cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
REiD (Research and Evaluation in Education)
Published by Universitas Negeri Yogyakarta
ISSN : -     EISSN : 24606995     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 176 Documents
 13   14   15   16   17 
Strategies for creating inclusive learning for learners experiencing barriers to learning Nzuza, Zakhele Dennis
REID (Research and Evaluation in Education) Vol. 9 No. 2 (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.v9i2.64913

Abstract

Inclusive learning compels all public schools to accommodate all learners and imple­ment curricula that meet their needs. This study explored strategies for creating inclu­sive learning for learners who experience barriers to learning. Most of the literature on inclusive learning in schools has discussed the tension between theoretical approaches and the practical achievements of inclusive learning during teaching and learning. Furthermore, the local literature has demonstrated that educators try to modify and differentiate the existing curriculum with no tangible results for learners experiencing barriers to learning and not comprehending the content of the curriculum. This gene­ric interpretive qualitative case study was conducted in the uMgungundlovu District (KwaZulu-Natal Province, South Africa), using semi-structured interviews with four teachers selected from four primary schools. Observations were conducted during tea­ching and learning, and documents were reviewed. The themes were derived and used through thematic data analysis to yield the study findings and draw conclusions. The study results indicated a shift toward inclusive learning, whereby learners experiencing barriers to learning can learn and better comprehend the curriculum's content through role-play, constructing objects, and drawing. Therefore, learners experiencing barriers to learning felt part of the teaching and learning process and could transform their contextual affordance into actions, which sheds light on their education journey.
Revealing the characteristics of Indonesian language test used in the national-standardized school examinations Ulwatunnisa, Marwah; Retnawati, Heri; Muhardis, Muhardis; Yusron, Eri
REID (Research and Evaluation in Education) Vol. 9 No. 2 (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.v9i2.31999

Abstract

This study aimed to determine the characteristics of Indonesian language test used in the national standardized school examinations (Ujian Sekolah Berstandar Nasional, USBN). We used the response data of 218 students from a public senior high school in the Special Region of Yogyakarta, Indonesia, to the test consisting of two packages, A and B, in the 2018/2019 academic year to investigate the characteristics of the test and its items. Quantitative analysis using classical test theory (CTT) and one-parameter logistic item response theory (1-PL IRT) model was conducted to investigate the characteristics of the test and its items based on difficulty and discriminating power. The results of the study under the CTT showed that most test items in both package A and package B have difficulty in the easy category and the portion of items in the difficult category is no more than 10%. In addition, while the majority of test items in both test packages demonstrated good discriminating power, package B contained a high number of items with poor discriminating power (47.5%). Under 1-PL IRT, our study results indicated the dominance of items with difficulty level in the moderate category in both test packages. In addition to revealing the difficulty level of the test items, our study showed that the items in the difficult category under CTT and IRT were related to the topics of types of conjunction; spelling, grammar, and sentence structure; job application letter; and observation report text and its structure. The results of this study are expected to contribute to improving the quality of the Indonesian language test and the quality of learning on topics where students have difficulty based on test items in the difficult category.
Constructing and providing content validity evidence through the Aiken's V index based on the experts' judgments of the instrument to measure mathematical problem-solving skills Kania, Nia; Kusumah, Yaya S.; Dahlan, Jarnawi Afgani; Nurlaelah, Elah; Gí¼rbí¼z, Ferit; Bonyah, Ebenezer
REID (Research and Evaluation in Education) Vol. 10 No. 1 (2024)
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.v10i1.71032

Abstract

Test content-based proof of validity is a type of evidence that supports the validity of a measuring instrument. This research aims to develop a mathematical problem-solving assessment instrument utilizing five experts. This study is classified as developmental research and follows a research design that includes two separate stages: the preliminary design stage and the prototype stage. However, its application is restricted to Prototype 1 and Prototype 2, specifically for expert evaluation. This instrument was designed explicitly for grade VIII students studying mathematics, covering all the topics from the odd semesters. The analysis progressed through three distinct stages "” curriculum analysis, content analysis, and context analysis "” each contributing to a comprehensive understanding of instructional resources. The study sought to narrow the gap between theoretical knowledge and practical application in mathematics education by incorporating real-world context. Surveys have revealed difficulties in answering mathematical problems, highlighting the need to address gaps in learning to improve competency. The careful and thorough construction of test instruments, considering factors such as validity, established the foundation for creating accurate assessment tools. The content validity assessment by the expert panel, with scores ranging from 0.817 to 0.884 based on the V-Aiken category, confirms that the instrument is vital in assessing students' mathematical problem -solving skills, and the implementation of this study yielded many valuable insights for educators and academics. This study helps improve mathematics education resources and evaluations to promote mathematical thinking.
The development of measurement instruments of Sharia students' perceptions about Khilafah Subando, Joko; Wibowo, Muhammad Kurniawan Budi; Farkhani, Farkhani
REID (Research and Evaluation in Education) Vol. 9 No. 2 (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.v9i2.63966

Abstract

This study aims to develop an instrument to measure Sharia students' perception of the Khilafah. The research applied the ADDIE development research approach. The activity began with reviewing Taqiyuddin An-Nabhani's books and articles about Khilafah to get the instrument construct (analysis). The next stage was to compile the grid and assemble the instrument items (design). The items of the assembled instrument were then assessed by 11 experts (development). The validated Instruments were then carried out with limi­ted and expanded trials. The limited trial was conducted on 26 students at Universitas Islam Negeri (UIN) Salatiga, and the expanded trial was conducted on 227 Sharia stu­dents from Institut Islam Mamba'ul "˜Ulum (IIM) Surakarta, UIN Raden Mas Said, and UIN Salatiga. The experimental data were analyzed with CFA. The results indicate that the instrument construct consisted of seven aspects of measurement encompassing the essence, the function, the establishment, the power and sovereignty, the form of state and government, the Khilafah government system, and the constitution for non-Muslims. The measurement model meets eight model fit criteria, including AGFI = 0.84 (> 0.8), chi-square/df = 1.459 (< 2), RMR = 0.054 (≤ 0.1), SRMR = 0.056 (≤ 0.1), RMSEA = 0.045 (< 0.08), NFI = 0.95 (≥ 0.9), NNFI = 0.98 (≥ 0.9), CFI = 0.98 (≥ 0.9), IFI = 0.98 (≥ 0.9). The instrument also has a good guarantee of validity and reliability. This is indicated by the loading factor value of each indicator above 0.4 and the composite reliability value of 0.95 (> 0.7) so that the instrument can be used for further measure­ments.
Number sense profile of prospective elementary school teachers in blended Mathematics learning Novitasari, Welly; Herwin, Herwin; Supartinah, Supartinah; Wulandari, Putri; Budiharti, Budiharti
REID (Research and Evaluation in Education) Vol. 10 No. 1 (2024)
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.v10i1.51394

Abstract

Number sense is a skill that contributes significantly to learning mathematics. However, number sense is often positioned as a fundamental skill whose development is more focused on children. The contribution of number sense in mathematics is even more apparent at higher levels of education. Ironically, number sense seems ignored and has become a rarely studied topic in higher education. Thus, the student's number sense ability profile seems buried with various problems. This study aims to reveal the profile of prospective elementary school teachers' number sense abilities and the factors causing their failure in solving math problems during the implementation of blended learning. This study uses a qualitative approach with 37 prospective elementary school teachers as research subjects. The observation of the test and lecture activities is the data collection method. The results showed that the prospective elementary school teachers' number sense ability was still relatively low. Based on the components, the order of number sense abilities is from the highest, namely: (1) knowledge and number facilities with the achievement of 14.41%; (2) knowledge and facilities for number operations with the achievement of 8.12%; and (3) knowledge and facilities of numbers and operations for computing settings with an achievement of 1.8%. The low number sense ability is caused by the habit of solving problems procedurally and the failure to solve problems due to misconceptions, not understanding concepts, inaccuracy, inability to understand questions, and difficulty representing fractions. Various factors causing the failure arose due to the limitations of implementing blended learning.
Understanding barriers to optimal supervision and delivery of the National Certificate (vocational) curriculum through TVET college lecturers' reflective evaluations Williams, Angelona Rewhydah; Prins, Karel; Nkambule, Bongani Innocent; Ngubane, Sindile Amina
REID (Research and Evaluation in Education) Vol. 10 No. 1 (2024)
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.v10i1.72274

Abstract

Propounded by reflective theory, this qualitative case study drew on TVET lecturers' reflective evaluations of factors that they considered to have a bearing on optimal supervision and delivery of the National Certificate (Vocational) curriculum. Data were collected from participants across three campuses of a TVET college in the Eastern Cape Province, South Africa. Twelve lecturers of different seniority were purposively sampled and interviewed in two focus group sessions. The first focus session involved six participants: four post-level 2 and two post-level 3 personnel recognized by the South African Council for Educators (SACE) as "office -based lecturers" and classified within the middle management echelon of curriculum management and supervision. The second focus group session entailed six post-level 1 personnel (recognized by SACE as "classroom-based lecturers"). The findings problematized (1) the Department of Higher Education and Training's failure to monitor and evaluate curriculum delivery processes; (2) a lack of comprehensive professional development opportunities for classroom-based lecturers; (3) poor coordination of work-integrated learning (WIL) programs and processes; (4) curriculum supervisors' limited time for classroom visits due to heavy administrative workload; (5) the absence of communities of practice for knowledge sharing purposes among lecturers; (6) students' language barriers, which led to low pass rates; (7) shortage of qualified student support practitioners and onsite academic support programs; and (8) unreliable Internet connectivity and rigid access to technology infrastructure. The study recommends that the college leadership should address these challenges by applying all possible measures to optimize lecturers' curriculum supervision and delivery practices at the selected TVET college .
Evaluation of music learning during the COVID-19 pandemic in senior high schools Nugrahhu, Putra Andino
REID (Research and Evaluation in Education) Vol. 9 No. 2 (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.v9i2.64223

Abstract

The purpose of this study is to see the extent to which the implementation of teaching and learning activities for Cultural Arts subjects, especially in the field of Music Arts at high schools in Palangka Raya, was carried out during the COVID-19 pandemic. This research is evaluation research with a descriptive qualitative approach that uses a discre­pancy evaluation model that measures the gaps in the learning process. Data was collec­ted through observation, interview, and documentation techniques and validated using triangulation and source triangulation. The results of the study found that in the evalua­tion of input, music art learning consisting of curriculum components, lesson implemen­tation plans, teacher qualifications, and learning facilities has run well. However, teacher qualifications and learning facilities need to be reviewed so that they can be adjusted to the standards set by the government. In the evaluation of the music art learning process consisting of teacher performance, student attitudes, class climate, and student learning motivation is in a good category, where the teacher masters the learning material and can manage to learn well, thus creating a class climate, student attitudes, and student learning motivation are in a good category. Music learning outputs are evaluated by the minimum completeness standards set in each school. Music learning programs in schools can still run well, but there needs to be an adjustment of subject teachers' tea­ching qualifications not to produce outputs that deviate far from the main objectives of art education.
A psychometric evaluation of an item bank for an English reading comprehension tool using Rasch analysis Yim, Louis Wai Keung; Lye, Che Yee; Koh, Poh Wee
REID (Research and Evaluation in Education) Vol. 10 No. 1 (2024)
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.v10i1.65284

Abstract

This study reports the psychometric evaluation of an item bank for an Assessment for Learning (AfL) tool to assess primary school students' reading comprehension skills. A pool of 46 primary 1 to 6 reading passages and their accompanying 522 multiple choice and short answer items were developed based on the Progress in International Reading Literacy Study (PIRLS) assessment framework. They were field-tested at 27 schools in Singapore involving 9834 students aged between 7 and 13. Four main comprehension processes outlined in PIRLS were assessed: focusing on and retrieving explicitly stated information, making straightforward inferences, interpreting and integrating ideas and information, and evaluating and critiquing content and textual elements. Rasch analysis was employed to examine students' item response patterns for (1) model and item fit; (2) differential item functioning (DIF) about gender and test platform used; (3) local item dependence (LID) within and amongst reading passages; and (4) distractor issues about options within the multiple-choice-type items. Results showed that the data adequately fit the unidimensional Rasch model across all test levels with good internal consistency. Psycho metric issues found amongst items were primarily related to ill-functioning distractors and local dependence on items. Problematic items identified were reviewed and subsequently amended by a panel of assessment professionals for future recalibration. This psychometrically and theoretically sound item bank is envisaged to be valuable to developing comprehensive classroom AfL tools that provide information for the English reading comprehension instructional design in the Singaporean context.
Determinant factors affecting the research performance of lecturers receiving external funds Haryanto, Haryanto; Kholis, Nur; Hadi, Samsul; Apino, Ezi; Asriadi AM, Muh.; Trizkyana, Cerry Kartika
REID (Research and Evaluation in Education) Vol. 9 No. 2 (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.v9i2.68457

Abstract

Quality research can positively impact the development of science and technology and improve the reputation of universities. This study investigates the determinant factors that affect the research performance of lecturers who obtain external funding. The sample was 41 lecturers who obtained external research funds from various institutions (e.g., Directorate of Research, Technology and Community Service, Ministry of Education, Culture, Research and Technology of the Republic of Indonesia; National Research and Innovation Agency of the Republic of Indonesia; and similar institutions) for the last three years (2021 - 2023). Cluster analysis using secondary data (Science and Technology Index or SINTA data) was conducted to determine research performance clusters (high and low). Discriminant analysis was conducted to determine the determinant factors affecting research performance achievement based on the cluster analysis results. The results revealed that internal factors, including mastery of English and interest in the research topics offered, are determinant factors that affect the research performance of lecturers receiving external funding. In external factors, eight determinant factors affect research performance, namely: support for dissemination of research results in journals, support from research assistant staff, satisfaction with awards from the university, satisfaction with awards from outside the university, support for research matching funds from the university, training in writing research proposals, ease of obtaining research permits from agencies outside the university, and adequacy of facilities at the university. Universities need to consider these factors to encourage the improvement of the research performance of lecturers receiving external funding.
Differential Item Functioning of the region-based national examination equipment Setiawan, Adi; Kassymova, Gulzhaina Kuralbaevna; Mbazumutima, Vianney; Agustyani, Anggit Reviana Dewi
REID (Research and Evaluation in Education) Vol. 10 No. 1 (2024)
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.v10i1.73270

Abstract

This research aims to detect Differential Item Functioning (DIF) in the 2014/2015 National Examination Questions in mathematics of junior high schools and equivalent-level schools in the Yogyakarta region as a reference group and the South Kalimantan region as a focus group using the Likelihood Ratio Test (LRT) method, Area Measure Raju, and Lord. A sensitivity analysis was conducted to determine the most sensitive method. The data consisted of 5,465 National Examination papers of the students from the two regions who worked on type A questions. A sample of 1,000 exam papers for each region was established using the simple random sampling (SRS) technique, which was conducted to avoid the effect of sample size. The research results showed that by using the LRT method, the researchers found 36 items had significant DIF detection, 32 items were significant for Raju Area, and all items had significant DIF detection using Lord. Lord Method is the most sensitive method because it can detect most DIF items.

Page 15 of 18 | Total Record : 176

 13   14   15   16   17 

Filter by Year

2015 2025


Reset
Filter By Issues
All Issue Vol. 11 No. 2 (2025) Vol. 11 No. 1 (2025) Vol. 10 No. 2 (2024) Vol. 10 No. 1 (2024) Vol. 9 No. 2 (2023) Vol. 9 No. 1 (2023) Vol. 8 No. 2 (2022) Vol. 8 No. 1 (2022) Vol 7, No 2 (2021) Vol 7, No 1 (2021) Vol 6, No 2 (2020) Vol 6, No 1 (2020): June Vol 5, No 2 (2019): December Vol 5, No 1 (2019): June Vol 4, No 2 (2018): December Vol 4, No 1 (2018): June Vol 3, No 2 (2017): December Vol 3, No 1 (2017): June Vol 2, No 2 (2016): December Vol 2, No 1 (2016): June Vol 1, No 2 (2015): December Vol. 1 No. 1 (2015): June More Issue