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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Wahana : Tridarma Perguruan Tinggi Jurnal EDUTECH Undiksha Jurnal Penelitian Jurnal Pengabdian Al-Ikhlas IJECS: Indonesian Journal of Empowerment and Community Services Langit Biru: Jurnal Ilmiah Aviasi An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam Indonesian Journal of Educational Development (IJED) Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Educational Sciences Multidisciplinary Indonesian Center Journal Journal on Smart Learning Technologies
Sabariah
Universitas PGRI Adi Buana Surabaya
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Transportation Other

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Challenging Tasks, Motivated Cadets: Structural Validation of Task Challenge in ESP Reading for Aviation Dani Chandra Yudho Pranoto; Rufi'i; Sabariah; Adi Bandono; Fajar Susanto
Langit Biru: Jurnal Ilmiah Aviasi Vol 19 No 1 (2026): Langit Biru: Jurnal Ilmiah Aviasi
Publisher : Politeknik Penerbangan Indonesia Curug

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54147/langitbiru.v19i1.1575

Abstract

English for Specific Purposes (ESP) plays a crucial role in preparing aviation cadets to comprehend technical documents and operate safely in global contexts. This study explores how perceived task characteristics—task relevance, benefit, and challenge—affect cadets' motivation in ESP reading tasks. Utilizing a quantitative-confirmatory design, data were collected from 95 cadets and analyzed through Structural Equation Modeling (SEM). The findings indicate that among the three constructs, only task challenge significantly predicted cadet motivation and confidence in reading. Task relevance and benefit, while positively perceived, did not produce statistically significant effects. The results highlight the central role of task difficulty in fostering engagement and persistence among cadets. The validated model underscores the importance of designing reading tasks that are optimally challenging to enhance motivation in high-stakes educational environments. This study provides empirical grounding for curriculum innovation in aviation English and contributes to the theoretical understanding of motivational dynamics in ESP contexts.
The Utilization of Information Technology to Support Organizational Performance at SMA Hang Tuah 5 Sidoarjo Lilik Handayani; Sabariah Sabariah
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.532-549

Abstract

The development of information technology in the digital era encourages schools to build a more effective, adaptive, and integrated organizational management system. The use of information technology has an important role in supporting communication, administration, coordination, and organizational effectiveness in educational institutions. This study aims to analyze the use of information technology and its contribution in supporting the effectiveness of organizational performance at SMA Hang Tuah 5 Sidoarjo, including the obstacles faced and optimization efforts carried out by the school. This study uses a qualitative approach involving five teachers who are members of the curriculum team and selected through convenience sampling techniques. The results show that information technology is used through Canva, smart board, IFP, Google Workspace, Moodle LMS, and WhatsApp groups to support administration, communication, coordination, and collaboration in school organizations. However, several obstacles were found, such as differences in technological understanding, limited personal work facilities, and delays in administrative collection by some teachers. The school makes various efforts through continuous coordination, structured division of tasks, teacher mentoring, periodic monitoring, and routine evaluation of work programs. The use of information technology contributes to increasing the effectiveness and adaptability of school organizational performance in the digital era.
Edutechnoentrepreneurship Training for Kindergarten Teachers and Parents in Shaping a Technology-Based Creative Learning Environment Sabariah; Rufi’i
IJECS: Indonesian Journal of Empowerment and Community Services Vol. 7 No. 1 (2026): IJECS: Indonesian Journal of Empowerment and Community Services
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijecs.v7i1.7816

Abstract

ABSTRACT The rapid development of digital technology requires enhanced competencies of teachers and parents in supporting early childhood education that is adaptive, safe, and creative. However, there remains a gap in understanding the effective use of educational technology in both school and home environments. This study aims to improve the digital competencies of teachers and parents through an Edutechnoentrepreneurship training program to strengthen school–home collaboration and create interactive and innovative early childhood learning. The methods used include needs analysis, development of training materials, implementation of seminars and hands-on practice, mentoring in the application of educational technology, as well as continuous evaluation and reflection. The training results show a significant improvement in participants’ competencies. As many as 85% of participants were able to operate child-friendly educational applications, and 78% successfully developed simple digital learning media such as learning videos, interactive worksheets, and educational games. In addition, 70% of participants implemented digital safety features such as parental control and screen time management at home and in school. The training also fostered a shift in mindset among teachers and parents into creative facilitators, as well as strengthened school–home communication through digital platforms. Children showed increased enthusiasm, confidence, and active participation in learning activities. In conclusion, the Edutechnoentrepreneurship training is effective in improving the digital competencies of teachers and parents, encouraging children’s creativity, strengthening school–home collaboration, and creating a safe, interactive, and sustainable learning ecosystem in the digital era. Keywords: Edutechnoentrepreneurship, teacher competence, digital literacy
Nurturing Global Synergy Through Education, Culture, And Community Enggagement Sabariah; Rufii; Adi Bandono; Suhari; Dani
IJECS: Indonesian Journal of Empowerment and Community Services Vol. 7 No. 1 (2026): IJECS: Indonesian Journal of Empowerment and Community Services
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijecs.v7i1.7852

Abstract

ABSTRACT Education plays a strategic role in fostering social cohesion and global synergy through the strengthening of intercultural competencies, dialogue, and cross-community collaboration. However, in practice, challenges remain, including unequal access, low community participation, and the suboptimal integration of local cultural values in learning processes. These conditions may hinder the development of global literacy and sustainable community engagement. This community service program aims to enhance the synergy between education, culture, and society through a participatory approach involving schools, teachers, students, and the wider community. The intervention was implemented through joint needs identification, collaborative planning, culturally based activities (such as outreach sessions, knowledge-sharing forums, and teacher–student collaboration), teacher capacity building, and participatory evaluation. The results indicate an increase in teachers’ and participants’ understanding of global literacy and local cultural values, improved collaborative skills among teachers and university students, and higher active participation of the school community in learning activities. Measurable indicators of achievement include active engagement throughout all program sessions, the establishment of a sustainable collaboration model between the university and the partner school, and the development of a follow-up action plan for program continuation at At-Toyyibah School. This program produces outputs in the form of a locally based collaborative education model, enhanced teacher capacity in global literacy-based learning, and strengthened multi-stakeholder networks that support program sustainability. Overall, the activities contribute to strengthening the synergy between education, culture, and community in promoting inclusive and sustainable global citizenship. Keywords: Inclusive Education, Global Synergy, Community Engagement, Local Culture, Community Empowerment
PERAN KEPEMIMPINAN VISIONER KEPALA SEKOLAH DALAM MEWUJUDKAN GURU BERMUTU UNTUK MENDUKUNG VISI INDONESIA MAJU Agustina Rahmi; Dwi Sogi Sri Redjeki; Melly Anggraini; Sabariah; Eshariayni; Andri Kurniawan
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 1 (2025): Vol. 2 No. 1 Edisi Januari 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i1.484

Abstract

Tujuan penelitian ini adalah untuk mengetahui Peran Kepemimpinan Visioner Kepala Sekolah dalam Mewujudkan Guru Bermutu untuk Mendukung Visi Indonesia Maju dan implementasinya. Penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa Peran Kepemimpinan Visioner Kepala Sekolah di SDN Semangat Dalam 3, yaitu: a) berusaha memahami dan mendengarkan kebutuhan dan keinginan warga sekolah, b) memberikan dukungan unutuk meningkatkan mutu guru dengan pendidikan, pelatihan dan pengembangan kemampuan, c) jika ada guru yang kesulitan maka kepala sekolah tidak segan untuk memberikan arahan, mentoring dan evaluasi yang disesuaikan dengan kemampuan guru dan d) kepala sekolah berusaha menciptakan suasana kebersamaan yang nyaman dan mendukung. Sedangkan, implementasi Kepemimpinan Visioner Kepala Sekolah di SDN Semangat Dalam 3, yaitu dengan: a) berpedoman dengan tujuan, visi dan misi yang ditetapkan, b) berusaha mendengarkan, mengakomodasi dan mengkomunikasi sesuai kebutuhan guru, dan c) kepala sekolah mendorong dalam peningkatan pendidikan, pelatihan dan kegiatan pertemuan dengan berkalaborasi.
Development and validation of multimedia-based learning product instruments: SEM and Rasch model approaches Sofyan; Erisa Kurniati; I Wayan Widana; Sabariah; Mazni Binti Muhammad
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.6343

Abstract

Despite the rapid expansion of multimedia-based learning in education, the availability of psychometrically validated evaluation instruments remains limited, underscoring the urgent need for reliable, standardized measurement tools. This study aims to develop and validate a multimedia-based learning product evaluation instrument that measures three main constructs: feasibility, practicality, and attractiveness. The study used an instrument development design with an integrated psychometric approach that combines classical measurement theory (Classical Test Theory), Structural Equation Modeling (SEM), and the Rasch Model. Content validity was assessed using expert judgment, as measured by Aiken's V coefficient and the Content Validity Ratio (CVR). Construct validity was tested through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Structural analysis was conducted to examine the relationships between constructs, and multi-group analysis (teachers and students) was conducted to test model invariance. Data were collected from 257 respondents, comprising 153 students and 104 teachers. The results showed that the instrument had high content validity (mean Aiken's V = 0.89), very high reliability (α = 0.93), and a good measurement model fit (CFI = 0.96; RMSEA = 0.054). Rasch analysis showed item reliability of 0.96, and no serious misfit was found. Multi-group analysis showed the model was invariant between teachers and students. Thus, this instrument meets modern psychometric standards and is suitable for use in evaluating multimedia-based learning products.
BEYOND HIGH SCORES: EVALUATING ITEM DIFFICULTY AND MEASUREMENT SENSITIVITY IN BASIC NUMERACY ASSESSMENT Laela Fauziah; Rufi’i Rufi’i; Sabariah Sabariah
Jurnal Penelitian : Politeknik Penerbangan Surabaya Vol. 20 No. 1 (2026): Jurnal Penelitian April 2026
Publisher : Politeknik Penerbangan Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46491/jp.v20i1.2547

Abstract

Assessment of basic numeracy is essential for identifying students' foundational mathematical competence and for supporting instructional decisions. However, very high test scores may conceal limited measurement sensitivity when an instrument contains many low-difficulty items. This study examined an existing 25-item basic numeracy assessment by interpreting highly concentrated score distributions and proportion-correct values (p-values) as preliminary indicators of item difficulty. A descriptive quantitative approach was applied to data from 35 participants. Because the available dataset did not support formal reliability estimation, item discrimination indices, distractor analysis, or IRT/CDM modelling, the analysis was limited to total-score distribution, item-level proportion-correct values, and documentary review of item explanations. Results showed strong upper-end score concentration: scores ranged from 19 to 25 (M = 23.6, SD = 1.83), and 51.4% of participants achieved the maximum score. Items 11, 18, and 19 were answered correctly by all participants, whereas Items 24 and 10 produced the lowest correct-response rates but remained easy overall (85.7% and 88.6%). Item 17 was flagged for possible ambiguity in the answer explanation. The findings indicate that the instrument functions adequately as a baseline mastery check but has limited capacity to differentiate higher-performing students. The study contributes practical evidence for revising classroom-based numeracy instruments through more balanced item difficulty, clearer keying logic, and future validation using larger samples and stronger psychometric evidence.
Co-Authors Abdul Khair Adi Bandono Agustina Rahmi Amalia Wahyuni Andri Kurniawan Anidah Binti Robani Antoni Pardede Atiqoh Atiqoh Bandono, Adi Chandra Halim Dani Dwi Sogi Sri Redjeki Dwi Sogi Sri Redjeki Eka Kurnia Darisman Emilda Prasiska Eshariayni Fitria Rizkiana Hartono Hartono Hendra Setyawan Hendra Sofyan Henri Gunawan Pratama Herlina Apriani I Wayan Widana Indah Zulaila Rahayu Iswahyuni Listyowati Kadori Khalisyah Listiani Krisna Murti Anugraha Krisna Murti Anugraha Laela Fauziah Lalu Moh Yudha Isnaini Lilik Handayani Mardan Mardan Mazni Binti Muhammad Melly Anggraini Muhammad Hizri Mulyono Nasaruddin Rahmat Nurmida Catherine Sitompul Robi’ati Fauziyah Rr Ariessanty Alicia Kusuma Wardhani Rufi'i Rufi'i Rufii Rufii Rufi’i Rufi’i Saniyah Saniyah Siti Hanifah Husnul Khotimah Suhari Suharti Suharyanto Sulistiami Sulistiami Supriyanto Wawan Gunawan Yudho Pranoto, Dani Chandra Zainal Fauzi