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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Profesi Pendidikan
Elsima Nainggolan
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Identifying Collaboration Skills Through Discovery Learning with A Contextual Approach Elsima Nainggolan; Dyah Purwaningsih
Jurnal Penelitian Pendidikan IPA Vol 10 No 4 (2024): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i4.6943

Abstract

Passive learning results in low student collaboration skills and tends to be individualistic in chemistry. Discovery learning with a contextual approach is one solution to overcome this problem. This research aims to find out the improvement of students' collaboration skills through discovery learning with a contextual approach and can be one step to prepare students' adaptive collaboration skills in the future. This research is quantitative research with a sample of 69 students taken using random sampling technique. Data were collected using collaboration skills observation sheets, questionnaires, and interviews. The collaboration skills measured consist of 4 indicators, namely cooperation skills, communication skills, completing tasks, and commitment. Data analysis uses quantitative descriptive methods. The results of this research show that students' collaboration skills using discovery learning with a contextual approach increase at each meeting with an average of 79 collaboration skills (good category).
Validation of Instrument to Measure Pre-Service Science Teachers Digital Skills: Rasch Model Indra Maulana; Evi Syarah; Elsima Nainggolan; Hilman Qudratuddarsi
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 2 (2026): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i2.4794

Abstract

This study aimed to validate an instrument for measuring digital skills among pre-service science teachers using the Rasch model framework. A total of 349 Generation Z participants were surveyed from three year levels. Data were collected through Google Forms and analyzed using Winsteps 3.7.3. The Rasch model provided insights into item reliability, person reliability, separation indices, unidimensionality, item fit statistics, and differential item functioning (DIF). Results demonstrated strong psychometric robustness, with person reliability of 0.95, item reliability of 0.98, and Cronbach’s alpha of 0.97. Wright Map analysis indicated appropriate alignment between item difficulty and respondents’ abilities. Item fit statistics fell within the acceptable range, supporting internal validity. Unidimensionality analysis confirmed that the instrument measured a single construct, while DIF analysis showed no significant bias across gender or year of study. Overall, the instrument proved reliable, valid, and equitable in assessing digital skills among science pre-service teachers, offering a valuable tool for teacher education and digital competence assessment.
Co-Authors Evi Syarah Hilman Qudratuddarsi Indra Maulana Purwaningsih , Dyah