Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Eduscience (JES)
Noorhapizah Noorhapizah
Lambung Mangkurat University
Education Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Psychometric validation of the humor styles questionnaire among Indonesian pre-service teachers Ali Rachman; Noorhapizah Noorhapizah; Yogi Prihandoko; Nahdia Fitri Rahmaniah
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38732

Abstract

This study aimed to develop and validate the Indonesian version of the humor styles questionnaire (HSQ-ID) for use in pre-service teacher education. A cross-sectional psychometric design was applied to a sample of 729 Indonesian pre-service teachers, using systematic translation, content validation, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) with the robust maximum likelihood (ML) estimator. HSQ-ID showed a stable four-factor structure, strong model fit (comparative fit index (CFI)=0.97, root mean square error of approximation (RMSEA)=0.045, standardized root mean square residual (SRMR)=0.040), and acceptable internal consistency across all subscales (Cronbach α=0.72–0.89). One-way analysis of variance (ANOVA) indicated significant differences in humor styles across 10 teacher specialization fields, suggesting that humor use is shaped by disciplinary and professional training contexts. These findings confirm that the HSQ-ID is a valid and reliable instrument for evaluating humor styles in Indonesian teacher education and can support future assessment-based pedagogical interventions.
ARTS-BASED PEDAGOGY FOR CHARACTER EDUCATION: A QUALITATIVE CASE STUDY OF NATIONALISM AND SOCIAL SKILL DEVELOPMENT IN PRIMARY SCHOOLS Fathul Jannah; Aldy Ferdiyansyah; Noorhapizah Noorhapizah; Akhmad Riandy Agusta; Yuliasari Yuliasari; Muhammad Ahyat Rahliannor
JURNAL EDUSCIENCE Vol 13, No 3 (2026): Jurnal Eduscience (JES), (Authors from Malaysia, Saudi Arabia, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i3.9306

Abstract

Purpose – This study examines the implementation of arts-based pedagogy, integrating role-play and traditional dance into primary school learning, to explore how students experience and internalize national values and social skills through participatory cultural activities.Methodology – This study employed a qualitative case study design at SDN Belitung Selatan 2, involving 30 primary school students selected through purposive sampling. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed using thematic analysis to identify recurring patterns and meanings related to students’ learning experiences.Findings – The findings revealed five major themes: active student engagement in participatory learning, increased self-confidence through expressive experiences, strengthened social skills through collaborative interaction, internalization of nationalism values through cultural representation, and the formation of meaningful learning through integrated experiences. Role-play and traditional dance encouraged students to participate more actively, communicate and collaborate with peers, express themselves confidently, and understand values such as cooperation, togetherness, and cultural identity through direct experience. These findings indicate that arts-based pedagogy supports cognitive, affective, and social development by creating participatory and culturally contextual learning environments. The study suggests that integrating the arts and local culture into classroom instruction can foster more meaningful, character-oriented learning in primary education.Contribution –The study also offers practical implications for teachers seeking to design more collaborative, culturally contextual, and experience-based learning environments that integrate cognitive, affective, and social dimensions simultaneously.
HOW SOCIODRAMA-BASED HEROISM LEARNING SHAPES PRIMARY SCHOOL STUDENTS' NATIONAL CHARACTER: A QUALITATIVE STUDY Aldy Ferdiyansyah; Fathul Jannah; Noorhapizah Noorhapizah; Akhmad Riandy Agusta; Rusmadi Rusmadi; Radina Radina
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.9006

Abstract

Purpose –This study aims to describe how sociodrama-based heroism learning shapes the character of friendship in elementary school students through contextual, participatory, and local history-based learning experiences.Methodology – This study uses a qualitative, phenomenological design. The research subjects included students in grades IV, V, and VI of SDN Sungai Miai 5 Banjarmasin, who served as actors and spectators in the sociodrama, and the class teacher, who served as a supporting informant. Subjects were selected purposively based on students' involvement in learning activities. Data collection was carried out through in-depth interviews, participatory observation, and learning documentation. Data analysis was carried out thematically through the stages of data reduction, data presentation, and meaning drawing.Findings – The study's results indicate that sociodrama learning shapes students' national character, as reflected in historical awareness, exemplary heroic figures, patriotism, social awareness, responsibility, and nationalistic attitudes. Students' emotional involvement in acting out local historical events encourages the interpretation of heroic values as experiences directly lived and reflected on, not merely understood cognitively.Contribution – This study makes conceptual and practical contributions by confirming that local history-based sociodrama is a relevant learning strategy for strengthening elementary school students' national character through meaningful, contextual learning experiences. These findings broaden understanding of national character education practices and can serve as a reference for teachers in designing more meaningful, contextual, and sustainable history learning in elementary schools.
Co-Authors Akhmad Riandy Agusta Aldy Ferdiyansyah Ali Rachman Fathul Jannah Muhammad Ahyat Rahliannor Nahdia Fitri Rahmaniah Radina Radina Rusmadi Rusmadi Yogi Prihandoko Yuliasari Yuliasari