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All Journal El Midad : Jurnal Jurusan PGMI Journal of Mathematics Instruction, Social Research and Opinion JPLED
Dos Santos, Mariano
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Who Reaches the Top? Investigating Gender-Based Performance and Maximum Score Gaps in University Entrance Exams Disnawati, Hermina; Dwiningrum, Siti Irene Astuti; Deda, Yohanis Ndapa; Rashid, Salman; Dos Santos, Mariano
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.524

Abstract

Disparities in the academic readiness of first-year university students remain evident, continuing to challenge higher education systems, particularly when entrance assessments fail to reflect foundational competencies accurately. This study investigates whether gender-based differences exist in entrance exam performance and analyzes students' maximum scores to assess peak academic achievement in two core domains: English proficiency and Quantitative Knowledge. The research was conducted at a public university in East Nusa Tenggara, Indonesia, involving 1,186 students admitted through the independent selection pathway. A comparative quantitative approach was applied using descriptive statistics, Welch’s t-test, and boxplot visualizations in JASP 0.18.3 software. The results showed no statistically significant gender differences in either domain (English: p = 0.504, d = 0.040; Quantitative: p = 0.543, d = –0.036), with nearly identical mean scores and score variability. However, the maximum scores of 17/20 in English and 13/20 in Quantitative Knowledge were far below the full mark, indicating systemic gaps in academic preparedness and possible ceiling effects in test design. These findings support the need to redesign entrance assessments using Item Response Theory (IRT) and to implement bridging or matriculation programs. These interventions can help universities and policymakers ensure fairer and inclusive pathways to promote equitable access and success in higher education.
EXPLORATORY FACTOR ANALYSIS FOR THE VALIDITY OF MATHEMATICS LEARNING INDEPENDENCE INSTRUMENTS FOR ELEMENTARY SCHOOL STUDENTS Ahmad, Ahmad; Dos Santos, Mariano; Helmiyatun, Helmiyatun
El Midad: Jurnal Jurusan PGMI Vol. 17 No. 1 (2025): EL MIDAD: JURNAL JURUSAN PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i1.12966

Abstract

This study aims to test the validity of the mathematics learning independence instrument of elementary school students using Exploratory Factor Analysis (EFA). The research method used is a quantitative approach with factor analysis techniques to identify the latent structure of the instrument. Data was collected through a questionnaire of 73 grade V elementary school students and analyzed using Kaiser-Meyer-Olkin (KMO), Bartlett's Test, and factor extraction with Principal Component Analysis (PCA). The results of the study show that this instrument consists of five main factors that have a significant correlation with the aspect of mathematics learning independence. The model match index shows good values, with RMSEA = 0.00 and TLI = 1.1705, signifying that this instrument is valid and reliable. However, some items with a loading factor below 0.40 and a high uniqueness (u²) value were found, indicating that the items did not fully represent the measured factor. Therefore, it is necessary to revise or eliminate items that have high cross-loading as well as add more specific items according to the dimension of mathematics learning independence. Thus, the developed instruments can be used in research and educational practice to measure the independence of elementary school students' mathematics learning, while still paying attention to the improvement of the instrument in advanced studies.
Validation Instrument for Measuring Teacher Attitudes and Motivation Toward Student-Centered Learning-Based Curriculum in Timor-Leste Dos Santos, Mariano
Journal of Practice Learning and Educational Development Vol. 5 No. 3 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i3.562

Abstract

This study aims to develop and validate a measurement instrument assessing teachers’ attitudes and motivation toward the implementation of a Student-Centered Learning (SCL)-based curriculum in primary schools in Timor-Leste. Employing a quantitative approach, the research involved 200 teachers from 15 schools that had adopted the SCL curriculum. Data were collected through a survey designed to evaluate teachers’ perceptions regarding the benefits of SCL, the challenges encountered, and the support received from educational institutions. An Exploratory Factor Analysis (EFA) was conducted to identify the underlying factor structure of the instrument items. This analysis helped determine the optimal number of factors and categorized the items based on distinct dimensions. Following EFA, a Confirmatory Factor Analysis (CFA) was performed to validate the alignment of the items with pre-established theoretical constructs, ensuring the instrument’s validity and reliability. The results indicate that teachers' attitudes and motivation toward SCL vary, with a majority expressing a positive outlook on the curriculum, recognizing its potential to enhance student engagement. Nevertheless, concerns remain regarding the lack of sufficient resources and professional training to effectively implement SCL strategies. These findings highlight the critical role of positive teacher attitudes and strong motivation in the successful implementation of SCL, where teachers serve as key facilitators in the learning process. By producing a valid and reliable instrument, this research provides valuable empirical data on the factors influencing SCL implementation in Timor-Leste. The outcomes are expected to inform policymakers and contribute to improving education quality through more targeted and supportive measures for teachers in developing country contexts.
Co-Authors Ahmad Ahmad Deda, Yohanis Ndapa Helmiyatun, Helmiyatun Hermina Disnawati, Hermina Rashid, Salman Siti Irene Astuti Dwiningrum