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INDONESIA
REiD (Research and Evaluation in Education)
Published by Universitas Negeri Yogyakarta
ISSN : -     EISSN : 24606995     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "Vol. 11 No. 2 (2025)" : 8 Documents clear
Assessment and measurement bias in madrasa performance evaluation: Evidence from underdeveloped areas in Indonesia Prihono, Eko Wahyunanto; Latuapo, Ridhwan; Lapele, Fitria; Dwiningrum, Siti Irene Astuti; Arlinwibowo, Janu; Reyes Jr., Margarito Surbito
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.71444

Abstract

Inequality is a condition characterized by an unbalanced assessment process. Physical and psychological factors, both those measuring and those being measured, may impact assessment inequality. The purpose of this research was to highlight the potential inequity in the performance assessment of madrasas in underdeveloped areas. A quantitative research design was employed. The data were collected using a questionnaire instrument that had been proven valid and reliable.  Path analysis was used to determine both direct and indirect effects. The findings showed that measurement errors related to the instruments used have a direct positive effect on inequality in the performance assessment of madrasas in underdeveloped areas, as well as an indirect effect mediated through teacher quality. One alternative solution to reducing the imbalance in assessing the performance of madrasas in underdeveloped areas can be implemented through policy dimensions, including macro, meso, and micro dimensions.
Enhancing student achievement: Developing a Differentiated Instruction Formative Assessment Model (DIFAM) Asriadi AM, Muh.; Hadi, Samsul; Istiyono, Edi; Sanam, Anna Isabela; Sultan, Jumriani; Kassymova, Gulzhaina K.
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.87869

Abstract

An ideal assessment should offer constructive feedback and insights into students' strengths and weaknesses in learning. This study aims to develop an assessment model integrating formative assessment with Differentiated Instruction (DIFAM) to assess learning achievements proportionally. The DIFAM model was developed using the ADDIE development framework. The research sample consisted of 99 students from four high schools in Bandung Regency. Student learning profiles were analyzed using N-Gain and paired sample t-test. Data analysis was conducted with R Studio and JASP software. Data analysis using the N-Gain formula revealed an average improvement in student learning achievements of 25% with the implementation of DIFAM. The formative tests conducted over eight sessions showed that students grasped the material more effectively compared to conventional teaching methods. Feedback from students and teachers indicated that DIFAM facilitated more structured learning and provided constructive feedback, contributing significantly to enhanced student performance. The DIFAM model demonstrates its ability to cater to diverse student needs, achieve significant learning improvements, and has the potential for broader application to ensure more inclusive and equitable learning outcomes.
Technology-enhanced learning for statistical graph interpretation: An item response theory analysis of learning outcomes Subali, Bambang; Negoro, Ridho Adi; Ellianawati; Dwijananti, Pratiwi; Anandita, Aulia Silvina; Setyaningsih, Natalia Erna; Siswanto
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.89666

Abstract

This study aimed to examine the effectiveness of technology-enhanced learning (TEL) in improving students’ statistical graph interpretation skills through a rigorous Item Response Theory (IRT) analysis. Employing a quasi-experimental pretest–posttest control group design, the research involved 120 undergraduate students from four classes, equally divided into experimental and control groups. The experimental groups received TEL-based instruction featuring interactive graph visualizations and automated feedback, while the control groups followed conventional lectures and exercises over seven sessions. Data were collected using a 60-item multiple-choice test covering bar charts, histograms, boxplots, and scatterplots, which was content-validated by experts and trialed for clarity, yielding high reliability (Cronbach’s α = 0.833). Construct validity was ensured through unidimensionality and invariance testing, confirmed by eigenvalue and DETECT analysis. Data analysis applied IRT to calibrate item parameters discrimination (a), difficulty (b), and guessing (c) and to estimate students’ latent abilities (θ). Model comparison identified the 3PL model as the best fit, capturing both difficulty variation and guessing behavior. Calibration results showed that most items exhibited satisfactory psychometric quality, supporting the robustness of the instrument. Findings revealed that TEL groups achieved a nearly one-logit gain in ability from pretest to posttest, significantly higher than the minimal improvement observed in the control groups, as confirmed by independent t-tests and normalized gain analysis. These results indicate that TEL substantially strengthens students’ ability to interpret statistical graphs while demonstrating the diagnostic value of IRT in evaluating both item quality and learning effectiveness.
Evaluating students’ perceptions of literature courses in English education: Implications for curriculum development Maisarah, Ira; Wulandari, Mega Fitri; Soy, Seth
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.89883

Abstract

The concerns of this study were the literature used in English classrooms and students’ views on how it assists them in developing academically and professionally. Thus, its purpose was to evaluate the importance attached to literature courses in the curriculum of English Education programs. The study employed a sequential explanatory mixed-methods design. Quantitatively, a questionnaire instrument was used, which was completed by 107 students of the English Education Study Program at Universitas Bengkulu, regarding their perceptions of the implementation of literary courses, administered through Google Forms. Qualitatively, unstructured interviews provided more profound insights into the role of literature in students’ language proficiency. The results indicate that the majority of students (86%) are interested in studying literature, and they are highly engaged in their work. Those students felt that their grammar competence, vocabulary, and language skills had increased. Furthermore, 91% specifically claimed that literature enhanced their ability for critical thinking and intellectual enrichment, while 77% derived confidence in engaging with literary texts, thereby fostering further collaboration, empathy, and cultural sensitivity in their day-to-day offline routine. Thirty-five per cent of students were also encouraged to read literature. Yet, students encountered constraints such as insufficient time for studying, linguistic complexity, and exposure to unfamiliar cultural scenes. Students value literary education and the use of literature in preparing for future demands. Pedagogically, the curriculum development literature should be systematically integrated with odd in English Education, particularly instructional routines that value active learning, situated interpretation, and imaginative interaction with texts.
Adaptation and validation of the hyper-independence scale among Indonesian university students using the Rasch model Gustin, Vera Yolanda; Nurwidawati, Desi; Agustin, Nisrina Nurika
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.90977

Abstract

This study aims to adapt and validate the hyper-independence scale among Indonesian university students. The adaptation process followed the guidelines of the International Test Commission, which included forward translation, expert review, and pilot testing. Data were collected from 200 university students across various study programs. Psychometric evaluation was conducted using the Rasch model to examine reliability, unidimensionality, and item functioning. The results demonstrated high reliability at both the person (0.93) and item (0.96) levels, supported by strong separation indices, satisfactory item fit. In the Rasch model, item fit statistics provide evidence of construct validity, as misfitting items indicate response patterns inconsistent with the expected measurement structure. Most items fell within the acceptable MNSQ range (0.7–1.3), with minor deviations that remained tolerable and did not compromise overall validity. The findings suggest that a proportion of students exhibit moderate to high levels of hyper-independence, which may hinder help-seeking behavior, reduce academic engagement, and contribute to mental health risks. Within Indonesia’s collectivistic cultural context, these tendencies may reflect shifting attitudes toward autonomy in higher education. Overall, the validated instrument can be used to identify hyper-independence tendencies in university settings and supports the development of educational interventions that balance independence with adaptive support utilization.
Score conversion methods with modern test theory approach: Ability, difficulty, and guessing justice methods Nurjanah, Siti; Iqbal, Muhammad; Sajdah, Siti Nurul; Sinambela, Yohana Veronica Feibe; Ramadhani, Shaufi
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.67484

Abstract

The one-parameter logistic (1-PL) model is widely used in Item Response Theory (IRT) to estimate student ability; however, ability-based scoring disregards item difficulty and guessing behavior, which can bias proficiency interpretations. This study evaluates three scoring alternatives derived from IRT: an ability-based conversion, a difficulty-weighted conversion, and a proposed guessing-justice method. Dichotomous responses from 400 students were analyzed using the Rasch (1-PL) model in the R environment with the ltm package. The 1-PL specification was retained to support a parsimonious and interpretable calibration framework consistent with the comparative scoring purpose of the study. Rasch estimation produced item difficulty values ranging from −1.03 to 0.18 and identified 268 unique response patterns. Ability-based scoring yielded only eight score distinctions, demonstrating limited discriminatory capacity. In contrast, the guessing-justice method produced a substantially more differentiated distribution, with approximately 70 percent of patterns consistent with knowledge-based responding and 30 percent indicative of guessing. The findings indicate that scoring models incorporating item difficulty and guessing behaviour provide a more equitable and accurate representation of student proficiency than traditional ability-based conversions. The proposed approach offers a practical and implementable alternative for classroom assessment and can be applied using widely accessible spreadsheet software such as Microsoft Excel.
Psychometric evaluation of a social-emotional competence assessment instrument for high school students: Evidence of construct validity and reliability Setiyorini, Sri Rejeki; Isnaeni, Wiwi; Ridlo, Saiful
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.89685

Abstract

Social Emotional Competence (SEC) was one of the essential competencies in 21st-century education, playing a crucial role in students’ personal and social development. However, valid and reliable instruments for assessing SEC for high school students in Indonesia were still limited. The instrument used in this study was adapted from the CASEL framework, which encompassed five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The adaptation process involved contextual and linguistic adjustments to align with the characteristics of Indonesian students. This study aimed to examine the validity and reliability of the adapted SEC assessment instrument. The research subjects consisted of 220 high school students in Demak who responded to a questionnaire. This study was categorized as descriptive quantitative. Construct validity was tested using CFA, while reliability was estimated using Cronbach’s alpha. The construct validity test produced model feasibility indices with CFI = 0.928, TLI = 0.9109, SRMR = 0.0534, and RMSEA = 0.0601. These results indicated that the measurement model demonstrated good feasibility. Based on the CFA analysis, 25 items were declared valid. Of these, 22 items had loading factor values greater than 0.5, while three items had loading factor values below 0.5. Despite the lower factor loadings, these three items were retained because they represented essential indicators. However, the item statements were revised to improve clarity and better represent the intended construct. The internal consistency reliability test showed a Cronbach’s alpha coefficient of 0.942. Since the coefficient value exceeded 0.70, the instrument could be considered reliable.
Evaluating a community health nursing internship using the Kirkpatrick four-level model: Evidence from Iran Yousefi, Mahboubeh Sadat; Dehghan, Mohsen Fooladzadeh; Hosseini, Meimanat; Jokar, Mozhgan; Khajoei, Rahimeh; Najafi, Mitra; Salemian, Hamed
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.89693

Abstract

This study aimed to evaluate the effectiveness of a community health nursing internship course for final-year nursing students in comprehensive health centers in Tehran, Iran, using Kirkpatrick’s four-level model. The evaluation was performed in terms of the reaction, learning, behavior and outcomes dimensions based on the Kirkpatrick 4-level model. Fifty-six nursing students and 180 clients were randomly selected. Data were collected through researcher-made questionnaires and checklists and analyzed using descriptive and analytical statistical tests. At Level 1, students’ overall satisfaction averaged 61, with the highest satisfaction in clinical instructor performance (77.53%). At Level 2, the mean self-evaluation learning score was 66.29; the highest learning occurred in vaccination (89.28%) and growth monitoring/ supplementary nutrition (69.64%). The overall performance evaluation averaged 70.14, with vaccination scoring the highest (91.07%). Clients reported high satisfaction with the care provided by students (Level 4 mean: 72.99). No significant association was found between students’ demographic characteristics and the first three levels of the model. The internship demonstrated effectiveness at all four Kirkpatrick levels. The findings support the value of structured community health internships and highlight the need for educational authorities to develop a standardized, evidence-based program that addresses the identified strengths and areas for improvement.

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