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All Journal Cetta: Jurnal Ilmu Pendidikan IJECA (International Journal of Education and Curriculum Application)
Devin, Hasri
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Development of Operational Level Practical Test Instrument by Using Competency-Based Assessment Model Irwan, Irwan; Sarifuddin, Sarifuddin; Wanda Putra, Riki; Devin, Hasri
Cetta: Jurnal Ilmu Pendidikan Vol 7 No 4 (2024)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v7i4.3665

Abstract

The lack relevance of practical ability assessment with industry needs causes nautical technology graduates to not be fully prepared to work in the field. Therefore, it is necessary to develop a practical test instrument that is in accordance with Graduate Learning Outcomes. The purpose of this study is to produce an operational level practical test instrument with a valid, reliable, and effective competency-based assessment model. This type of research is development research by using the Wilson Model and the Oriondo and Antonio Model. Validity test was content validity. Reliability test was test-retest and inter-rater reliability. Effectiveness test used the N-Gain percentage. The results of the study prove that the developed instrument is valid with a validity value 3.8 and criterion A. The instrument is reliable because the t-count value is smaller than the t-table value, meaning that there is no difference between the average values ​​of the three raters. The instrument is effective because the N-Gain percentage = 74.6%. The limitations of this study lie in the limited testing, only focusing on the operational level, and the variation of raters who only come from within the institution. The recommendation from this study is that the developed instrument should be tested in other maritime educational institutions. Then, it is necessary to develop similar instruments for the management level in the maritime sector.
Augmented Reality and Learning Motivation in Achieving 21st Century Skills: The Mediating Role of Immersive Learning Experiences Riyanto, Budi; Putra, Riki Wanda; Widiatmaja, Arya; Devin, Hasri; Kuntadi, Cris; Laju, I Kadek; Hermanto, Bambang
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.32767

Abstract

In response to the increasing demands for 21st-century competencies, this study adopts an explanatory quantitative research design to investigate the mediating role of Immersive Learning Experiences (ILE) in the relationship between Augmented Reality (AR) and Learning Motivation (LM) toward the acquisition of 21st-Century Skills (CS). Using a quantitative explanatory design with Partial Least Squares Structural Equation Modeling (PLS-SEM), this study analyzes data from Generation Z students (aged 17–25) enrolled at the Ministry of Transportation's maritime campus in Sumatra to evaluate this relationship. The results show that AR has a significant positive effect on ILE (β = 0.603; t = 3.878; p < 0.001), while its direct effect on 21st-Century Skills (CS) is negative and insignificant (β = -0.225; t = 1.461; p = 0.144). ILE, in turn, significantly influenced CS (β = 0.599; t = 4.928; p < 0.001) and significantly mediated the effect of AR on CS (β = 0.361; t = 2.924; p = 0.003). Meanwhile, Learning Motivation (LM) did not show a significant direct or indirect effect on CS through ILE. This finding highlights that ILE plays a significant mediating role in linking AR to 21st-century skills, while LM did not show a comparable influence. This suggests that intrinsic factors such as motivation are crucial, with technology-enhanced learning environments playing a more dominant role in developing 21st-century skills. The limited mediation effect of ILE in the LM–CS pathway may stem from the inherently cognitive–affective nature of motivation, which may require different pedagogical support. Future research is recommended to incorporate moderator variables such as digital literacy and adopt a longitudinal design to assess the sustained impact of immersive learning on skill development.
Co-Authors Bambang Hermanto Budi Riyanto Cris Kuntadi Irwan Irwan Laju, I Kadek Putra, Riki Wanda Sarifuddin Sarifuddin Wanda Putra, Riki Widiatmaja, Arya