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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Indonesian Journal of Islamic Education
Tri Astari
Universitas Jember
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Health Professions Materials Science & Nanotechnology Medicine & Pharmacology Physics Public Health

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Meningkatkan Literasi dan Kreativitas Siswa SD: Penerapan Metode Read-Aloud dan Cerita Bergambar Tri Astari; Nurhasanah Nurhasanah; Elvin Cahyanita; Nindya Nurdianasari; Nora Sara Damayanti
ABDI: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 7 No 3 (2025): Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdi.v7i3.1294

Abstract

Rendahnya keterampilan literasi siswa di sekolah dasar wilayah pedesaan Bondowoso, termasuk UPTD SPF SDN Tanggulangin 1, disebabkan oleh keterbatasan sumber bacaan yang menarik, metode pembelajaran yang konvensional, serta minimnya kebiasaan membaca di luar jam pelajaran. Program Pengabdian kepada Masyarakat (PKM) ini melibatkan 41 siswa kelas IV–V melalui kegiatan read-aloud, menggambar, dan bercerita kembali. Metode pelaksanaan meliputi pembacaan cerita Sirama-rama secara ekspresif, diskusi pasca-baca, menggambar karakter, serta presentasi hasil karya di depan kelas. Evaluasi dilakukan dengan observasi terhadap keterlibatan siswa. Hasil menunjukkan seluruh siswa hadir (100%), 37 siswa fokus mendengarkan (90%), 26 aktif bertanya (63%), 35 menjawab pertanyaan (85%), 39 menyelesaikan gambar (95%), 31 menambahkan detail (76%), 29 memberi respon pada teman (71%), dan 18 berani melakukan presentasi (44%). Kegiatan ini menghasilkan keterlibatan tinggi serta produk berupa karya gambar dan cerita yang dipresentasikan di kelas. Kombinasi metode read-aloud, menggambar, dan bercerita kembali terbukti menciptakan suasana belajar yang menyenangkan, interaktif, dan mendukung pengembangan literasi, kreativitas, serta rasa percaya diri siswa sekolah dasar di wilayah pedesaan.
Psychometric Properties of a Local Wisdom-Based Science Literacy Instrument for Primary School Students: An Item Response Theory Approach Nurhasanah; Tri Astari; Elvin Cahyanita; Nuriman
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12973

Abstract

Science literacy is an essential competency for primary school students to face 21st-century challenges. However, few assessment tools combine strong psychometric quality with cultural relevance. This study aimed to examine the psychometric properties of a local wisdom–based science literacy instrument for primary school students within the Item Response Theory (IRT) framework. The instrument comprised 34 multiple-choice items aligned with science literacy indicators and was administered to 300 fourth-grade students from several schools in Jember, Indonesia. Expert judgment ensured content validity, while empirical analyses using QUEST and R Studio evaluated item performance. The results showed good model fit, excellent reliability (0.97), and well-balanced item difficulty levels, confirming the instrument’s ability to measure a wide range of student abilities. Person–item maps and item characteristic curves indicated high discriminative power and measurement precision. Embedding local wisdom elements enhanced cultural authenticity and student engagement in science learning. Overall, the instrument demonstrated strong psychometric and contextual validity, offering a reliable tool for assessing science literacy in primary education. Its application can help teachers identify learning needs and design culturally responsive instruction. Future studies should extend validation to broader cultural contexts and refine items for students with lower ability levels.
Karakteristik Psikometrik Instrumen Tes Kemampuan Akademik (TKA) Matematika Materi Pecahan untuk Siswa Sekolah Dasar Rosalia Annisa Putri; Tri Astari
Indonesian Journal of Islamic Education Vol. 4 No. 2 (2026): Agustus 2026 In Press
Publisher : Department of PAI, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijie.v4i2.19827

Abstract

The quality of mathematics assessment depends not only on content coverage but also on how well each item functions empirically. This study aimed to analyze the psychometric characteristics of a fraction-based Mathematics Academic Competency Test (Tes Kemampuan Akademik/TKA) instrument for primary school students through empirical validity, reliability, item difficulty, and discrimination power. A quantitative descriptive item-analysis design was employed using responses from 27 sixth-grade students at SD Negeri Kaliboto Lor 07, Lumajang. The trial instrument consisted of 15 dichotomously scored items in multiple-choice and complex multiple-choice formats. Empirical validity was analyzed using Pearson item-total correlations with a critical value of r = 0.381 at α = .05. Reliability was estimated using KR-20, while item difficulty and discrimination were analyzed within classical test theory. Ten of the 15 items met the empirical validity criterion, whereas five were eliminated. The KR-20 coefficient was 0.70. Among the retained items, seven were moderately difficult, two difficult, and one easy; four showed good discrimination and six showed fair discrimination. The findings indicate adequate preliminary psychometric quality, although broader validation with larger, multisite samples is still required before wider use.
Kualitas Pengukuran Tes Berpikir Komputasional dan Berpikir Kritis pada Pecahan Nabilah Fauziyah; Tri Astari
Indonesian Journal of Islamic Education Vol. 4 No. 2 (2026): Agustus 2026 In Press
Publisher : Department of PAI, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijie.v4i2.19825

Abstract

Measuring computational and critical thinking skills in elementary mathematics requires tests supported by both theoretical and empirical evidence. This study aimed to evaluate the theoretical feasibility, empirical validity, reliability, discrimination, and difficulty of two constructed-response tests on Grade V fractions. Each test consisted of six items developed from the respective construct indicators. Theoretical validation involved five expert and practitioner validators, while empirical testing involved 28 Grade V students at SDN Kepatihan 2 Jember. The analyses included validation percentages, item-total correlations, split-half reliability using the Spearman-Brown formula, discrimination indices, and item difficulty. The computational thinking test obtained validation scores of 80% for construct, 90% for content, 94% for language, and 77% for practitioner aspects. All items met the empirical validity criterion, with correlations ranging from 0.51 to 0.73, but its reliability coefficient was 0.78, below the 0.80 criterion. The critical thinking test obtained 80%, 90%, 98%, and 74%, respectively; five items met the empirical validity criterion, while Item 6 had a correlation of 0.24 and was classified as very difficult. Its reliability coefficient reached 0.89. The findings provide initial evidence of measurement quality, although further improvement is needed in specific aspects.
Co-Authors Elvin Cahyanita Nabilah Fauziyah Nindya Nurdianasari Nora Sara Damayanti Nurhasanah Nurhasanah Nurhasanah Nuriman Rosalia Annisa Putri