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Analyzing Oxford Happiness Questionnaire Indonesian Version Using the Generalized Partial Credit Model Kenzo; Yudiarso, Ananta; Nugroho, Marcellino Alvin; Mustika, John Sebastian
Psyche 165 Journal Vol. 17 (2024) No. 2
Publisher : Fakultas Psikologi, Universitas Putra Indonesia YPTK Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35134/jpsy165.v17i2.353

Abstract

Happiness is an essential aspect of psychological well-being, and measuring it accurately is crucial for policymakers and researchers. The Oxford Happiness Questionnaire (OHQ) is a widely used tool to assess happiness, but its validity and reliability in different cultural contexts, such as Indonesia, are yet to be determined. This research aimed to analyze the item responses of the Indonesian version of the OHQ using the Generalized Partial Credit Model (GPCM). Participants were Indonesian citizens aged between 18-40 years old, and the data were collected through an online survey. The GPCM analysis revealed that three items in the Indonesian version of the OHQ have low discriminant value. This may be due to unclear statements or insufficient information to accurately measure happiness. Despite this, the overall conclusion is that the Indonesian version of the OHQ is suitable for use as a test tool to measure overall happiness perceived by people in Indonesia. This information can be valuable for policymakers and researchers to better understand happiness levels in the country and develop strategies to improve overall well-being. In conclusion, this study provides valuable insights into the validity and reliability of the Indonesian version of the OHQ, contributing to ongoing efforts to measure happiness in diverse cultural contexts. The findings can be used to inform future research and policy decisions aimed at promoting happiness and psychological well-being in Indonesian.
Student’s Perception of Teacher’s Use of Humor in the Classroom Manurung, Galatia; Jamaluddin Nasution; Divia Priyanka; Kenzo
JALC : JOURNAL OF APPLIED LINGUISTIC AND STUDIES OF CULTURAL Vol. 3 No. 2 (2025): November (Article in Press)
Publisher : Rahis Cendekia Indonesia

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Abstract

The use of humor in the classroom has been widely regarded as an effective pedagogical strategy to create a positive learning atmosphere, foster engagement, and reduce student anxiety. This study aims to explore students’ perceptions regarding their teachers’ use of humor during English language instruction. Employing a qualitative descriptive design, the researchers collected data through semi-structured questionnaires and follow-up interviews with 30 undergraduate students in the English Education Department at Universitas Rahiscendekia Indonesia. The findings indicate that most participants perceive humor as a helpful tool for enhancing comprehension and maintaining motivation. However, some students expressed concerns about humor that is perceived as inappropriate or excessive. The study highlights that the successful use of humor depends on teachers’ sensitivity to students’ backgrounds and the relevance of humorous content to instructional objectives. Implications suggest the importance of professional development programs to train educators in using humor effectively while maintaining classroom decorum. Additionally, the results reveal that humor contributes to building positive relationships between teachers and students, making instructors appear more approachable and supportive. This relational benefit was especially valued by learners who often experience anxiety in language classrooms. Future research is recommended to examine the long-term effects of humor on academic achievement and to explore its application across diverse cultural and educational contexts.