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All Journal EduReligia : Jurnal Pendidikan Agama Islam Didaktika: Jurnal Kependidikan
Neni Mariana
Universitas Negeri Surabaya, East Java
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Gender Equality From Ra. Kartini’s Perspective and Its Relevance in Education Nur Rohmah Nilam Sari; Neni Mariana; Heru Subrata
Didaktika: Jurnal Kependidikan Vol. 13 No. 1 Februari (2024): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.356

Abstract

The purpose of this article is to examine the concept of gender equality in education which was echoed by Kartini during colonialism. This study found that there was relevance of the concept of gender equality at that time in the education system. Apart from that, this article also reveals how Kartini's thoughts can influence education, especially focusing on gender access, analyzes several forms of discrimination based on gender regarding educational rights during colonialism which had an impact on education policy, and analyzes the follow-up actions that must be taken in efforts to overcome gender equality. in education. It begins with an analysis of the concept of gender equality in the global concept that occurred during colonialism which is drawn into Kartini's local concept of gender equality in education. Thus, we can get a gender policy concept that can be generalized in the world of education.
GLOBALLY STANDARDIZED ASSESSMENT OF RELIGIOUS MODERATION LITERACY IN PRIMARY EDUCATION: VALIDITY AND RELIABILITY EVIDENCE Tri Sutrisno; Neni Mariana; Nadi Suprapto; Suryanti Suryanti; Samar Solehan
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (2026): IN PRESS
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i2.14519

Abstract

 Abstract: This study aimed to develop a valid and reliable assessment instrument for measuring religious moderation literacy in elementary schools. The research adopted Plomp’s development model, comprising three phases: preliminary research, prototyping, and assessment. The validity of the instrument was examined using two approaches: expert validation, assessing content, construct, and language, and empirical testing with 20 students at Cangkreng 1 Public Elementary School, Sumenep Regency, Indonesia. The results indicated that the developed assessment instrument, consisting of 12 essay items, was both valid and reliable. Content validity achieved a mean score of 3.65 (very high) with Cronbach’s alpha (α) = 0.88; construct validity averaged 3.56 (highly valid) with α = 0.87; and language aspects averaged 3.78 with α = 0.90, with an inter-rater agreement of 87%. In the limited field testing, all 12 items (Items 01–12) demonstrated Pearson correlations ranging from 0.738 to 0.954 with total scores (p < 0.001), indicating statistical significance. As all correlation coefficients exceeded the critical value (r table = 0.444; df = 18; α = 0.05), every item was considered valid for measuring religious moderation literacy among elementary school students. The overall reliability of the instrument reached α = 0.982 (very high). The developed instrument can serve as a valid and reliable tool for assessing religious moderation literacy in primary education. However, further evaluation of its effectiveness and development using alternative models is recommended
Co-Authors Heru Subrata Nadi Suprapto Nur Rohmah Nilam Sari Samar Solehan Suryanti Suryanti Tri Sutrisno