Garuda - Garba Rujukan Digital

Validation of Students’ Perceptions Instrument for School Education Management: An Exploratory Factor Analysis in Senior High Schools Ahmad; Helmiyatun; Mariano Dos Santos; Salman Rashid; Habib Ratu Perwira Negara
Southeast Asian Journal of Islamic Education Management Vol. 6 No. 2 (2025): Manajemen Pendidikan Islam
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo (previously known as IAIN Ponorogo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/sajiem.v6i2.545

This study aims to analyze the validity of the constructs of student perception instruments using Exploratory Factor Analysis (EFA). A valid measurement of student perception is very important to do, because there are still many instruments in the context of education that do not have adequate construct validity so that they cannot be used to accurately describe student perception. The design of this study was to use a quantitative survey involving 127 high school students in West Lombok, Indonesia. The instrument consists of 20 Likert scale items covering key aspects of school management, including curriculum and learning, teacher leadership and management, student infrastructure and services, and school climate. Analysis using the EFA was conducted to explore the factor structure of students' perceptions, with technical statistical details deliberately minimized to emphasize conceptual clarity. The findings in this study show there are four coherent factors that represent management and leadership, student infrastructure and services, curriculum and learning, and school climate. These factors demonstrate a strong fit with the theory of education management and student-centered evaluation, providing evidence of construct validity for the instrument. Thus, theoretically, this study contributes to the improvement of student perception measurement by offering an empirically based factor structure to evaluate school education management. In practice, it serves as a diagnostic tool for principals and policymakers to identify strengths and areas for improvement in managerial practice, thereby supporting evidence-based decision-making and continuous quality improvement in secondary education.

Gamification and Smart Learning: A Framework for Digital Motivation Abdulnassir Yassin; Salman Rashid; Husna Juma Mlwale
Journal of Educational Technology Innovation and Applications Vol. 1 No. 01 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i01.997

Integrating gamification techniques into smart learning environments has gained considerable attention as a method to enhance student engagement and motivation. This article explores the connection between gamification and smart learning by proposing a conceptual framework for digital motivation. Drawing upon existing literature, the paper identifies key components of gamification and smart learning and presents a model that leverages digital tools to improve educational outcomes. The results of various studies examining the effects of gamification in digital learning environments are discussed, revealing both the potential benefits and challenges of incorporating game elements into education. This paper provides valuable recommendations for educators and institutions aiming to increase student engagement and success by offering insights into how gamification can be strategically utilised within smart learning systems.

Validation of Students’ Perceptions Instrument for School Education Management: An Exploratory Factor Analysis in Senior High Schools Ahmad; Helmiyatun; Mariano Dos Santos; Salman Rashid; Habib Ratu Perwira Negara
Southeast Asian Journal of Islamic Education Management Vol. 6 No. 2 (2025): Manajemen Pendidikan Islam
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo (previously known as IAIN Ponorogo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/sajiem.v6i2.545

This study aims to analyze the validity of the constructs of student perception instruments using Exploratory Factor Analysis (EFA). A valid measurement of student perception is very important to do, because there are still many instruments in the context of education that do not have adequate construct validity so that they cannot be used to accurately describe student perception. The design of this study was to use a quantitative survey involving 127 high school students in West Lombok, Indonesia. The instrument consists of 20 Likert scale items covering key aspects of school management, including curriculum and learning, teacher leadership and management, student infrastructure and services, and school climate. Analysis using the EFA was conducted to explore the factor structure of students' perceptions, with technical statistical details deliberately minimized to emphasize conceptual clarity. The findings in this study show there are four coherent factors that represent management and leadership, student infrastructure and services, curriculum and learning, and school climate. These factors demonstrate a strong fit with the theory of education management and student-centered evaluation, providing evidence of construct validity for the instrument. Thus, theoretically, this study contributes to the improvement of student perception measurement by offering an empirically based factor structure to evaluate school education management. In practice, it serves as a diagnostic tool for principals and policymakers to identify strengths and areas for improvement in managerial practice, thereby supporting evidence-based decision-making and continuous quality improvement in secondary education.

Bridging Culture and Mathematics: Exploring Teachers’ Needs for Culturally Relevant Digital Resources in Primary Schools Rahayu Condro Murti; Yeni Rakhmawati; Unik Ambarwati; Tiara Harsono; Salman Rashid
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.19939

This study aims to evaluate the feasibility and user acceptance of the Matematika Berbudaya e-book as a culturally responsive digital resource for primary mathematics learning in the Special Region of Yogyakarta, Indonesia. This study used a design and development research method with a field trial evaluation to assess the feasibility, acceptability, and perceived pedagogical value. A field trial involved 10 teachers and school leaders who completed a 26-item five-point questionnaire with an open-ended comment, and 89 students who completed a 20-item four-point questionnaire after using the e-book. Descriptive statistics were used to summarize item-level means and response distributions, and internal consistency was examined with Cronbach’s alpha. Teachers reported strong endorsement of value integration and meaningful learning (M = 4.80 and 4.70), contextual and cultural integration (highest M = 4.90), and perceived usefulness and access (M from 4.50 to 4.60). Students also responded positively, with an overall mean of 3.3494 and responses concentrated in the upper categories (scores 3 and 4). The combined results indicate that the e-book is perceived as culturally meaningful, practically usable, and supportive of engaging learning experiences. These findings provide an empirical basis for refining instructional wording, layout cues, and navigation, and for informing the development of culturally grounded digital materials that align with Kurikulum Merdeka and principles of culturally responsive teaching.

Exploration of the Implementation of Scaffolding Strategies to Enhance Students’ Understanding of Sequences and Series Muhammad Munir; Ahmad Ahmad; Mariano Dos Santos; Salman Rashid
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4204

Mathematics learning is often perceived as difficult due to its abstract nature, particularly in the topic of arithmetic sequences and series. This study aims to explore the implementation of scaffolding strategies in teaching sequences and series and to examine their impact on students’ understanding. The research employed a qualitative approach with a case study design involving 22 eleventh-grade social science students from MA Hidatul Islamiyah Bagik Nyaka. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that the application of scaffolding through guiding questions, visual representations, step-by-step exercises, and direct feedback effectively enhances students’ conceptual understanding of sequences and series. Students demonstrated improved systematic thinking as well as progress in identifying patterns, understanding formulas, and solving contextual problems. Therefore, scaffolding strategies are proven to be effective in helping students grasp abstract concepts in a more concrete manner. The study recommends that teachers consistently integrate scaffolding, particularly in mathematics learning that requires a high level of conceptual understanding

Title

Found 5 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 5 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 5 Documents
Search