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INDONESIA
Indonesian Journal of Educational Assesment
Published by Kementerian Pendidikan dan Kebudayaan
ISSN : 26552892     EISSN : 26848074     DOI : https://doi.org/10.26499/ijea.v2i2.30
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 56 Documents
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Implementation of Distance Learning and Assessment in Kindergarten in Emergency Circumtances Purnamasari, Nina; Heru, Anggraeni; Herawati, Fera
Indonesian Journal of Educational Assessment Vol 3, No 2 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v3i2.76

Abstract

This study aims to get a clearer picture of distance learning (DL) in kindergarten and its assessment, to provide recommendations for policy options related to DL in kindergarten to optimizing students' development and abilities in the emergency. This study was randomly sampling subjects, which are principals, teachers, and parents who had kindergarten-age children. The data collection was through interviews, documentation, and questionnaires deployed by Google form. The results of this study showed that the best format of DL in kindergarten is blended. The assessment for this blended learning that can be done both by teacher and parents are by using communication forum and checklist sheets. Policy options for DL in kindergarten are the use of package modules/books, home visits, activity sheets, television and radio, and the coordination of the government at central and regional administration, and education stakeholders. These policy options become necessary because of the quality of DL based on the knowledge and skills of the teacher/parents that corresponds to the child's developmental stage. DL in kindergarten is the fulfillment of education rights to children in any circumstances. This effort optimizing the children's development of abilities and potential as expected
The Effect of Global Awareness on Students' Reading Skill Based on Aksi Data Susetyo, Budi; Rachman, Nurul Aulia; Rahmawat, NFN
Indonesian Journal of Educational Assessment Vol 3, No 2 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v3i2.90

Abstract

The Indonesian Student Competency Assessment (Asesmen Kompetensi Siswa Indonesia-AKSI) is a national survey aims to monitor the quality of education system across provinces. The results of the AKSI are expected to provide inputs on policies to improve the quality of learning outcomes in particular and the quality of education in general. The objective of AKSI is to measure students’ cognitive abilities, which include science, mathematics and reading. In addition, AKSI also collects data through questionnaires, one of which is about Global Awareness. The purpose of this study was to analyze the influence of student gender, parent’s education level, interest studying other cultures, adaptability and communication, understanding of global problems, tolerance, environmental awareness and school quality on students’ reading literacy skill. The data used in this study are data from the 2019 AKSI survey of 15.738 grade IX students and school accreditation of 1.805 junior high schools in Indonesia. The results of parameter estimation and hypothesis testing using the multilevel regression model concluded that gender, father's education, adaptability and communication skills, understanding of global problems, tolerance of religious and cultural differences and school quality affect students’ reading ability.
Mathematics Make Students Confused and Anxious: a Comparisons Between Australia, Indonesia, and Singapore in The 2015 Timss Safari, NFN
Indonesian Journal of Educational Assessment Vol 3, No 2 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v3i2.74

Abstract

The main purpose of this study is to find out  the perceptions about Mathematics that confuse and anxious 2015 TIMSS participants in Australia, Indonesia, and Singapre. The data in this study is the 2015 TIMSS data that has been released to the public and has available  for development purpose research. The research method used is quantitative method. The population of this study is students' perceptions of Mathematics subject that confuse and worry students aged 15 years in three countries who are studying in 2015, while the sample is 15-year-old students’ perceptions  in these countries. The data in this study were in the form of questionnaires which were answered by 16599 students from these three countries. Based on the results of the analysis of variance, there is a significant difference (P <0,000) on students' perceptions about mathematics subject that confuse and worry students in these three countries (Sig. 0,000). The reliability of students' abilities is the same, Australia = 0.74, Indonesia = 0.75; and Singpura = 0.75. The conclusion is most students in these three countries stated "disagree a lot" about mathematics make students confuse and worry.
The Level of Persistence in Completing Tasks Based on The Student's Potential Safari, NFN
Indonesian Journal of Educational Assessment Vol 4, No 1 (2021): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v4i1.96

Abstract

The main purpose of this study is to find out whether there is a relationship between the level of persistence in completing assignments and students' self-potential. The design used in this study is quantitative research. The data in this study is taken from the 2020 Minimum Competency Assessment (AKM) test for SMA/SMK organized by the Center for Assessment and Learning (Pusmenjar) R&D, MOEC of Indonesia. The population of this study is the condition of the level of enjoyment of high school / vocational students who are studying with teachers at school in 2020, while the sample is the condition of the level of pleasure of senior high school/vocational students who were taking the 2020 AKM test. The data in this study is in the form of a questionnaire answered by 269.988 students from senior high school / vocational school participating in AKM 2020 (514 districts/districts in 34 provinces in Indonesia). Based on the results of simple regression analysis, the following results were obtained; statistically there is a positive relationship between the level of persistence in completing the task and self-potential (P<0.05) although the contribution is relatively small ( 0.14%). The reliability of the instrument is 1.00, higher than the reliability of the person (0.31). The conclusion is that there is a significant relationship between the level of persistence in completing assignments and students' self-potential (P<0.05).
IJEA, Volume 4 Nomor 1, Tahun 2021 and Preface, Cover
Indonesian Journal of Educational Assessment Vol 4, No 1 (2021): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

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Abstract

IJEA, Volume 4 Nomor 1, Tahun 2021
Critical Thinking Skills of Sundanese Language Education Students : a Rasch Model Analysis Marfu'i, Lucky Nindi Riandika; Nurihsan, Juntika; Nurhudaya, NFN; Damaianti, Vismaia Sabariah
Indonesian Journal of Educational Assessment Vol 4, No 1 (2021): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v4i1.102

Abstract

The discussion of critical thinking skills concerns several multidimensional things, some of them are individual’s decision making and problem solving skills. Critical thinking skills related to an individual's ability to understand some words or sentences. Students who had a high interpretation skill were likely to have a high critical thinking skill as well. Since some studies had proven that students with language background had a high critical thinking skill, this study was aimed to find whether students with Sundanese language background also had high critical thinking skills. Using quantitative approach, this study investigated the level of critical thinking skills of Sundanese Language Education students in a public University, in Bandung, West Java, Indonesia. The sample in this study was 38 students. This measurement of critical thinking skills uses a test instrument of adolescent critical thinking skills developed by researchers and has moderate reliability. This study used polytomous data, which score range of 0-3 on each item's answer. Based on the results of Scalogram, analyzed using RASCH model, the critical thinking skills of Sundanese Language Education students were in a high category. The validity of this result was shown by the consistency of students in answering questions portrayed in the result of that Scalogram. This finding is allign with several studies that explained that individuals who exceled in language ability and had a high understanding ability, would also have a high critical thinking skill. Some pedagogical implications were also provided in this study.
IJEA, Volume 4 Nomor 1, Tahun 2021 Cover, Back
Indonesian Journal of Educational Assessment Vol 4, No 1 (2021): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

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Abstract

IJEA, Volume 4 Nomor 1, Tahun 2021
Effect of Parents and Teachers Support on Students’ Mathematics Achievement Nurfajrin, Tria Ermina; Susetyo, Budi; Indahwati, NFN; Rahmawati, NFN
Indonesian Journal of Educational Assessment Vol 4, No 1 (2021): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v4i1.99

Abstract

The purpose of this study was to analyze the effect of parents’ and teachers’ support on students’ mathematics achievement. This study used AKSI 2019 survey data in mathematics and examined 12 aspects of parents’ and teachers’ support. Data from AKSI survey is nested. The method for nested data is Multilevel Analysis or Hierarchical Linear Model (HLM). The results of this study concluded that parents’ education, the interaction between teacher and student, teacher’s appreciation, problem-solving and creative thinking given by the teacher, teacher’s communication, teacher’s feedback on student assignment, teachers’ encouragement, and parents attitudes toward activities with student affects students’ mathematics achievement.
School Readiness for Early Childhood in Face-To-Face Learning in Pandemic Covid-19 Oktavianingsih, Eka; Arifiyanti, Nurul
Indonesian Journal of Educational Assessment Vol 4, No 1 (2021): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v4i1.103

Abstract

Face-to-face (FTF) learning has to be implemented during COVID-19 due to many recent study reported that online learning was ineffective. Re-opening school in early childhood education also requires a lot of preparation from schools, children, and parents. This paper aims to provide a clearer picture of early childhood education readiness and give the future recommendation in preparing reopening schools during COVID-19 pandemic. Data were collected through in-depth interviews with seven teachers from seven early childhood education who were selected by purposive sampling technique. Then, the transcript data was analyze using Interpretative Phenomenology Analysis to build the categories and themes. The findings are six main themes about school readiness emerged: teacher perceptions about FTF learning during COVID-19, school policies about learning during COVID-19, teacher readiness in FTF learning during COVID-19, school facilities, communication with parents about FTF learning during COVID-19, and learning assesment during FTF learning. The implication of this study is discussed in this paper.
Types of Reading in PISA 2018: Reviewed from The Students Base on Gender Safari, NFN
Indonesian Journal of Educational Assessment Vol 4, No 1 (2021): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v4i1.100

Abstract

The main objective of this study is to answer the following questions. Are there differences in the perception of male and female students on the type of reading (magazine, fiction, non-fiction, comic book, newspaper) on the 2018 PISA test? The research method used is a quantitative method. The data in this study uses PISA 2018 data which has been released to the public and has been permitted to be used for research development purposes. The population of this study is 15 year old students (junior high school) worldwide who are studying in 2018, while the sample is 15 year old students taking PISA tests in 80 countries. The reason for selecting the sample was students who were taking the 2018 PISA test. The data in this study was in the form of a questionnaire that was answered by students in 80 countries, namely 612004 students from 80 countries. Based on the results of the T-test analysis, the results showed that there were differences in the perceptions of male and female students on the perception of the type of reading on the 2018 PISA test, P < 0.000. The types of reading that female students like are: magazines (2.43%), fiction, and non-fiction (3.24%); while the types of reading favored by male students are: comic books (2.28%) and newspapers (2.51%). The reliability of the instrument is 1.00 higher than the reliability of the person = 0.15. The conclusion is that there are differences in the perception of male and female students on the perception of the type of reading on the 2018 PISA test, P < 0.000. The types of reading that female students like or read a lot are: magazine, fiction, and non-fiction; while the types of reading that male students prefer or read are: comic books and newspapers.

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