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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 173 Documents
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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, and it was completed by 107 students of the English Education Study Program at Bengkulu University regarding their perception 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.

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