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All Journal Jurnal Penelitian dan Evaluasi Pendidikan DIKSI Tadris: Jurnal keguruan dan Ilmu Tarbiyah REiD (Research and Evaluation in Education) MATEMATIKA DAN PEMBELAJARAN International Journal of Robotics and Control Systems
Tuanaya, Rugaya
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Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics

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CORRELATION OF READING COMPREHENSION SKILL AND ABILITY TO SOLVE MATHEMATICS STORY QUESTIONS OF STUDENTS IN INDONESIA: A META-ANALYSIS Mentari, Rafinda Putri; Tuanaya, Rugaya; Albrecht, Michael
MATEMATIKA DAN PEMBELAJARAN Vol. 11 No. 2 (2023): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v11i2.5514

Abstract

Abstrak Kemampuan siswa dalam memahami teks bacaan berhubungan positif dengan peningkatan prestasi belajar mereka. Penelitian ini bertujuan untuk menilai dampak keterampilan membaca terhadap kemampuan siswa dalam menyelesaikan masalah matematika. Metode yang digunakan adalah studi meta-analisis, di mana kami melakukan analisis sistematis dan meta-analisis terhadap sejumlah penelitian yang menyelidiki hubungan antara pemahaman bacaan dan kemampuan dalam menyelesaikan pertanyaan cerita matematika. Data yang kami gunakan berasal dari berbagai sumber penelitian yang dipublikasikan dalam jurnal dan tersedia dalam database online Google Scholar.AbstractThe ability of students to comprehend reading materials is indicative of a correlation, wherein the better students are at comprehending readings, the higher their learning achievement is likely to be. This research aims to examine the influence of reading skills on students' mathematical problem-solving abilities. This study employs a meta-analytical approach, conducting a systematic review and meta-analysis of various studies addressing the independent variable, which is the relationship between reading comprehension skills and the ability to solve mathematical word problems. The research data used are sourced from various research publications published in journals and uploaded to the online database Google Scholar.
ASSESSING THE POTENTIAL OF OPEN-ENDED PROBLEM TO IMPROVE STUDENTS' CREATIVE THINKING SKILLS IN MATHEMATICS LEARNING Prasetyo, Agung; Tuanaya, Rugaya; Sangkala, Nani Sukartini
MATEMATIKA DAN PEMBELAJARAN Vol. 11 No. 2 (2023): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v11i2.5518

Abstract

Abstrak Penelitian ini dilakukan untuk mengukur potensi penggunaan masalah terbuka dalam meningkatkan kemampuan berpikir kreatif siswa dalam konteks pembelajaran matematika. Metode penelitian yang digunakan adalah sistematik literature review dengan sumber data dari Google Scholar, Eric, DOAJ, Scopus, dan Science Direct menggunakan kata kunci "open-ended problem" dan "creative thinking". Hasil analisis data menunjukkan bahwa pemberian masalah terbuka berpengaruh positif pada kemampuan berpikir kreatif siswa. Literatur menyatakan hampir semua artikel mengakui bahwa masalah terbuka meningkatkan kemampuan berpikir kreatif siswa dalam pembelajaran matematika, bahkan pembelajaran berbasis masalah terbuka dapat lebih efektif. Kesimpulannya, soal terbuka berpotensi meningkatkan kemampuan berpikir kreatif siswa dalam matematika dan dapat dilatih melalui pembelajaran berbasis masalah (PBL). Penelitian lanjutan dianjurkan untuk mendalami pengaruhnya secara lebih rinci.AbstractThis research aimed to assess the potential use of open-ended problems in enhancing students' creative thinking abilities within the context of mathematics education. The research methodology employed was a systematic literature review, drawing data from sources such as Google Scholar, Eric, DOAJ, Scopus, and Science Direct, using the keywords "open-ended problem" and "creative thinking." The data analysis results revealed that the provision of open-ended problems had a positive impact on students' creative thinking skills. The literature consistently indicated that nearly all articles acknowledged that open-ended problems could enhance students' creative thinking abilities in mathematics learning, with some suggesting that open problem-based learning could be even more effective. In conclusion, open-ended problems have the potential to improve students' creative thinking skills in mathematics and can be cultivated through problem-based learning (PBL). Further research is recommended to delve deeper into their influence.
Learning evaluation of the study group of Packages C programme in Sragen Regency Junanto, Subar; Tuanaya, Rugaya; Shofa, Mila Faila; Muntaha, Muntaha; Fajrin, Latifah Permatasari
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v28i1.22822

Abstract

This study aims to evaluate the learning of the Study Group of Packages C programme in Sragen Regency. This evaluation research uses the EPPKC model, which consists of Process and Product aspects. This research uses a mixed method, a combination of quantitative and qualitative research using a descriptive approach. The evaluation subjects in this study were 322 people, including the Study Group of Packages C programme organiser, tutors, and learning citizens in the Sragen Regency. The main field trial used a sample of 84 people, while the operational field trial used a sample of 238 people. Data were collected using questionnaires, interviews, observation and documentation. Data validity techniques used source and method triangulation. The qualitative data analysis technique used in this research is an interactive analysis model, while the quantitative questionnaire results were analysed using the percentage analysis formula (percentile). The results showed that (1) the implementation of the Study Group of Packages C programme learning for the process component was included in the good category, (2) the Study Group of Packages C programme learning for the product component was included in the good category, and (3) the results of the Reviewer's Assessment of the EPPKC Instrument in the Study Group of Packages C Programme were included in the excellent category.
A Systematic Review of the Use of Technology in Educational Assessment Practices: Lesson Learned and Direction for Future Studies Retnawati, Heri; Kardanova, Elena; Sumaryanto, Sumaryanto; Prasojo, Lantip Diat; Jailani, Jailani; Arliani, Elly; Hidayati, Kana; Susanti, Mathilda; Lestari, Himmawati Puji; Apino, Ezi; Rafi, Ibnu; Rosyada, Munaya Nikma; Tuanaya, Rugaya; Dewanti, Septinda Rima; Sotlikova, Rimajon; Kassymova, Gulzhaina Kuralbayevna
International Journal of Robotics and Control Systems Vol 4, No 4 (2024)
Publisher : Association for Scientific Computing Electronics and Engineering (ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijrcs.v4i4.1572

Abstract

Previous studies have demonstrated that technology helps achieve learning outcomes. However, many studies focus on just one aspect of technology’s role in educational assessment practices, leaving a gap in studies that examine how various aspects affect the use of technology in assessments. Hence, through a systematic work, we analyzed the extent and manner in which technology is integrated into educational assessments and how education level, domain of learning, and region may affect the use of technology. We reviewed empirical studies from two major databases (i.e., Scopus and ERIC) and a national journal whose focus and scope are on educational measurement and assessment, following PRISMA guidelines for systematic reviews. The findings of the present study are directed towards emphasizing the roles of technology in educational assessment practices and how these roles are adapted to varying educational contexts such as the level of education, the three domains of learning (i.e., cognitive, psychomotor, and affective), and the setting in which the assessment was conducted. These findings not only highlight the current roles of technology in educational assessment but also provide a roadmap for future research aimed at optimizing the integration of technology across diverse educational contexts.
Evaluation of the Al-Qur'an Learning Program Using the Ummi Method in Islamic Elementary Schools in Yogyakarta Amalia, Tuti; Sudiyatno, Sudiyatno; Nurbaiti, Novita; Tuanaya, Rugaya
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 1 (2024): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v9i1.19355

Abstract

The Ummi method for learning the Qur’an aims to teach students correct recitation from an early age. This study evaluates the implementation of Quranic learning using the Ummi method, focusing on both process and product aspects. It employs a quantitative approach as evaluation research, utilizing observation, interviews, and questionnaires for data collection. The CIPP assessment model is used to assess both process and product aspects. The study sample consisted of 25 third-grade students. The findings are as follows: (1) From the process perspective, the implementation of the Al-Qur’an study program using the Ummi method reveals issues such as students experiencing difficulties with breath control and forgetfulness. (2) From the product perspective, the study shows that the average learning achievement of third-grade students is at volume 4. Overall, the evaluation results are positive, with several recommendations from the author: (1) Students should enhance memorization skills through daily murojaah to reinforce their memorization, (2) Ummi teachers should provide tips and techniques to improve students' breath management abilities, and (3) Parents should allocate time to recite the Quran together with their children, listening to their memorization or readings daily.
Differential item functioning analysis of Arabic language exams across gender, study specialization, and geographic region in senior high schools Bakti, Anugrah Arya; Marzuki, Marzuki; Ibrahim, Zulfa Safina; Tuanaya, Rugaya; binti Yacob, Nur Yusra
REID (Research and Evaluation in Education) Vol. 11 No. 1 (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.v11i1.85961

Abstract

This study aims to examine the fairness of Arabic language assessment instruments used in Muhammadiyah senior high schools by detecting the presence of Differential Item Functioning (DIF) in the Final Semester Summative Test (UAS) for 12th-grade students in the Special Region of Yogyakarta during the 2023/2024 academic year. Using a descriptive quantitative design, the research analyzed student response data from 1,157 participants across 25 schools. Data collection was conducted through documentation of test blueprints, item sheets, answer keys, and student responses. Analysis was performed using the Lord and Generalized Lord methods within the framework of Item Response Theory (IRT), focusing on three demographic variables: gender, study specialization (science vs. social studies), and school region (Yogyakarta City, Sleman, Bantul, and Kulon Progo). The Rasch model was identified as the most optimal model due to its superior fit and fulfillment of key psychometric assumptions, including unidimensionality and parameter invariance. The findings indicate that several items exhibit significant DIF across all examined variables. Eleven items showed gender-based DIF, with a higher number favoring male students. Twenty-three items demonstrated DIF by study specialization, and thirty-seven items displayed DIF based on school region, with students from Yogyakarta City benefiting the most. These results suggest that the test is not fully equitable and highlight the need for item revision to ensure fairness. The study contributes theoretically to the field of educational measurement and practically to the development of fairer evaluation practices in Islamic and language education settings.
Is there any item or test bias in the Business English Test at Universitas Terbuka? Santoso, Agus; Retnawati, Heri; Pardede, Timbul; Rahayu, Dyah Paminta; Rosyada, Munaya Nikma; Tuanaya, Rugaya; Sotlikova, Rimajon; Atymtaevna, Begimbetova Guldana
Diksi Vol. 33 No. 2: DIKSI (SEPTEMBER 2025)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v33i2.84570

Abstract

In an exemplary test implementation, the items used should be fair and free from bias. This biased content threatens the validity that will affect the interpretation of the test results. This study aims to analyze the biased content of items and tests on the test device for the Commercial English Course, with the code ADBI4201, a course in the Business Administration Study Program at the Faculty of Law, Social, and Political Sciences, Open University (UT). It uses the quantitative approach. Data were collected through documentation in the form of grids and responses from final semester test participants in January 2024. Data analysis was carried out by (1) estimating item parameters using classical test theory and item response theory for tests, (2) estimating item parameters based on regional groups and based on gender, which are used to identify DIF content, (3) testing the significance of DIF with a maximum likelihood comparison. The study's findings showed 26 items contained DIF by gender and 25 items contained DIF by region. The results of the test bias detection showed that the test slightly favored the female group and the students from the Java region.
Co-Authors Agung Prasetyo Agus Santoso Albrecht, Michael Amalia, Tuti Apino, Ezi Atymtaevna, Begimbetova Guldana Bakti, Anugrah Arya binti Yacob, Nur Yusra Elly Arliani Fajrin, Latifah Permatasari Heri Retnawati Himmawati Puji Lestari Ibrahim, Zulfa Safina Jailani Jailani Junanto, Subar Kana Hidayati Kardanova, Elena Kassymova, Gulzhaina Kuralbayevna Lantip Diat Prasojo M. Rafi Marzuki Marzuki Mathilda Susanti Mentari, Rafinda Putri Mila Faila Shofa Muntaha, Muntaha Nurbaiti, Novita Pardede, Timbul Rahayu, Dyah Paminta Rosyada, Munaya Nikma Sangkala, Nani Sukartini Septinda Rima Dewanti Sotlikova, Rimajon Sudiyatno Sudiyatno Sumaryanto Sumaryanto, Sumaryanto