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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. 8 No. 1 (2022)" : 8 Documents clear
Factors that affect learning outcomes in online learning Aviory, Koryna; Wahyumiani, Nur; Suharni, Suharni
REID (Research and Evaluation in Education) Vol. 8 No. 1 (2022)
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.v8i1.44454

Abstract

Online learning is an alternative to learning during a pandemic. This learning is done by utilizing technology and information. Constraints in online learning are taken into consideration so that the expected competencies are achieved. These constraints are also referred to as factors. This study aims to determine the factors contributing to learning achievement during online learning during the pandemic. This research was conducted at SMAN 1 Kalibawang and SMA N 2 Ngaglik, with 90 respondents as the subject of the research trial taken randomly. The instrument used is a questionnaire and the results of math test scores. This research uses the Partial Least Squares-Structural Equation Model (PLS-SEM). The purpose of PLS-SEM is to confirm how well the variables that have been measured can represent the formed factors. The steps taken in conducting analysis using PLS-SEM include: (1) designing an analytical model by making path diagrams; (2) identifying the model; (3) estimating parameters; (4) drawing conclusions. Parameter estimation is divided into two parts: the outer model (measurement model) and the inner model (structural model). The results showed that learning media when online learning had a significant effect on learning achievement. The effect given is 83.3% which has a high effect.
Gender differential item functioning on the Kentucky Inventory of Mindfulness Skills instrument using logistic regression Sumin, Sumin; Sukmawati, Fitri; Nurdin, Nurdin
REID (Research and Evaluation in Education) Vol. 8 No. 1 (2022)
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.v8i1.50809

Abstract

The item differential function (DIF) describes a situation in which testees of similar ability but from different demographic groups have varying chances of achieving the same result. This study aims to identify the function of uniform and non-uniform differential items on the Kentucky Inventory of Mindfulness Skills Instrument using logistic regression techniques and determine the impact of DHF on construct validity. This study uses a survey method with a quantitative approach. The study involved 602 people, divided into two groups based on gender: 301 women and 301 men. The Kentucky Inventory of Mindfulness Skills (KIMS) is a 39-item online questionnaire that measures mindfulness. KIMS has been proven to meet content, construct, and factor validity and has good test-retest reliability and internal consistency estimators. This study uses Regression Logistics to detect DIF, analyzed with R Studio 4.1.3 software. Research results found 17 DIF items detected using logistic regression, 13 uniform DIF items, and four non-uniform DIF. Through CFA, we have succeeded in proving that DIF-free items are proven to have better construct validity. The implications of this study are expected to inspire counseling psychologists to be more careful in using rating scales or instruments. The validity and reliability of the measures are not strong enough to justify that all measuring instruments are correct. However, it is also necessary to check for item bias or functional differential items to ensure that each item on the scale or instrument is understandable to all demographic groups and does not benefit only certain demographic groups.
Strategies to inculcate moral values in Islamic Elementary School Nurhayati, Riana
REID (Research and Evaluation in Education) Vol. 8 No. 1 (2022)
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.v8i1.45041

Abstract

This study aims to explore the integration of moral values into learning activities, management, and student guidance activities. This study employed a descriptive qualitative approach. The data were collected through three techniques, namely in-depth interviews, participant observations, and a document study. The research respondents were principals, teachers, and students until the data was saturated. The sampling technique used was simple random sampling. For data analysis, Miles and Huberman's method of interactive qualitative analysis was used, which consists of data condensation, data display, and conclusion/verifying. The data trustworthiness was enhanced through conti-nuous observations and resource and technique triangulations. The results of the study show that the strategy of inculcating moral values at Islamic elementary school can have a positive impact on the moral values of its students. Moral values can be integrated into learning activities through the strategies of reward and punishment, storytelling, spontaneous or direct activities, the setting of good examples and habits, and readings from the Al Qur'an. Moral values can be integrated into management through the strategies of Al Qur'an recitation, tahfidh or the memorization of the short surah, alma'surat, collective dhuhur (noon) and Friday prayers, and organized lunches with dhuha prayers. Moral values may be integrated into student guidance activities on market days, through scouting and other outbound activities, and through mabit, muhayyam, and gardening.
Is there a correlation between creativity and learning achievement? A meta-analysis study Manaf, Abdul; Dewanti, Sintha Sih; Mam, Socheath; Susetyawati, Endang; Ernawati, Ika
REID (Research and Evaluation in Education) Vol. 8 No. 1 (2022)
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.v8i1.51493

Abstract

This study aims to describe the actual correlation between creativity and learning achievement. The research method used is a meta-analysis involving 41 research titles with 9,675 respondents. This research study involved respondents consisting of elementary education students, secondary education students, and higher education students. The data analysis technique used is a bare-bones meta-analysis. Based on the data analysis, it can be concluded that there is a positive and significant correlation between creativity and learning achievement, both overall and by considering the education level of the respondents. The results of this study recommend that teachers and lecturers develop student creativity in each learning process so that learning outcomes can be optimized.
Developing student social attitude self-assessment instruments: A study in vocational high school Nurrahman, Arief; Sukirno, Sukirno; Pratiwi, Dwi Setyo; Iskandar, Joni; Rahim, Abdul; Rahmaini, Indah Sari
REID (Research and Evaluation in Education) Vol. 8 No. 1 (2022)
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.v8i1.45100

Abstract

This study aims to develop a self-assessment instrument in the affective domain of students' social attitudes, which was modified by the case of the instrument item. The measurement results can be used as a recommendation for the self-assessment of students' social attitudes at school. The sampling technique used is cluster random sampling. The instrument was content validated by five experts using Aiken, and construct validation using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), while the reliability estimation used Cronbach's Alpha coefficient. The results showed that there were seven instrument factors to assess the affective domain of students' social attitudes, namely honest, disciplined, polite, caring, responsible, responsive, and proactive. Content validity using the Aiken index shows 28 valid items. The construct validity of the instrument was carried out using EFA with a KMO value of 0.618, which means it has met the requirements. The fit model based on the CFA results shows the Chi-square value <2df = 258.02<2x341, p-value = 0.416>0.05, RMSEA = 0.0197<0.08, CFI = 0.91, GFI = 0.86, AGFI = 0.88.  In item estimation, the factor loading value is > 0.3, which means the items in the instrument are valid. The estimated reliability of the instrument shows the Cronbach Alpha coefficient value of 0.895, which means that all developed instruments are reliable. Valid and reliable instruments are very important to get good information about the affective assessment of students' social attitudes.
Assessment fairness in freedom of learning in open and distance education Nurhayati, Suci; Puryati, Puryati
REID (Research and Evaluation in Education) Vol. 8 No. 1 (2022)
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.v8i1.45378

Abstract

This research aims to analyze or obtain a comprehensive overview of fairness in independent campus programs in open and distance education by looking at the conformity of the concept of assessment fairness themes in the practice of assessment on the program. This research was conducted using a qualitative research design, and the data obtained were analyzed descriptively. Data collection was carried out by conducting in-depth interviews with seven sources with competencies related to independent campus programs and their policies at the Universitas Terbuka as organizers of open and distance education systems, using interview guides and documentation studies. Data were transcribed and encoded according to their category. The results show that the conformity of the concept of assessment fairness in assessment practices on independent campus programs in open and distance education has largely been met. The theme of transparency, consistency, and justification, doing no harm to and constructive classroom environment, and avoiding score pollution is the most prominent in the fulfillment of indicators.
An evaluation of the implementation of study-from-home policy in senior high school during Covid-19 pandemic Simangunsong, Junus; Mustikaningsih, Hastuti
REID (Research and Evaluation in Education) Vol. 8 No. 1 (2022)
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.v8i1.36734

Abstract

The increase in Coronavirus Disease-19 in Indonesia has prompted the central and regional governments to issue a study-from-home (SFH) policy through the Minister of Education and Culture Circular Letter Number 4 of 2020. The policy aims to reduce activities in schools but uses a meaningful curriculum. The purpose of the evaluation is to see the SFH policy implementation related to teaching and learning activities. The collection of information and data, interviews, and group discussion forums were conducted through online meetings, including video conferencing and other social media. This policy implementation was analyzed in the aspects of context, input, process, and product. The study involved 2,862 respondents, consisting of 60 people from the Education Office, 284 school principals, 861 teachers, 677 students' parents, and 980 students. Evaluation results for each aspect show that: (1) in terms of context, policymakers in the regions have followed up Governor's decrees and the SFH program (78.33%); (2) in terms of input, schools have prepared 17% of infrastructure and the level of teacher ability is 41.64%; (3) in terms of process, 49.56% of learning is carried out online; and (4) in terms of product, 88% teachers have assessed learning outcomes. Thus, the SFH policy has been carried out optimally, but some learning factors are not going well due to limited cell phones, low teacher competence in using applications, and unavailability of the Internet network in some schools. The SFH implementation at the provincial government level has been carried out effectively and efficiently, but in schools, online learning is still found to be uneven.
Cluster analysis of the national examination: School grouping to maintain the sustainability of high school quality Ismail, Raoda; Retnawati, Heri; Imawan, Okky Riswandha
REID (Research and Evaluation in Education) Vol. 8 No. 1 (2022)
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.v8i1.45872

Abstract

This study aims to classify high schools in Papua Province, Indonesia, based on the 2019 National Examination scores so they can be considered in maintaining the sustainability of school quality in Papua. In this study, all senior high schools in Papua Province were grouped into three clusters: Cluster 1 (high), Cluster 2 (medium), and Cluster 3 (low clusters) using the K-Means Algorithm on the 2019 National Examination data. The data were obtained through the website official Center of Educational Assessment of the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia. Clarification was done by grouping data on national examination scores from each school based on the similarity of the data with data from other schools. The results of the high school clustering using the K-Means Algorithm show that 18 schools are in Cluster 1, 58 schools in Cluster 2, and 68 schools in Cluster 3. The results of the analysis of the K-Means Algorithm show an R2 value of 0.723 and a Silhouette score of 0.42.

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