensions differentiating the two groups (classification accuracy = 89.3%). These findings demonstrate that hands-on electronics learning constitutes a pedagogically powerful approach for cultivating multidimensional STEM competencies in elementary education, with significant implications for curriculum design, teacher professional development, and early STEM engagement policy.
Co-Authors Eko Hariadi Irma Russanti Rivo Panji Yudha