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Psychology, Evaluation, and Technology in Educational Research
Published by Research and Social Study Institute
ISSN : -     EISSN : 26225506     DOI : -
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences
Psychology, Evaluation, and Technology in Educational Research is a peer reviewed open-access journal which publishes educational research articles in psychology, evaluation, and technology. Every submitted manuscript will be reviewed by at least two peer-reviewers using double blind review method.
Arjuna Subject : -
Articles 133 Documents
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Finding a mathematical disposition instrument of junior high school students in Indonesia Rosid Bahar; Hidayat, Opik; Syadiah, Ainun Nurul; Sutardi, Budi
Psychology, Evaluation, and Technology in Educational Research Vol. 5 No. 2 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v5i2.145

Abstract

The study aimed to find an instrument for measuring the mathematical disposition of junior high school students in Indonesia. The research type was research and development, which is used to develop instruments of students' mathematical disposition. Data were collected from 384 respondents, who filled out a questionnaire with a total of 7 indicators and 25 statement items. 384 responses were divided into two criteria, stage 1 and stage 2, with each test having 197 respondents. Stage 1 analysis used the Exploratory Factor Analysis (EFA) approach, while stage 2 used the Confirmatory Factor Analysis (CFA) approach. Stage 1 obtained validation of 23 items with a loading factor of more than 0.4, consisting of 1 invalid item and 1 item was not meet expectations. The results of the CFA analysis have proven that 23 items were valid with a loading factor of more than 0.4. The reliability coefficient was 0.59, with an SEM value of 3.98. In sum, this instrument has 23 statements that have fulfilled the validity and reliability of the instrument and were feasible to use.
Project-based learning in improving scientific literacy: Systematic literature review Hudha, Muhammad Nur; Fajriyah, Mujtahidatul Ilmi; Rosyidah, Firda Ulya Nur; Ayu, Hena Dian
Psychology, Evaluation, and Technology in Educational Research Vol. 5 No. 2 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v5i2.157

Abstract

Scientific literacy is a necessary competency for students in the 21st century. The low level of scientific literacy among students in Indonesia can be attributed to a number of factors, including the learning model used. Several studies indicate that project-based learning can enhance students' scientific literacy. The objective of this study is to present the findings of a literature review on project-based learning for increasing scientific literacy. The method employed was a systematic literature review. This study collected data from 2012 to 2022 based on a prism-shaped data extraction procedure diagram with specific criteria. According to the findings of this study, the project-based learning model can enhance scientific literacy in multiple fields of science, including physics, chemistry, biology, science, epidemiology, and environmental projects. Project-based learning is consistent with interdisciplinary learning because it naturally incorporates a variety of academic skills, such as reading, writing, and calculation, which can directly contribute to the development of conceptual understanding through the incorporation of other disciplines. Thus, the use of PjBL can improve students' scientific literacy.
Instrument construct of student's discipline attitude: Validity and reliability Prihatni, Yuli; Pardimin, Pardimin; Anggasari, Novia Dewi
Psychology, Evaluation, and Technology in Educational Research Vol. 5 No. 2 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v5i2.162

Abstract

This study aimed to determine how the teacher's assessment of student discipline attitudes has been done all this time. Knowing how to develop an instrument for assessing students 'disciplinary attitudes that is standard and feasible to use, including: (a) what indicators are appropriate to measure students' disciplinary attitudes. (b) how to develop indicators for assessing disciplinary attitudes into questionnaire items. (c) determine the validity and reliability of the student's disciplinary attitude assessment instrument. In the end, to find out the degree of discipline of senior high school students. This research is a research and development. The subjects in this study were 312 class XI students of SMA Negeri 1 Karangdowo. Data collection was carried out by distributing questionnaires. The data analysis used included Exploratory Factor Analysis, reliability analysis using Cronbach's Alpha, and descriptive analysis. The result showed (1) the assessment of disciplinary attitudes by the teacher had not used valid and reliable instruments. (2) the results of the development of the instrument obtain indicators of discipline attitude, which are divided into 3, namely: obeying the general rules of schools outside the teaching and learning activities, obeying the rules of teaching and learning, and attendance in class, and obeying the rules of the learning task. The construct validity test of 50 items was declared valid with a Cronbach's Alpha value of 0.898, which was divided into 15 factors. (3) the tendency of discipline attitude of class XI students of SMA Negeri 1 Karangdowo is in the medium category
RETRACTED: Meta-analysis study: The effect of the independent curriculum integrated project-based learning model on student learning outcomes in natural science materials Suharyat, Yayat; Desy, Desy; Santosa, Tomi Apra; Sofianora, Aulia; Manahor, Anwar
Psychology, Evaluation, and Technology in Educational Research Vol. 5 No. 2 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v5i2.164

Abstract

RETRACTED: Following rigorous and careful concerns and consideration in the review of the article published in Psychology, Evaluation, and Technology in Educational Research entitled “Meta-analysis study: The effect of the independent curriculum integrated project-based learning model on student learning outcomes in natural science materials” Vol 5, No 2, pp. 54-65, April 2023, DOI: http://dx.doi.org/10.33292/petier.v5i2.164. This paper has been found to violate the principles of Psychology, Evaluation, and Technology in Educational Research Publication and has been retracted. The article has contained redundant material, and throughout a careful examination, the editor has found that the paper has also been published in LITERACY : International Scientific Journals of Social, Education, Humanities, Vol. 2, No. 1, pp. 19-33, 2023, DOI: https://doi.org/10.56910/literacy.v2i1.408. The document and its content have been removed from Psychology, Evaluation, and Technology in Educational Research, and reasonable effort should be made to remove all references to this article.
The effect of flipped classroom based on team games tournament on mathematics problem-solving ability Dianty, Robbyah Muhyi; Yurniwati, Yurniwati; Lestari, Ika; Manahor, Anwar
Psychology, Evaluation, and Technology in Educational Research Vol. 5 No. 2 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v5i2.170

Abstract

The study aimed to determine the effect of flipped classroom modified Teams Games Tournament (TGT) on mathematics problem-solving skills in terms of self-regulated learning in students. This research is a type of quantitative research with the quasi-experimental method. The population in this study came from Krunjo State Elementary School, Tangerang Regency. The research sample came from two classes, namely class III A (experimental class) and class III B (control class), totaling 46 students. The sampling technique was cluster sampling. Data analysis is quantitative statistical analysis with the Two Way Anova test with the help of the JAMOVI application. The results of this study showed: 1) there is an effect of flipped classroom learning modified Team Games Tournament (TGT) on students' math problem-solving can be seen from the results of Two Way Anova p-value < α, namely the value of 0. 006 < 0.05; 2) There is a significant interaction between students who learn with flipped classroom modified Team Games Tournament (TGT) on students' mathematical problem-solving ability can be seen from the p-value < α, namely the value of 0.045 < 0.05. 3) There is a difference between students who learn with flipped classroom modified Team Games Tournament (TGT) in terms of high self-regulated learning can be seen from the value of p- tukey> α or 0. 023 < 0.05.
E-learning and higher order thinking: Impact of STEM-based approach Rahman, Abdul; Suharyat, Yayat; Santosa, Tomi Apra; Abdullah, Efendi; Rizal, Pahmi
Psychology, Evaluation, and Technology in Educational Research Vol. 6 No. 1 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v6i1.173

Abstract

Please Many studies have described meta-analysis on the overall effect of e-learning influence in learning. However, there has been no meta-analysis of the overall effect of STEM-based e-learning on Higher Order Thinking Skills (HOTS). The purpose of this study investigates the effect of STEM-based e-learning on students' critical thinking skills in Indonesia. This type of research is a Systematic Literature Review (SL) and meta-analysis. Data sources came from 12 national and international journals published in 2018-2023. The process of searching for data sources through Google Scholar, ScienceDirect, Wiley, Eric, and Springer. Data analysis used the Hedge formula to calculate effect size with the help of the JSAP application. The findings show that the effect size value (ES = 0.84) is very high. This explains that STEM-based e-learning provides a very high positive impact and is effective in improving students' Higher Order Thinking Skills (HOTS). Furthermore, HOTS characteristics do not cause heterogeneity in the results of STEM-based e-learning research on students' Higher Order Thinking Skills. The findings suggest that educators should choose STEM-based e-learning as one of the learning models to improve students' Higher Order Thinking skills in Indonesia
The impact of classroom context on learners’ achievement in the post-basic school English curriculum in Burundi Irambona, Alfred; Syomwene, Anne
Psychology, Evaluation, and Technology in Educational Research Vol. 6 No. 1 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v6i1.177

Abstract

In Burundi, the academic performance in English for post-basic school leavers is wanting. Many researchers attribute poor academic achievement to the quality of teaching but fail to investigate the role the classroom context plays in learners’ academic achievement. This paper is a report of part of a study undertaken in 2023 on evaluating the instructional influences of the post-basic school English curriculum for learners’ achievement in Burundi.  The paper specifically reports on the impact of classroom context on learners’ achievement in Burundi's post-basic school English curriculum.  The study used a convergent mixed methods design and was guided by Communicative Language Teaching and Social Learning theories. For data collection, learners’ questionnaires, teachers’ interviews, and classroom observations were used. The research participants were sixteen teachers of English and three hundred and thirty post-basic school learners in the second and third years of the languages section in the Bujumbura Municipality. The research participants were selected through stratified and simple random sampling techniques. Data was analysed using descriptive and thematic analyses. The study revealed that teachers provided a welcoming learning atmosphere in their respective classrooms and promoted peer assistance. It was also established that teachers motivated learners to speak English differently, enhancing the learning process. It was revealed that teachers inspired learners in matters of using the English language (mean = 4.29, SD =.883). Moreover, the results showed that the classroom surroundings were generally perceived as noisy (mean = 2.95, SD = 1.327), and most of the classes were overcrowded (mean = 2.81, SD = 1.360). The study established that the classroom learning context greatly influenced learners' academic achievement (mean = 3.405, SD =.5030). The study recommended that the government should improve the classroom context for learners’ optimal academic performance in English.
Mathematical communication skills in the context of linear equations: A study on students' proficiency and self-esteem Kuncoro, Krida Singgih; Kusumaningrum, Betty; Agustito, Denik; Meirani, Fajar; Lestari, Ega Sri
Psychology, Evaluation, and Technology in Educational Research Vol. 6 No. 1 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v6i1.178

Abstract

This research aimed to analyze the mathematical communication skills of eighth-grade students in junior high school regarding the topic of linear equations. The population of this study consisted of eighth-grade students in one of the schools in Yogyakarta. Prior to selecting the subjects, a self-esteem questionnaire was administered, and then 6 students were randomly chosen, with 3 students having high self-esteem and 3 students having medium self-esteem. The selected students were then given a written test on mathematical communication skills and an interview. The data collected for this study included the results of the written test and the interviews. Based on the data analysis conducted, it was found that among the six selected students, SP1 was able to answer the questions using written text, drawing, and mathematical expressions, but their communication of the answers was not accurate. SP2 exhibited higher mathematical communication skills compared to the other subjects. SP3 had low mathematical communication skills, SP4 had moderate communication skills, SP5 had low mathematical communication skills, and SP6 could be considered to have moderate communication skills. Therefore, it is expected that teachers can provide students with the freedom to solve problems according to their own understanding and ideas.
Empowering special students: Attitudes towards English for communication using "I-Pick" methods Ahmad, Norizan Saed; Husin, Norshidah Abu; Mustaffa, Fatimah binti
Psychology, Evaluation, and Technology in Educational Research Vol. 6 No. 1 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v6i1.179

Abstract

The aim of this study was to identify the attitude of students with special educational needs (MBPK) towards learning based on the I-pick method in English for Communication.  Pictorial Illustration (I-pick) is an innovative teaching method used in this study to improve English vocabulary proficiency among students with special educational needs (MBPK). This study uses the quantitative form of the survey method using questionnaires as an instrument of study. The data was analyzed on a descriptive basis, and the t-test test was used to strengthen the study data. Samples are intended to be used in this study. A total of six MBPK slow learner categories who attended the KSSMPK Form 1 class at SMK Jalan Paya Besar were selected as respondents. The findings showed that MBPK's attitude in the implementation of I-pick-based learning is positive (mean=4). 02, S.D.= 0. 909). This proves that the I-pick method has successfully increased MBPK's interest in learning English for Communication better. Finally, it can be concluded that a positive attitude towards English for Communication learning based on I-pick increased interest and improved English language ability among MBPK. 
Verbalizer-visualizer preferences of engineering students: Validity and reliability Kurniawan, Citra; Setyosari, Punaji; Kamdi, Waras; Ulfa, Saida
Psychology, Evaluation, and Technology in Educational Research Vol. 6 No. 1 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v6i1.181

Abstract

Learning content has several forms of presentation, both visual and verbal, but students have different characteristics in processing information depending on their learning preferences. Some students have difficulty processing information without knowing what to do. This happens because students do not yet understand the characteristics of their learning styles. This research aims to study the VVQ instrument used by engineering students by measuring the validity and reliability of the VVQ instrument used. This research uses a statistical quantitative method approach to measure the validity and reliability of the instrument. The instrument development process goes through three stages: analysis and formulation of a literature review, development of the VVQ instrument, and measurement of the validity and reliability of the VVQ instrument. Development of question items based on pre-arranged and customized content categories. The development of VVQ in this study shows the validity value of rcount > rtable, rcount > 0.1966 for each item, and the Person Moment (rxy) correlation is moderate (0.40 < rxy < 0.60) and high (0.60 < rxy < 0.80 ). This research instrument is reliable because the data shows Cronbach's Alpha value rcount > rtable; 0.817 > 0.6319, and the difficulty level is proportional (medium and high). The VVQ instrument achieves validity and reliability based on the analysis items that have been measured. The implications of this research have a significant impact on adjusting learning content to be more personalized based on student learning preferences.

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