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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 Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Langit Biru: Jurnal Ilmiah Aviasi An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam Indonesian Journal of Educational Development (IJED) Jurnal Pengabdian Masyarakat dan Penelitian Thawalib Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Educational Sciences Edunity: Kajian Ilmu Sosial dan Pendidikan Research on English Language Education ELite Journal: International Journal of Education, Language and Literature Multidisciplinary Indonesian Center Journal Journal on Smart Learning Technologies
Sabariah
Universitas PGRI Adi Buana Surabaya
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Evaluasi Instrumen Hasil Belajar Matematika melalui Pendekatan Software Anates di SDN Pakis 2 Rina Rusdiawati; Rufi’i Rufi’i; Sabariah Sabariah
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 3 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i3.4451

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya kualitas instrumen evaluasi dalam menghasilkan informasi yang akurat mengenai pencapaian kompetensi peserta didik, khususnya pada mata pelajaran matematika di sekolah dasar. Instrumen yang kurang berkualitas dapat menyebabkan hasil penilaian tidak mencerminkan kemampuan siswa yang sebenarnya sehingga diperlukan analisis kualitas butir soal secara sistematis. Penelitian ini bertujuan untuk mengevaluasi kualitas instrumen hasil belajar matematika siswa kelas III di SDN Pakis 2 Kecamatan Trowulan menggunakan perangkat lunak Anates. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan sampel sebanyak 20 siswa kelas III yang mengikuti Penilaian Akhir Tahun (PAT) mata pelajaran matematika. Data penelitian berupa lembar jawaban siswa yang dianalisis menggunakan software Anates untuk mengukur validitas, reliabilitas, tingkat kesukaran, daya pembeda, dan efektivitas pengecoh (distraktor) pada setiap butir soal. Hasil analisis menunjukkan bahwa sebagian besar butir soal memiliki kualitas yang cukup baik dan layak digunakan sebagai instrumen evaluasi pembelajaran. Tingkat kesukaran soal berada pada kategori mudah dan sedang sehingga sesuai dengan kemampuan peserta didik. Dari aspek daya pembeda, sebanyak 6 dari 20 butir soal berada pada kategori baik dalam membedakan siswa berkemampuan tinggi dan rendah. Namun demikian, analisis efektivitas pengecoh menunjukkan bahwa masih terdapat beberapa distraktor yang belum berfungsi secara optimal karena kurang dipilih oleh siswa, sehingga perlu dilakukan revisi pada alternatif jawaban non-kunci agar lebih efektif. Secara keseluruhan, penggunaan software Anates terbukti membantu guru dalam melakukan analisis kualitas butir soal secara objektif, cepat, dan akurat. Implikasi penelitian ini menunjukkan perlunya peningkatan kompetensi guru dalam penyusunan dan evaluasi instrumen tes agar kualitas penilaian pembelajaran semakin valid, reliabel, dan mampu memberikan gambaran yang tepat mengenai hasil belajar siswa.
Analisis Kualitas Butir Soal dan Hasil Belajar Bahasa Inggris Menggunakan Anates pada Siswa Kelas VII SMPN 1 SOOKO Vivin Muji Rahayu; Rufi’i Rufi’i; Sabariah Sabariah
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 3 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i3.4642

Abstract

Penelitian ini bertujuan untuk menganalisis kualitas butir soal dan hasil belajar Bahasa Inggris menggunakan program Anates pada siswa kelas VII SMPN 1 Sooko. Analisis kualitas butir soal menjadi aspek penting dalam evaluasi pembelajaran karena menentukan tingkat validitas dan reliabilitas instrumen yang digunakan untuk mengukur pencapaian kompetensi peserta didik. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan metode analisis dokumen terhadap hasil tes Bahasa Inggris siswa kelas VII yang terdiri dari 32 siswa sebagai subjek dan instrumen berupa 25 butir soal pilihan ganda. Analisis dilakukan menggunakan program Anates versi 4.0.2 berbasis Teori Tes Klasik. Hasil menunjukkan bahwa instrumen memiliki reliabilitas sangat tinggi (r = 0,88), namun distribusi tingkat kesukaran belum ideal dengan dominasi butir mudah hingga sangat mudah (56%). Daya pembeda 76% butir tergolong baik hingga sangat baik, sementara 64% butir memiliki korelasi skor butir-total yang signifikan. Efektivitas pengecoh menunjukkan 53,3% pengecoh berfungsi baik, sedangkan sisanya perlu diperbaiki. Sebanyak 14 butir layak dipertahankan, 10 butir perlu direvisi, dan 1 butir disarankan diganti. Penelitian ini berkontribusi dengan menyediakan profil psikometrik spesifik soal Bahasa Inggris SMP dan menunjukkan bahwa reliabilitas tinggi tidak selalu beriringan dengan distribusi kesukaran yang ideal, sehingga evaluasi instrumen harus dilakukan secara multidimensi.
Pengembangan Bahan Ajar Berbasis Mobile Learning Mohammad Khoirul Amin; Rina Rusdiawati; Sabariah Sabariah
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 3 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i3.4792

Abstract

Perkembangan teknologi digital menuntut adanya inovasi dalam penyediaan bahan ajar yang mampu mendukung proses pembelajaran yang fleksibel, interaktif, dan mudah diakses. Fenomena ini membuat peneliti mengembangkan bahan ajar berbasis mobile learning yang layak, praktis, dan efektif digunakan dalam proses pembelajaran. Metode penelitian yang digunakan adalah penelitian dan pengembangan (Research and Development) dengan mengadaptasi model ADDIE yang meliputi tahap analisis (analysis), perancangan (design), pengembangan (development), implementasi (implementation), dan evaluasi (evaluation). Subjek penelitian terdiri atas ahli materi, ahli media, guru, dan peserta didik yang terlibat dalam uji coba produk. Teknik pengumpulan data dilakukan melalui observasi, wawancara, angket validasi, angket respons pengguna, dan tes hasil belajar. Data dianalisis menggunakan teknik deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa bahan ajar berbasis mobile learning yang dikembangkan memperoleh kategori sangat layak berdasarkan penilaian ahli materi dan ahli media. Selanjutnya, respons guru dan peserta didik menunjukkan tingkat kepraktisan yang tinggi dalam penggunaan bahan ajar. Hasil uji efektivitas juga menunjukkan adanya peningkatan hasil belajar peserta didik setelah menggunakan bahan ajar berbasis mobile learning. Kesimpulan pengembangan bahan ajar yang dikembangkan dapat digunakan sebagai alternatif media pembelajaran yang mendukung pembelajaran mandiri, meningkatkan keterlibatan peserta didik, serta memfasilitasi proses belajar yang lebih fleksibel sesuai dengan tuntutan era digital.
Accelerating Digital Learning and Artificial Intelligence Utilization in the Transformation of 21st-Century Primary Education Sabariah Sabariah; Adi Bandono; Suhari Suhari; Nurmida Catherine Sitompul; Endang Mastuti; Mohammad Khoirul Amin; Silfia Safalufi
Jurnal Pengabdian Masyarakat dan Penelitian Thawalib Vol. 5 No. 2 (2026): Jurnal Pengabdian Masyarakat dan Penelitian Thawalib
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thame.v5i2.1064

Abstract

The community service program addressed low teacher digital competence, limited use of educational technology, and inadequate understanding of how to use artificial intelligence critically, safely, and ethically. The program aimed to improve teachers’ competence in utilizing digital learning and artificial intelligence to create interactive, adaptive, collaborative, and student-centered learning. Participatory Action Research (PAR) was implemented by actively involving teachers in needs identification, planning, training, practice, mentoring, reflection, evaluation, and follow-up, grounded in real instructional problems. The program involving 50 elementary school teachers successfully improved their digital technology and artificial intelligence competencies. Training and mentoring enabled participants to use Google Classroom, Canva, Kahoot!, YouTube, Google Forms, and artificial intelligence-based applications to develop teaching materials, interactive media, assessments, quizzes, and engaging learning activities. Evaluation results indicated improvements across all competency indicators. The highest increase, 68%, was in teachers’ ability to validate artificial intelligence-generated outputs and to understand ethical and safe use of artificial intelligence. Teachers’ understanding of artificial intelligence for learning and for developing teaching materials increased by 64%. The program also enhanced teachers’ confidence, pedagogical awareness, and their ability to integrate technology into classroom learning in a critical, safe, ethical, and responsible manner. The program improved teachers’ readiness to utilize digital technology and artificial intelligence to support interactive, adaptive, collaborative, and student-centered primary education. Its significance lies in strengthening the transformation of primary education through improved teachers' digital competence and the ethical, critical, and pedagogically oriented use of artificial intelligence.
Psychometric Quality Of An Elementary School Mathematics Test: A Classical Test Theory Analysis Of Item Difficulty, Discrimination, And Distractor Functioning Muhammad Lis Haryanto; Rufi'i Rufi'i; Sabariah Sabariah; Adi Adi
Jurnal Penelitian Vol. 11 No. 2 (2026): Jurnal Penelitian Agustus 2026
Publisher : Politeknik Penerbangan Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46491/jp.v11i2.2550

Abstract

This study evaluated the psychometric functioning of a 25-item multiple-choice mathematics test on perimeter and area administered to 35 fifth-grade students. Although item analysis is widely used, evidence from routine elementary classroom assessments remains limited, particularly studies that integrate difficulty, discrimination, and option-level response patterns into actionable item-revision decisions. Using a descriptive Classical Test Theory design, all 35 students represented in the archived item summaries were included. Item difficulty (P) was calculated from the proportion of correct responses, discrimination (D) from the difference between the upper and lower approximately 27% groups (n = 10 per group), and distractor functioning from option-selection frequencies. Twenty-three items were easy (P = 0.71-0.91), while only two were moderately difficult (P = 0.69). Discrimination ranged from -0.10 to 0.60; six items showed good or very good discrimination, three had D = 0.00, and two had negative values. Distractor functioning was uneven, especially for items with concentrated response patterns. The findings indicate that the test was suitable for checking basic mastery but insufficiently balanced for differentiating students across a broader ability range. The study contributes a decision-oriented framework for retaining, revising, or reviewing classroom test items. Because the archived dataset did not contain the complete person-by-item matrix, internal-consistency reliability could not be estimated. Larger multi-school samples, repeated administrations, and Item Response Theory analyses are recommended.
UDL-BASED COLLABORATIVE LEARNING IN CAMBRIDGE PRIMARY EFL CLASSROOM Novta Ittaqy Tafuzi; Sabariah; Luqmanul Hakim
Research on English Language Education Vol 8 No 1 (2026): Research on English Language Education
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/relation.v8i1.5513

Abstract

This study addresses the problem of adapting for learner diversity in primary English as a Foreign Language (EFL) classrooms, especially in standardised curricula such as Cambridge English. This study aims to investigate the effectiveness of the combination of UDL principles and collaborative strategies in enhancing students’ English language skills based on the theory of Universal Design for Learning (UDL) and collaborative learning. Method: Quasi-experimental one-group pretest-posttest design was used with 36 fifth grade students in a private primary school in Surabaya, Indonesia. The data were collected through English diagnostic tests on listening, reading, writing and speaking, a Likert scale questionnaire of students’ perceptions and classroom observations. The results reveal improvements in all language skills with the biggest gains in listening and speaking, and very positive student perceptions of engagement, accessibility, and expression. The findings suggest that the combination of UDL and collaborative learning creates a more inclusive and interactive learning environment that accommodates diverse learner needs. This study offers empirical support for the application of UDL in primary EFL contexts based in Cambridge and practical implications for the design of inclusive language instruction.
Co-Authors Aas Setiani Abdul Khair Adi Adi Adi Bandono Agustina Rahmi Amalia Wahyuni Andri Kurniawan Anidah Binti Robani Antoni Pardede Atiqoh Atiqoh Chandra Halim Dani Dwi Sogi Sri Redjeki Dwi Sogi Sri Redjeki Eka Kurnia Darisman Emilda Prasiska Endang Mastuti Eshariayni Fitria Rizkiana Hartono Hartono Harwanto 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 Luqmanul Hakim M. Lis Haryanto Mardan Mardan Mazni Binti Muhammad Melly Anggraini Miftahul Jannah Mohammad Khoirul Amin Muhammad Hizri Muhammad Lis Haryanto Mulyono Nasaruddin Rahmat Novta Ittaqy Tafuzi Nurmida Catherine Sitompul Qurota A'Yunin Rina Rusdiawati Roberto Roberto Robi’ati Fauziyah Rr Ariessanty Alicia Kusuma Wardhani Rufi'i Rufi'i Rufii Rufii Rufi’i Rufi’i Rufi’i Saniyah Saniyah Silfia Safalufi Siti Hanifah Husnul Khotimah Suhari Suharti Suharyanto Sulistiami Sulistiami Supriyanto Vivin Muji Rahayu Wawan Gunawan Yudho Pranoto, Dani Chandra Zainal Fauzi