Indonesian Journal of Educational Assesment
Indonesian Journal of Educational Assessment (hence IJEA) is a national journal providing authoritative source of scientific articles for researchers in academia, research institutions, government agencies, industries, and others. We publish original research papers, review articles, and case studies focused on educational assessment and evaluation, policy and management on assessment, ICT in assessment, as well as related topics. All papers are peer-reviewed by at least two referees. IJEA is published and imprinted by the Center for Assessment and Learning (PUSMENJAR), Agency of Research and Development, Ministry of Education and Culture. IJEA is managed to be issued twice (June and December) in every volume.
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<![CDATA[Back Cover IJEA Journal ]]>
<![CDATA[ijea, jurnal]]>
<![CDATA[ Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA ]]>
Publisher : <![CDATA[Pusat Asesmen dan Pembelajaran ]]>
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<![CDATA[Kemampuan Literasi Membaca Siswa Indonesia (Berdasarkan hasil UN dan PISA) ]]>
<![CDATA[Liestari, Suci Paramitha]]>;
<![CDATA[Muhardis, NFN]]>
<![CDATA[ Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA ]]>
Publisher : <![CDATA[Pusat Asesmen dan Pembelajaran ]]>
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DOI: 10.26499/ijea.v3i1.53
<![CDATA[National Literacy Movement (GLN) in Permendikbud No. 23/2015 requires Indonesian students to master at least six basic literacies. One of them is literacy. This literacy is the initial literacy that must be mastered because it includes functional literacy that is useful in everyday life. This literacy is not only how a people is free from illiteracy, but also has the life skills to be able to compete globally. This year is the fifth year since the program was launched. Ideally, a change in literacy ability can be seen in students. National Examinations, especially Indonesian Language test, can be used as a benchmark for these achievements. This test requires students to be able to answer problems related to reading and writing (literature and non-literature). Remarkably, for three consecutive years, the results of the Indonesian Language National Examination, especially at the Junior High School level, were ranked highest compared to other subjects. In general, students' literacy reading ability is in the ability to access and retrieve information in simple texts (150 to 200 words). They are able to determine the main sentence / main idea of a paragraph, determine the main character, and determine the background evidence of place / time / situation in the text. This is comparable to the 2018 PISA study, that is, the literacy ability of Indonesian students reading is at the level of detecting and handling conflict and representing information literally in the form of uncomplicated questions. Unfortunately, there are some abilities that students have not mastered based on the results of the two tests. In this paper these matters are discussed more deeply with the aim of becoming an enrichment material for teachers in schools to further enhance students' literacy reading skills.]]>
<![CDATA[Daya Serap Materi Pelajaran dan Reliabilitas Tes Matematika Bentuk Soal Uraian ]]>
<![CDATA[Fahmi, NFN]]>
<![CDATA[ Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA ]]>
Publisher : <![CDATA[Pusat Asesmen dan Pembelajaran ]]>
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DOI: 10.26499/ijea.v3i1.58
<![CDATA[This study aims to determine the proportion correct of mathematics subject matter and compare the reliability of essay tests that are scored with 3 different rubric models. The method used in this research is an experiment using design treatments by subjects, an experiment using one group (one group experiment) which is also an experimental group and a control group in different experimental periods. Schools that were sampled were 6 public and private junior high schools and students were sampled as many as 452 students. The research sample was determined by two-stage stratified random sampling. The objects in this study consisted of 22 essay questions in Mathematics for junior high school compiled from the same test specifications. Scoring uses 3 scoring rubrics models, namely scoring rubric Model 1 (0,1), Model 2 (0,1,2), and Model 3 (keywords). The results obtained from this study indicate the reliability of the mathematical essay test on the scoring rubric of model 1 is 0.6859, model 2 is 0.7025, and model 3 is 0.6986. Test reliability of the three scoring rubrics is high or reliable. Students' competence in completing mathematical essay questions is still low, which is under 50%. Only mathematical essay questions calculate volume at the cognitive level of knowledge and understanding above 70%. Student competencies in solving questions that measure reasoning is an average of 12.20%. In other words, the proportion correct of subject matter in two-dimentional figure and space less than 50%, this shows that students still do not understand the concept of the subject matter, especially the material of the central angular relationship, arc length, sector area, which can only be answered correctly by 17.58% of students.]]>
<![CDATA[Validasi Instrumen Social Provision Scale Pada Siswa Sekolah Menengah Atas: Studi dengan Penerapan Rasch Model ]]>
<![CDATA[Deviana, Tina]]>;
<![CDATA[Hayat, Bahrul]]>;
<![CDATA[Suryadi, Bambang]]>
<![CDATA[ Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA ]]>
Publisher : <![CDATA[Pusat Asesmen dan Pembelajaran ]]>
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DOI: 10.26499/ijea.v3i1.54
<![CDATA[The condition of Indonesia is currently being faced by the corona virus (COVID-19) pandemic 2019. The importance of solutions related to the existence of the role of teachers or educators to provide references such as social support to students in learning and teaching activities from home, this study conducted to provide research tools or instruments that can be used by educators or researchers by testing the validity of a social support construct (Social Provision Scale) measuring instrument using the Rasch Model. Although much has been done to test the validity of the Social Provision Scale, no one has examined it by involving social support in the context of Education. Likewise, the majority of research on social support uses confirmatory factor analysis, and no one has used the Rasch Model in validating the Social Provision Scale instrument, especially in Indonesia. The data used are secondary data from Putra of 326 people in SMA Negeri 29 South Jakarta using cluster sampling. The results of the application of the Rasch Rating Scale model show that the psychometric characteristics of the Social Provision Scale are very good and precise, as well as the compatibility of the items to the model. Implications and suggestions for future research are also discussed.]]>
<![CDATA[Best Practices Pendidikan Karakter Pada Sekolah Unggulan di Bandung ]]>
<![CDATA[Prakoso, Bagus Hary]]>;
<![CDATA[Ramdani, Zulmi]]>;
<![CDATA[Rahmah, Bilqisthi]]>
<![CDATA[ Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA ]]>
Publisher : <![CDATA[Pusat Asesmen dan Pembelajaran ]]>
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DOI: 10.26499/ijea.v3i1.61
<![CDATA[Character education is an inseparable part of the program of strengthening and improving the quality of education in various aspects of life. Character education is manifested in a variety of activities and conditions that allow each school to be able to optimize the cognitive abilities of children in addition to strengthening their morals and character as a whole. Each school has advantages and good mechanisms that support the implementation of the character education program the study was conducted to explore and obtain a picture of best practices carried out by leading schools implementing the character education strengthening program (PPK). Qualitative research with a collective case study design is used in this study. There are 3 excellent schools that become research locus with 18 respondents who involved as research participants selected using purposive sampling. Exploration was implemented using the interview method, focus group discussion, and direct observation. The results showed that the implementation of character education conducted at the three schools was very effective because it was supported by various policies, concrete actions, and the consistency and seriousness of the school in supporting the program. The best practices that might be used as a model by other schools include praying together, conducting joint worship routines, rotating cults, conducting environmental love programs, literacy, and cultural love programs]]>
<![CDATA[Analisis Rasch terhadap Instrumen General Selfefficacy Scale-12 Versi Bahasa Indonesia: Studi Komparasi Rating Scale Model (RSM) dan Partial Credit Model (PCM) ]]>
<![CDATA[Putra, Muhammad Dwirifqi Kharisma]]>;
<![CDATA[Retnawati, Heri]]>
<![CDATA[ Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA ]]>
Publisher : <![CDATA[Pusat Asesmen dan Pembelajaran ]]>
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DOI: 10.26499/ijea.v3i1.55
<![CDATA[Self-efficacy is one of the most researched topics in education and psychology, which grounded within social cognitive theory. Various instruments are available that can be used to measure general self-efficacy. As a foundational instrument in the measurement of general self-efficacy, the study investigated the psychometric properties of the General Self-Efficacy Scale-12 (GSES-12). Although the instrument has been adapted into Bahasa, the contribution of the Rasch measurement model in validating this instrument has never done before. By utilizing various advantages of the Rasch model, the polytomous Rasch model (RSM and PCM) were used. The data used in this study are secondary data from previous research. The sample consisted of 303 students (132 male, 171 female) with an age range 18 - 22 years old (mean age = 19.56, SD = 1.20). The results of Rasch's analysis show that the psychometric characteristics of GSES-12 are adequate. The data fit to the Partial Credit Model compared to Rating Scale Model. All assumptions in applying the Rasch model are fulfilled, and also the item fit to the model. Implications and suggestions for future research are also discussed.]]>
<![CDATA[Front Cover IJEA Journal ]]>
<![CDATA[ijea, jurnal]]>
<![CDATA[ Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA ]]>
Publisher : <![CDATA[Pusat Asesmen dan Pembelajaran ]]>
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<![CDATA[Students' Perception of Teacher Guidance on Reading Learning Based on Results of PISA 2018 ]]>
<![CDATA[Safari, NFN]]>
<![CDATA[ Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA ]]>
Publisher : <![CDATA[Pusat Asesmen dan Pembelajaran ]]>
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DOI: 10.26499/ijea.v3i1.56
<![CDATA[The main purpose of this study is to answer the following question; is there any difference between international students' perceptions of teacher guide on learning to read to meet real-life challenges whose country position is above and below the 2018 average Program for International Student Assessment (PISA) score? The data in this study taken from PISA 2018 data that has been released to the public and has been permitted for research and development purposes. The population of this study was 15-year-old students (SMP) throughout the world who were studying in 2018, while the sample was 15-year-old students. PISA test participants was spread in 80 countries. The sample was students who participated in the 2018 PISA test. The data in this study were taken from the students’ test scores and questionnaires that were answered by 612.004 students from 80 countries. Based on the results of the analysis of variants of one path obtained the following results; there is a statistically significant difference (p<0,000) between students’ perceptions of countries below and above the PISA average on the following issues; (1) teacher feedback, (2) improvement of material, and (3) performance improvement in reading, learning to meet real life challenges where the country's position is above and below the average score average PISA 2018, (Sig. 0,000). The conclusion indicates that teachers in countries above the PISA average often provide feedback and provide improved reading material to their students compared to teachers in countries below the PISA average. Teachers in countries below the PISA average provide feedback for performance improvement more often than to teachers in countries above the PISA average. Because the learning dependence of students in countries above the PISA average is higher than students in countries below the PISA average, the frequency of feedback is considered unnecessary.  ]]>
<![CDATA[Preface IJEA Journal ]]>
<![CDATA[ijea, jurnal]]>
<![CDATA[ Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA ]]>
Publisher : <![CDATA[Pusat Asesmen dan Pembelajaran ]]>
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<![CDATA[Does Internet Usage Frequency Give Impact to Student’s Academic Performance? ]]>
<![CDATA[Cahyo, Septian Dwi]]>;
<![CDATA[Al Fariz, Arif Budiman]]>;
<![CDATA[Lestari, Citra Ayu]]>
<![CDATA[ Indonesian Journal of Educational Assessment Vol 3, No 1 (2020): IJEA ]]>
Publisher : <![CDATA[Pusat Asesmen dan Pembelajaran ]]>
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DOI: 10.26499/ijea.v3i1.57
<![CDATA[In the last decade, the development of technology has been growing rapidly. Internet—as a part of technology—became one of the very important things for many people. The usage of internet had been increasing in the last few years. It happened to people with various backgrounds and ages around the world. There is an interesting phenomenon that nowadays internet usage behavior is not only happened to adult but also happened to student at school. Some studies have found that internet usage had negative effect on student’s academic performance. But another study emphasized that positive internet usage behavior gave significant effect on academic outcome. In this study, we distinguish internet usage behavior into two categories, viz. general internet user and professional internet user. General internet user refers to internet usage behavior that focus on communication and entertaining purposes. Otherwise, professional internet user refers to productive activities in using internet like searching for information and doing some works that are relevant to assist finishing academic’s tasks. This study aims to find the influence of internet usage—general and professional—on student’s academic performance in Indonesia. Internet usage behavior measured by 2019 Student’s National Examination Survey from Center for Educational Assessment Indonesia. While, student’s academic performance represented by 2019 Indonesian National Examination Score. In addition, studies found that student’s socio-economic status (SES) had influence on their pattern of internet use. Then, this study determined SES as control variable in order to find comprehensive explanation about impact of internet usage on student’s academic outcome.]]>
