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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Wahana : Tridarma Perguruan Tinggi Jurnal EDUTECH Undiksha Jurnal Penelitian Jurnal Pengabdian Al-Ikhlas Jurnal Pendidikan dan Teknologi Indonesia Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Thawalib: Jurnal Kependidikan Islam Langit Biru: Jurnal Ilmiah Aviasi An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam Indonesian Journal of Educational Development (IJED) Educate: Journal of Community Service in Education 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 Journal of Pedagogy and Education Science ELite Journal: International Journal of Education, Language and Literature Multidisciplinary Indonesian Center Journal Journal on Smart Learning Technologies Journal of Research in Instructional
Sabariah
Magister Teknologi Pendidikan, 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 Social Sciences Transportation Other

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Evaluating the Efficiency of Teacher Technology Competence on Student Achievement: A Data Envelopment Analysis (DEA) Approach Sabariah Sabariah; Rufi’i Rufi’i; Adi Bandono; Siti Nazuar Sailin; Hendra Syah Putra Sembiring
Thawalib: Jurnal Kependidikan Islam Vol. 7 No. 1 (2026): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v7i1.609

Abstract

Indonesia’s low ranking in human resource competitiveness among ASEAN countries highlights the urgency to improve educational quality through effective teacher competency development, particularly in technology integration. This study aims to analyze the efficiency of teachers' technological competence development in improving students' learning achievement at Cita Hati schools in Surabaya using the Data Envelopment Analysis (DEA) approach. The research was conducted across three school levels: elementary, junior high, and senior high, under the Cita Hati Foundation, using secondary data from 2019 to 2023. Inputs included teacher training, digital infrastructure, and technology investment, while outputs were measured by student achievement. The DEA Constant Returns to Scale (CRS) model was used, with data processed through Python. The results show that the elementary and senior high schools consistently achieved maximum efficiency (1.0), while the junior high school demonstrated inefficiency, particularly from 2021 to 2023, with scores exceeding 1.0. However, a gradual improvement in efficiency was observed toward 2023. Forecasts indicate potential efficiency improvement for junior high, though uncertainty remains. Conclusion: the study implies that strategic teacher development and targeted investment can improve educational outcomes. The findings contribute to institutional decision-making and policy formulation regarding technology-based teacher development programs.
Efektivitas Pemanfaatan Wayground sebagai Sumber Belajar Interaktif dalam Pembelajaran Berpikir Komputasional Siswa Kelas VII SMP Silfia Safalufi; Sabariah Sabariah; Retno Danu
Jurnal Pendidikan dan Teknologi Indonesia Vol 6 No 6 (2026): JPTI - Juni 2026
Publisher : CV Infinite Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52436/1.jpti.1894

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas pemanfaatan Wayground sebagai sumber belajar interaktif dalam pembelajaran berpikir komputasional siswa kelas VII SMP. Penelitian menggunakan metode kuasi eksperimen dengan desain pretest-posttest control group design. Sampel penelitian terdiri atas dua kelas VII di SMPN 2 Mojosari dengan jumlah masing-masing 32 siswa. Kelas eksperimen menggunakan Wayground sebagai media pembelajaran, sedangkan kelas kontrol menggunakan pembelajaran konvensional. Instrumen penelitian berupa soal pretest-posttest dan angket respon siswa yang telah divalidasi sebelum digunakan. Data dianalisis menggunakan uji normalitas, homogenitas, independent sample t-test, dan N-Gain. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen sebesar 86,7 lebih tinggi dibandingkan kelas kontrol sebesar 76,1. Hasil uji t menunjukkan nilai signifikansi sebesar 0,001 < 0,05 sehingga terdapat perbedaan hasil belajar yang signifikan antara kedua kelas. Selain itu, hasil N-Gain kelas eksperimen sebesar 0,64 berada pada kategori sedang dan lebih tinggi dibandingkan kelas kontrol sebesar 0,36. Hasil angket respon siswa juga menunjukkan respon sangat baik terhadap penggunaan Wayground dalam pembelajaran. Dengan demikian, pemanfaatan Wayground sebagai sumber belajar interaktif efektif digunakan dalam pembelajaran berpikir komputasional siswa kelas VII SMP. Penelitian ini memberikan kontribusi pada pemanfaatan Wayground sebagai sumber belajar interaktif berbasis gamifikasi untuk mendukung pembelajaran computational thinking, khususnya pada materi pengenalan pola di SMP.
PEMBINAAN GURU DALAM PENYUSUNAN SOAL BERBASIS KOMPETENSI Helmi Nyuswandana; Sabariah Sabariah
Jurnal Pendidikan dan Teknologi Indonesia Vol 6 No 7 (2026): JPTI - Juli 2026
Publisher : CV Infinite Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52436/1.jpti.2029

Abstract

Penelitian ini bertujuan mengeksplorasi proses pembinaan guru dalam penyusunan soal berbasis kompetensi, mencakup pengalaman guru, strategi pembinaan, hambatan yang dihadapi, serta perubahan praktik asesmen yang terjadi. Menggunakan pendekatan kualitatif dengan desain studi kasus instrumental, penelitian dilaksanakan di SMK PGRI 1 Gresik selama enam bulan. Data dikumpulkan melalui wawancara semi-terstruktur dengan sepuluh guru, kepala sekolah, dan pengawas; observasi partisipatif pada sesi pembinaan; serta studi dokumentasi terhadap soal ujian, kisi-kisi, dan laporan supervisi. Analisis data menggunakan model interaktif Miles, Huberman, dan Saldaña, dengan keabsahan dijamin melalui triangulasi sumber dan metode, serta member checking. Temuan menghasilkan lima tema utama: (1) pemahaman konseptual guru tentang soal berbasis kompetensi bersifat parsial, terbukti dari proporsi soal HOTS yang hanya mencapai 18,3%; (2) program pembinaan yang berjalan masih didominasi pendekatan satu arah dan administratif; (3) hambatan yang dialami guru bersifat berlapis, meliputi dimensi sistemik dan budaya resistensi terhadap perubahan; (4) perubahan praktik yang autentik dipicu oleh titik balik reflektif dari pengalaman nyata di kelas, bukan semata dari pembinaan formal; serta (5) kolegalitas informal antar guru berperan sebagai motor perubahan yang signifikan. Penelitian ini berkontribusi pada perluasan konsep assessment literacy sebagai konstruk sosial-kultural dan memperkuat relevansi teori ZPD Vygotsky dalam konteks pengembangan profesional guru. Secara praktis, temuan ini merekomendasikan reorientasi model pembinaan menuju pendekatan coaching reflektif dan formalisasi komunitas belajar profesional di satuan pendidikan.
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.
The Implementation of Hypercontent-Based Web Media in Teaching Indonesian Language: A Study of Poetry Writing among Sixth-Grade Students at SD Negeri Bareng 5 Jombang Iswahyuni Listyowati; Sabariah; Suharti
Journal of Pedagogy and Education Science Vol 5 No 03 (2026): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002094

Abstract

This study aims to analyze the effect of using hypercontent-based web media compared to conventional methods, as well as the role of gender on the poetry writing skills of sixth-grade students at State Elementary School Bareng 5 Jombang. The research employed a quantitative approach with a 2 × 2 factorial experimental design. The first factor was the learning media (hypercontent-based web media vs. conventional methods), and the second factor was students’ gender (male vs. female). The subjects consisted of 64 sixth-grade students who were equally divided into experimental and control groups. The instruments included a poetry writing test that had been validated and tested for reliability, along with observation sheets to support descriptive data. Data were analyzed using two-way ANOVA with SPSS version 27. The results revealed that learning media had a significant effect (F = 79.686; p < 0.001), with the hypercontent group achieving higher scores. Gender also showed a significant effect (F = 24.784; p < 0.001), with female students outperforming males. A significant interaction effect was found (F = 24.273; p < 0.001), indicating greater improvement among female students using hypercontent. These findings highlight the effectiveness of interactive digital media and the importance of gender-sensitive instructional strategies in creative writing.
Co-Authors Aas Setiani Abdul Khair Adi Adi Adi Bandono Agustina Rahmi Amalia Khasanah Marzuki Amalia Wahyuni Andri Kurniawan Andriano Andriano Anidah Binti Robani Anidah Binti Robani Antoni Pardede Atiqoh Atiqoh Chandra Halim Dani Chandra Yudho Pranoto Dwi Sogi Sri Redjeki Dwi Sogi Sri Redjeki Eka Kurnia Darisman Emilda Prasiska Endang Mastuti Erika Eshariayni Falenthino Sampouw Feny Rita Fiantika Fitria Rizkiana Gudiato, Candra Hartono Hartono Hartono Harwanto Helmi Nyuswandana Hendra Setyawan Hendra Sofyan Hendra Syah Putra Sembiring 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 Low Kai Hui Luqmanul Hakim M. Lis Haryanto Mardan Mardan Mazni Binti Muhammad Melly Anggraini Miftahul Jannah Mohammad Khoirul Amin Muhammad Hizri Muhammad Lis Haryanto Muhammad Yasfini Nur Mulyono Nasaruddin Bin Rahmat Nasaruddin Rahmat Novta Ittaqy Tafuzi Nurefnazahani binti Haji Durani Nurmida Catherine Sitompul Nurmida Catherine Sitompul Nurselam Hassen Qurota A'Yunin Rahayu, Endang Mastuti Retno Danu Rina Rusdiawati Roberto Roberto Robi’ati Fauziyah Rr Ariessanty Alicia Kusuma Wardhani Rufi'i Rufi'i Rufi'i Rufii Rufi’i Rufi’i Rufi’i Rufi’i Saniyah Saniyah Silfia Safalufi Silfia Safalufi Siti Hanifah Husnul Khotimah Siti Nazuar Sailin Suhari Suharti Suharyanto Sulistiami Supriyanto Supriyanto Totok Victor Didik Saputro Vivin Muji Rahayu Wawan Gunawan Yosua Damas Sadewo Zainal Fauzi