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A Longitudinal Evaluation of Data-Based Planning (PBD) ffectiveness in Improving Numeracy Skills Dwi Rismi, Ocy; Riyadi , Riyadi; Soeprijanto , Soeprijanto; Badrujaman, Aip
Jurnal Evaluasi Pendidikan Vol. 16 No. 1 (2025): JURNAL EVALUASI PENDIDIKAN
Publisher : PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jep.v16i1.54844

Trends in numeracy skills across different content areas and cognitive levels continue to pose a considerable challenge in integrated Islamic elementary schools, affecting students' overall academic achievement. This longitudinal study assesses the effectiveness of Data-Based Planning (Perencanaan Berbasis Data/PBD) in bridging these gaps and improving numeracy skills among students at SDIT Al-Khoiriyah Al Husna during the period from 2023 to 2025. The study utilizes a mixed-methods explanatory sequential design, combining quantitative growth and gap analyses of students’ numeracy achievement across various content domains (Number, Algebra, Geometry) and cognitive levels (Knowing, Applying, Reasoning) with qualitative document analysis of PBD implementation cycles. Results indicate significant enhancements in basic numeracy skills, especially in minimal competency and the Number domain, during the initial stage of PBD implementation. However, enduring disparities exist among cognitive levels, especially in higher-order reasoning skills, which demonstrated slower advancement despite focused interventions. This underscores the persistent difficulty of properly cultivating higher-order thinking in numeracy skills. The research highlights the essential importance of teacher competence and adaptable, data-driven techniques in maintaining significant development. These findings provide significant implications for enhancing educational quality assurance processes in integrated Islamic elementary schools.

Integration of Internal-External Quality Assurance System as a Driver of Education Quality Improvement at MAN 14 Jakarta Ahmad, Nurul Qomariyah; Riyadi , Riyadi; Soeprijanto , Soeprijanto; Badrujaman, Aip; Indrawati , Pipit
Jurnal Evaluasi Pendidikan Vol. 16 No. 2 (2025): Jurnal Evaluasi Pendidikan
Publisher : PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jep.v16i2.60714

The importance of quality assurance in education in achieving the National Education Standards cannot be overstated. This study explores the potential of integrating the Internal Quality Assurance System (SPMI) and the External Quality Assurance System (SPME) as a strategy to enhance the quality of education in MAN 14 Jakarta. A qualitative research approach was adopted, with data collected through document review, observation, and in-depth interviews with relevant stakeholders. The findings indicate that the alignment between SPMI and SPME is evident in three primary domains: (1) the utilization of internal evaluation outcomes to bolster accreditation readiness, (2) the implementation of accreditation recommendations to catalyze continuous enhancement, and (3) the cultivation of a data-driven quality culture. This integrated approach has contributed to enhanced accreditation performance, fortified teacher capabilities, and cultivated an inclusive learning environment. Nevertheless, there are still some challenges to be addressed, such as the limited resources available for monitoring and a certain degree of resistance to change. In order to address these issues, this study proposes two solutions. Firstly, it suggests increasing human resource capacity. Secondly, it suggests integrating technology into the quality monitoring process. The findings of this study provide practical guidance for madrasahs that wish to strengthen their quality assurance systems in order to achieve excellence in education. Keyword SPMI, SPME, accreditation, quality assurance

The impact of learning motivation on mathematics anxiety among 4th grade elementary school students in Indonesia Fadhilah, Miming; Riyadi , Riyadi; Kurniawan, Sandra Bayu
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 3 (2025): Educenter: Jurnal Ilmiah Pendidikan (In progress)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i3.1633

Affective factors such as math anxiety have become a global concern in elementary education, as they have the potential to hinder students' cognitive development and engagement in mathematics learning. In the context of public elementary schools in a semi-urban area of Sragen Regency, this study aimed to analyze the effect of learning motivation on mathematics anxiety in fourth-grade students. This study used a quantitative approach with a quasi-experimental pretest–posttest control group design, focusing on the comparison between the intervention group and the control group. A total of 95 students were selected through cluster random sampling. Data were collected using a learning motivation questionnaire based on Self-Determination Theory and a validated mathematics anxiety scale. The analysis showed that increasing learning motivation significantly reduced levels of mathematics anxiety. Moreover, linear regression indicated a strong negative relationship between the two variables, with learning motivation explaining most of the variance in anxiety. These findings confirm that strengthening intrinsic motivation plays a significant role in reducing students' emotional distress towards mathematics. Therefore, motivation-based pedagogical strategies are recommended as an effective approach to creating a more positive and adaptive learning experience in elementary schools.

The impact of learning motivation on mathematics anxiety among 4th grade elementary school students in Indonesia Fadhilah, Miming; Riyadi , Riyadi; Kurniawan, Sandra Bayu
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 3 (2025): Educenter: Jurnal Ilmiah Pendidikan (In progress)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i3.1633

Affective factors such as math anxiety have become a global concern in elementary education, as they have the potential to hinder students' cognitive development and engagement in mathematics learning. In the context of public elementary schools in a semi-urban area of Sragen Regency, this study aimed to analyze the effect of learning motivation on mathematics anxiety in fourth-grade students. This study used a quantitative approach with a quasi-experimental pretest–posttest control group design, focusing on the comparison between the intervention group and the control group. A total of 95 students were selected through cluster random sampling. Data were collected using a learning motivation questionnaire based on Self-Determination Theory and a validated mathematics anxiety scale. The analysis showed that increasing learning motivation significantly reduced levels of mathematics anxiety. Moreover, linear regression indicated a strong negative relationship between the two variables, with learning motivation explaining most of the variance in anxiety. These findings confirm that strengthening intrinsic motivation plays a significant role in reducing students' emotional distress towards mathematics. Therefore, motivation-based pedagogical strategies are recommended as an effective approach to creating a more positive and adaptive learning experience in elementary schools.

CLASSICAL TEST THEORY ANALYSIS USING ANATES: A STUDY OF MATHEMATICS READINESS TEST FOR ELEMENTARY SCHOOL STUDENTS SHEPTIAN, RIKY; SARIFAH, IVA; RIYADI , RIYADI
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 1 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i1.3863

Penilaian kesiapan siswa dalam matematika membutuhkan alat ukur yang kuat berdasarkan prinsip-prinsip psikometrik yang baik. Studi ini meneliti penerapan Teori Tes Klasik (CTT) dalam menganalisis tes kesiapan matematika melalui platform perangkat lunak ANATES. Data dikumpulkan dari 214 siswa sekolah dasar yang menyelesaikan penilaian pilihan ganda 15-item. Analisis tersebut mengungkapkan koefisien reliabilitas sedang (0,68, 95% CI [0,60, 0,76]), dengan indeks diskriminasi berkisar antara 20% hingga 84,48%. Tingkat kesulitan item menunjukkan konsentrasi yang signifikan dalam kisaran sedang (73,3% item), sementara analisis pengalih menunjukkan kinerja yang luar biasa dengan 86,7% opsi dinilai sebagai "Sangat Baik." Temuan ini menunjukkan bahwa meskipun tes tersebut menunjukkan sifat-sifat psikometrik yang dapat diterima untuk penggunaan di kelas, peningkatan yang ditargetkan dalam reliabilitas dan distribusi kesulitan dapat meningkatkan efektivitasnya sebagai alat penilaian. ABSTRACTThe assessment of student readiness in mathematics demands robust measurement tools based on sound psychometric principles. This study examines the application of Classical Test Theory (CTT) in analyzing a mathematics readiness test through the ANATES software platform. Data were collected from 214 elementary school students completing a 15-item multiple-choice assessment. The analysis revealed a moderate reliability coefficient (0.68, 95% CI [0.60, 0.76]), with discrimination indices ranging from 20% to 84.48%. Item difficulty levels showed significant concentration in the moderate range (73.3% of items), while distractor analysis indicated exceptional performance with 86.7% of options rated as "Very Good." These findings suggest that while the test demonstrates acceptable psychometric properties for classroom use, targeted improvements in reliability and difficulty distribution could enhance its effectiveness as an assessment tool.

LEARNING RESOURCES DIGITALIZATION FOR ELEMENTARYELEMENTARY SCHOOL STUDENTS Wahyuni, Tri; Saptono, Ari; Riyadi , Riyadi
International Journal of Business, Law, and Education Vol. 4 No. 1 (2023): International Journal of Business, Law, and Education
Publisher : IJBLE Scientific Publications Community Inc.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ijble.v4i1.110

This study aims to determine the effect of using gadgets and theparental consent to the digitalization of learning resources for elementary school students. The research method uses the associative quantitative approach which aims to determine the relationship between two or more variables. The research sample was 10478 respondents from superior accredited elementary schools in Jakarta, Bogor, Depok, Tangerang and Bekasi. The research was conducted from October to November 2022. The data are collected by the means of questionnaires, and analyzed with covariance-based Structure Equation Modeling (CB-SEM). Model evaluation is carried out through two stages of testing, namely testing the measurement model with Confirmatory Factor Analysis (CFA) and testing the overall fit of the model with Absolute Fit Indices, Incremental Fit Indices, and Persimonious Fit Indices. Both tests produce acceptable values when compared to reference values. Thus the overall SEM model fits the sample data. Testing the structural model shows that the use of gadgets has a direct effect, while the parental consent has an indirect effect through the use of gadgets on the digitalization of learning resources for elementary school students.

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