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Math self-regulated learning assisted by metacognitive support by reviewing sex differences in mathematics anxiety Fajri, Fenty Rahmawati; Amir, Mohammad Faizal
REID (Research and Evaluation in Education) Vol. 8 No. 2 (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.v8i2.49157

The study aims to analyze the effect of mathematics self-regulated learning (MSRL) assisted by metacognitive support (MS) by reviewing sex differences (SD) in mathematics anxiety (MA). The reason is that MA causes students to have difficulty in learning, so good strategies and approaches are needed. In several studies, there is a relevant relationship between MA, SRL, and MS. This research is quantitative research using Spearman Rho analysis and ordinal regression analysis, with the research population being 3rd-grade students of primary schools in Sidoarjo, East Java. The instruments used in data collection were questionnaires and tests declared valid and reliable. The validity and reliability of the instrument were obtained through content validity assessment and item analysis testing. The results showed a relationship between SRL and MS to MA. There was a positive effect of MS-assisted MSRL in terms of SD on MA. Furthermore, the average student had a positive MS and a high MSRL. The highest MA students are at the moderate level, with a percentage of 79%, and are dominant in the affective aspect. However, when viewed from the SD, the MA showed that female students were more anxious than male students. Thus, the MS-assisted SRL has a good influence when viewed from SD to MA. The recommendation from this research is so that MS and SRL strategies can be implemented optimally. Teachers must prepare and explore the implementation of using the strategies and approach more deeply.

Evaluating ICT literacy: Physics ICT test based on Scratch Programming for high school students Rusilowati, Ani; Negoro, Ridho Adi; Subali, Bambang; Aji, Mahardika Prasetya
REID (Research and Evaluation in Education) Vol. 8 No. 2 (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.v8i2.49093

The integration of various learning content is important in the education process to develop the multi-competences of graduates. This is a response to the Industrial Revolution 4.0. ICT helps graduates compete and master the competencies needed in various scientific fields, especially physics. Efforts to build ICT literacy in learning Physics must complete an evaluation tool containing comprehensive Physics content. The ICT literacy test instrument as an evaluation tool can be packaged with scratch programming activities to help uncover ICT literacy based on computational physics concepts. This study aims to develop an ICT literacy test instrument with physics content based on Scratch programming for middle-level students. This research is development research with a research stage adapted from the development stage by Borg and Gall, including (1) Potential and problem analysis; (2) Data collection; (3) Product design; (4) Design validation and design revision; (5) Product trial; (6) Analysis and reporting. The test subjects were 106 students. The Physics ICT questions were developed to consist of 20 questions. Based on the validity test, a total percentage of 85.33% is obtained with proper criteria. The reliability of the test is shown by the results of calculations with Alpha Cron of 0.716 high categories. Overall, the PICT test is feasible to be used as an ICT literacy test for Physics content.

An evaluation of the strengthening of national behavior through developing and training of national non-commissioned officers of West Papua regional police Simangunsong, Junus; Purnomo, Langgeng
REID (Research and Evaluation in Education) Vol. 8 No. 2 (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.v8i2.49293

The development of "Superior Human Resources, Advanced Indonesia" in the police institution through the transformation to the Republic of Indonesia Police (Polri) which is precise includes making superior police officers who have national behavior by strengthening the eleven values of national identity. To strengthen this national attitude, the West Papuan Regional Police Office conducted the development and training program for young non-commissioned officers (NCOs) from West Papua using the Experiential Learning (EL) approach for one month. From this activity, it is expected the participating NCOs will not only have a strong sense of national identity but also become police officers who have sociocultural competence as a state apparatus. This study aims to reveal the achievement of national behavior on the values of national identity according to the curriculum used by analyzing the correlation and factors that form national behavior. The data were collected using a questionnaire and through observation, interviews, and documentation, and were analyzed using quantitative and qualitative descriptive techniques. Before being used, the questionnaire and observation sheet readability was validated by officers and staff of the Indonesian National Police Headquarters, psychologists, and educational evaluation experts, resulting in a Cronbach Alpha value of 0.899. The research sample was 165 people, established using the simple random sampling technique, while for the acquisition of qualitative data, interviews were conducted with the Head of the National Police School, one observer, and one instructor. The results showed that the achievement of national behavior with the EL method approach had a Spearman Rank correlation of the eleven factors formed was >0.5 (0.853 and 0.853), and the factor analysis was able to summarize 62.10% of the eleven variables. This evaluation shows that the significant nature of the faith and mutual cooperation of the participants and the benefits have succeeded in increasing the behavior of the character of nationality in the category of inviting others.

The acquisition of science process skills through entrepreneurial physics education in senior secondary schools Akinbobola, Akinyemi Olufunminiyi; Bada, Abiodun Adekunle
REID (Research and Evaluation in Education) Vol. 8 No. 2 (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.v8i2.48787

The need for the acquisition of science process skills is gaining acceptance in secondary school as a crucial preparatory skill for promoting entrepreneurship. The problem of unemployment is a challenge facing many developing nations, with no exception to the developed nations. In the current study, the effect of the acquisition of science process skills through entrepreneurship education on 125 Nigerian senior secondary school students' achievement and retention in "Physics in Technology" was investigated. The study adopts the randomized pre-test-post-test control group quasi-experimental design. A group of students was taught using science process skills through the entrepreneurship method, while the other group was taught using the conventional lecture method. A researcher-made instrument, Achievement Test in Physics (ATP), was used to collect data for the study. Overall, this investigation reports that students who acquired science process skills through the entrepreneurship method achieved and retained significantly better than those students taught with the conventional method. The results indicate that science process skills acquisition and entrepreneurship education are indispensable towards self-reliance and sustainable development of the nation. Also, students taught science process skills using the entrepreneurship method retained what had been learned better than the other group, and the method did not segregate along student gender. This paper contributes to scholastic by making a case for incorporating entrepreneurship education into the senior secondary school Physics curriculum. This would assist in the production of secondary school students whose creativity, ingenuity, and resourcefulness can assist in reducing the problem of unemployment through the encouragement of entrepreneurship.

The readiness of prospective teachers based on online teaching competencies and learning activities in COVID-19 pandemic: A cluster analysis-based approach Ismiyati, Ismiyati; Retnawati, Heri; Suranto, Suranto; Haryanto, Haryanto; Sholihah, Mar'atus; Tusyanah, Tusyanah
REID (Research and Evaluation in Education) Vol. 8 No. 2 (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.v8i2.45576

Many things should be done to prepare prospective teachers for providing qualified teachers. The COVID-19 pandemic is forcing teachers, including prospective teachers, to improve competency and online teaching activities. This quantitative research aims to map the readiness of prospective-teacher students of Office Administration (OA) Department related to online learning by measuring their teaching competencies and learning activities. These two variables are considered capable of measuring online teaching readiness. The research sample is 72 students. The data were collected using a questionnaire distributed via a Google Form and analyzed using K-Means with SPSS 24.0 software. The results showed that the number of clusters at low readiness level was 11 students (10 female and one male) or 15%, the number of clusters at moderate readiness level was 38 students (32 female and six male) or 53%, and the number of clusters at moderate level high readiness was 23 students (18 female and five male) or 32%. These findings show that the OA Department's prospective teachers still need to be provided with online teaching materials or skills, considering that only 32% of respondents have a high level of readiness for online learning. The community is the indicator that needs improvement for OA Department prospective teachers' readiness. It can be pursued by forming the latest and most trusted community.

The effect of scoring correction and model fit on the estimation of ability parameter and person fit on polytomous item response theory Santoso, Agus; Pardede, Timbul; Djidu, Hasan; Apino, Ezi; Rafi, Ibnu; Rosyada, Munaya Nikma; Abd Hamid, Harris Shah
REID (Research and Evaluation in Education) Vol. 8 No. 2 (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.v8i2.54429

Scoring quality has been recognized as one of the important aspects that should be of concern to both test developers and users. This study aimed to investigate the effect of scoring correction and model fit on the estimation of ability parameters and person fit in the polytomous item response theory. The result of 165 students in the Statistics course (SATS4410) test at one of the universities in Indonesia was used to answer the problems in this study. The polytomous data obtained from scoring the test results were analyzed using the Item Response Theory (IRT) approach with the Partial Credit Model (PCM), Graded Response Model (GRM), and Generalized Partial Credit Model (GPCM). The effect of scoring correction and model fit on the estimation of ability and person fit was tested using multivariate analysis. Among the three models used, GRM showed the best fit based on p-value and RSMEA. The results of the analysis also showed that there was no significant effect of scoring correction and model fit on the estimation of the test taker's ability and person fit. From the results of this study, we recommend the importance of evaluating the levels or categories used in scoring student work on a test.

Developing a character assessment instrument based on the school culture Hidayah, Murti Ambarwati; Setiawati, Farida Agus
REID (Research and Evaluation in Education) Vol. 8 No. 2 (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.v8i2.46802

This study aims to develop an instrument that is valid and reliable to measure the character of junior high school students. The developed instrument is a character assessment based on the school culture, used to facilitate teachers and schools in assessing student characters. This study is development research. The trial subjects involved in this study were 128 grade VIII students of state junior high schools in Bantul. The developed instrument was validated for the content by experts. The construct validity was analyzed using the confirmatory factor analysis (CFA), and the reliability was estimated using the omega reliability formula by McDonald. The result of the study is a character assessment instrument comprising six aspects with 12 indicators and 22 statements. The developed instrument has fulfilled the validity and reliability requirements. The content validity acquired an Aiken index of 0.87, while the CFA test acquired a loading factor score of each item being valid with Î» > 0.5 and t-value >1.96. The student character measurement fits the theorized model (Ï‡2 = 230.719; (p) = 0.08; RMSEA = 0.040; and CFI = 0.964) and McDonald's composite reliability estimation result 0.907. The score of students' characters in the developing category were 63.3%, 18.8% for the early development category, 11.7% for the requiring assistance category, and 6.3% for the cultured category

Developing diagnostic test assessment to measure creative thinking skills of Biology preservice teacher students Eliaumra, Eliaumra; Samaela, Dewi Purwasih; Muhdin, Nining Kasim
REID (Research and Evaluation in Education) Vol. 8 No. 2 (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.v8i2.50885

The research aims to develop a diagnostic test assessment to measure the creative thinking skills of biology preservice teacher students. This research and development used Thiagarajan's 4D (Define, Design, Develop, and Dissemination) model. The diagnostic test assessment was developed in the form of an essay test with five numbers of scoring rubrics. This research was conducted at the Biology Education Study Program, University of Sintuwu Maroso. The results of the expert validation of the assessment instrument are high, and the reliability value is high. The results of the test found that all questions were valid and reliable. The student's creative thinking skills obtained an average value of fluency of 75.01% in the high category, flexibility thinking skills of 64.13% in the medium category, originality thinking skills of 69.56% in the medium category, elaboration skills of 75.01% in the high category and evaluation skills of 75.07% in the high category. All students' creative thinking skills are in the moderate category with a score of 71.74%, and the follow-up to the diagnostic results is that the lecturer can provide remedial on several learning indicators that have not been achieved.

The implementation of Geography learning with spatial representation using the discrepancy evaluation model Nursa'ban, Muhammad; Mukminan, Mukminan
REID (Research and Evaluation in Education) Vol. 9 No. 1 (2023)
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.v9i1.53505

This study aims to evaluate the learning process of geography with spatial representation in high school using the Discrepancy Evaluation Model (DEM) from Provus. Evaluation goes through five stages: design, installation, process, and product, as well as implementation comparison. Respondents were five teachers and 208 students from SMA 1 Srandakan, MAN 2 Yogyakarta, and SMA 1 Pundong in Yogyakarta. The evaluation was carried out in February-July 2021. The focus of the evaluation includes (1) learning design, (2) learning tools, (3) learning implementation, (4) learning outcomes, geographic critical thinking, and (5) implementing learning comparisons. Data were collected through document studies, observations, tests, and questionnaires. Descriptive analysis was used to measure gaps in each stage and efforts to improve them, while experimental quantitative analysis was used to compare learning. The DEM results describe gap variations in stages 1-4. However, in collaborative improvement efforts at stages 1-3, there is an increase in spatial critical thinking skills. The test results at stage 5, learning geography with spatial representations, are more effective for improving students' spatial critical thinking skills than textbook-oriented learning and media images. Recommendations on the results of the evaluation at all stages for organizing geography learning with spatial representation: (1) strengthening understanding and mentoring of the concept of spatial representation and learning design, (2) monitoring and periodic testing of geography learning with spatial representation to improve critical thinking skills in geography.

Gaining a deeper understanding of the meaning of the carelessness parameter in the 4PL IRT model and strategies for estimating it Pardede, Timbul; Santoso, Agus; Diki, Diki; Retnawati, Heri; Rafi, Ibnu; Apino, Ezi; Rosyada, Munaya Nikma
REID (Research and Evaluation in Education) Vol. 9 No. 1 (2023)
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.v9i1.63230

Three popular models are used to describe the characteristics of the test items and estimate the ability of examinees under the dichotomous IRT model, namely the one-, two-, and three-parameter logistic models. The three-item parameters are discriminating power, difficulty, and pseudo-guessing. In the development of the dichotomous IRT model, carelessness or upper asymptote parameter was proposed, which forms a four-parameter logistic (4PL) model to accommodate a condition where a high-ability examinee gives an incorrect response to a test item when he/she should be able to respond to the test item correctly. However, the carelessness parameter and the 4PL model have not been widely accepted and used due to several factors, and people's understanding of that parameter and strategies for estimating it is still inadequate. Therefore, this study aims to shed light on ideas underlying the 4PL model, the meaning of the carelessness parameter, and strategies used to estimate that parameter based on the extant literature. The focus of this study was then extended to demonstrating practical examples of estimating item and person parameters using the 4PL model using empirical data on responses of 1,000 students from the Indonesia Open University (Universitas Terbuka) on 21 of 30 multiple-choice items on the Business English test, a paper-and-pencil test. We mainly analyzed empirical data using the "˜mirt' package in RStudio. We present the analysis results coherently so that IRT users would have a sufficient understanding of the 4PL model and the carelessness parameter, and they can estimate item and person parameters under the 4PL model.

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Contact Name
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Contact Email
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Phone
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Journal Mail Official
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Editorial Address
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Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA