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All Journal REiD (Research and Evaluation in Education) JIPF (Jurnal Ilmu Pendidikan Fisika) JPMI (Jurnal Pembelajaran Matematika Inovatif)
Sajdah, Siti Nurul
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Education Mathematics Physics

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Peningkatan literasi numerasi melalui model pembelajaran dan hubungannya dengan kemampuan self-efficacy: Systematic literatur review Moh Slamet Sutrimo; Sajdah, Siti Nurul; Sinambela, Yohana Veronica Feibe; Bagas, Rooskartiko
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 7 No. 1 (2024): Januari
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v7i1.21650

Abstract

This study aims to describe the improvement of numeracy literacy through learning models and its correlation with self-efficacy capabilities.. The research method employed is a Systematic Literature Review (SLR) comprising three stages: planning, conducting, and reporting. Data collection involved identifying relevant articles based on predetermined criteria. The study examined 19 articles retrieved through a Google Scholar database search, facilitated by the Publish Or Perish software. Data synthesis was presented through tabulation and reinforced with a narrative format. The findings indicate that the improvement of numeracy literacy in elementary and secondary schools from 2020 to 2023 is predominantly pursued through the implementation of problem-based learning (PBL) models. Additionally, students' self-efficacy capabilities influence their success in learning. Furthermore, students' numeracy literacy correlates positively with self-efficacy, evidenced by higher self-efficacy correlating with higher numeracy literacy skills.
Trends of Physics Education Research on The Topic of Mechanics: A Bibliometric Analysis Nurjanah, Siti; Supahar, Supahar; Sultan, Jumriani; Fauzan, Muhammad Ikhwan; Sajdah, Siti Nurul; Seran, D'aquinaldo Stefanus Fani; Mwakapemba, James Leonard
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 10, No 1 (2025): January 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v10i1.5428

Abstract

This study aims to map the publication trends of international journal articles related to the topic of mechanics in physics education using bibliometric analysis of the Scopus database. Bibliometric analysis was conducted on the Scopus database with the help of the RStudio application with the biblioshiny package. We analyzed 196 relevant documents filtered with various settings that support the research objectives. The analysis showed a rapid increase in the number of publications on mechanics in physics education since the 2000s (102 articles recorded in 2012–2021), driven by the development of quantitative methods. Physics Education, Physics Teacher, and Revista Brasileira de Ensino de Fisica were the journals with the most contributions. Active author mapping identified Pendrill A-M, Fones SW, and Rieber LP as the most prolific, while citation and h-index analyses showed the work of Rieber LP, Rodrigues H, Adams DM, and Gauld C as the most influential. Geographically, the United States, Brazil, and China dominated publications, with limited international collaboration. This study provided a comprehensive profile of mechanical research trends in physics education to guide future development efforts.
Score conversion methods with modern test theory approach: Ability, difficulty, and guessing justice methods Nurjanah, Siti; Iqbal, Muhammad; Sajdah, Siti Nurul; Sinambela, Yohana Veronica Feibe; Ramadhani, Shaufi
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.67484

Abstract

The one-parameter logistic (1-PL) model is widely used in Item Response Theory (IRT) to estimate student ability; however, ability-based scoring disregards item difficulty and guessing behavior, which can bias proficiency interpretations. This study evaluates three scoring alternatives derived from IRT: an ability-based conversion, a difficulty-weighted conversion, and a proposed guessing-justice method. Dichotomous responses from 400 students were analyzed using the Rasch (1-PL) model in the R environment with the ltm package. The 1-PL specification was retained to support a parsimonious and interpretable calibration framework consistent with the comparative scoring purpose of the study. Rasch estimation produced item difficulty values ranging from −1.03 to 0.18 and identified 268 unique response patterns. Ability-based scoring yielded only eight score distinctions, demonstrating limited discriminatory capacity. In contrast, the guessing-justice method produced a substantially more differentiated distribution, with approximately 70 percent of patterns consistent with knowledge-based responding and 30 percent indicative of guessing. The findings indicate that scoring models incorporating item difficulty and guessing behaviour provide a more equitable and accurate representation of student proficiency than traditional ability-based conversions. The proposed approach offers a practical and implementable alternative for classroom assessment and can be applied using widely accessible spreadsheet software such as Microsoft Excel.
Co-Authors Bagas, Rooskartiko Fauzan, Muhammad Ikhwan Moh Slamet Sutrimo Muhammad Iqbal Mwakapemba, James Leonard Ramadhani, Shaufi Seran, D'aquinaldo Stefanus Fani Sinambela, Yohana Veronica Feibe Siti Nurjanah Sultan, Jumriani Supahar, Supahar