Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.27006
A. Sapta, Muhammad Aizuddin Ab Alim, Ami Hibatul Jameel, Abd Gafur
The obstacles experienced during online learning are inevitable circumstances. Hence, students need to have motivational beliefs that they have the ability to thrive in online learning despite its difficulties. Applying parental-based online learning is expected to help students increase their self-efficacy. This study examines the effect of using an online learning model based on parental assistance on students’ self-efficacy with a quantitative approach. This type of research is quasi-experimental, with a pre and post-test control group design by studying seventh-grade students in several public junior high schools in Kisaran. The study found that applying an online learning model based on parental assistance improved students’ self-efficacy more than a conventional online learning model. Consequently, parental assistance will make a practical contribution to the implementation of learning, especially in the implementation of online learning in the era of the pandemic and after the COVID-19 pandemic.
{"title":"The effectiveness of parental assistance-based online learning model on self-efficacy","authors":"A. Sapta, Muhammad Aizuddin Ab Alim, Ami Hibatul Jameel, Abd Gafur","doi":"10.11591/ijere.v13i3.27006","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27006","url":null,"abstract":"The obstacles experienced during online learning are inevitable circumstances. Hence, students need to have motivational beliefs that they have the ability to thrive in online learning despite its difficulties. Applying parental-based online learning is expected to help students increase their self-efficacy. This study examines the effect of using an online learning model based on parental assistance on students’ self-efficacy with a quantitative approach. This type of research is quasi-experimental, with a pre and post-test control group design by studying seventh-grade students in several public junior high schools in Kisaran. The study found that applying an online learning model based on parental assistance improved students’ self-efficacy more than a conventional online learning model. Consequently, parental assistance will make a practical contribution to the implementation of learning, especially in the implementation of online learning in the era of the pandemic and after the COVID-19 pandemic.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"4 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.27297
A. Sihombing, Eliana Sari, Hafid Abbas, Maifalinda Fatra
This research examined the relationship between servant leadership (SL), organizational trust (OT), organizational commitment (OC), and task performance (TP). It employed a quantitative research design with partial least squares-structural equation modeling (PLS-SEM) and bootstrap estimation. Data were collected through a survey of 111 lecturers from 12 universities in Eastern Indonesia. It found that SL does not affect TP and OC. Meanwhile, OT affects OC but not TP. Further, OC does not affect TP. Therefore, OT does not affect TP through OC. Likewise, SL does not affect TP through OC. It practically implies that universities should be concerned the selection and placement of professional leaders. Successful professional leaders support and enhance the OC and TP of lecturers with SL. This study enriches leadership literature empirically examining SL, TP, OT, and OC in religious higher education. Besides, it provides evidence that SL in tertiary institutions does not exhibit a positive impact on lecturer performance. Institutional limitations lead to difficult situations and allow lecturers to accept reality. Furthermore, it uncovers challenges and demands the need for in-depth investigation of SL studies, which are paradoxical and contradictory to the previous SL theories and findings.
{"title":"Servant leadership’s impact on trust, commitment, and performance in higher education","authors":"A. Sihombing, Eliana Sari, Hafid Abbas, Maifalinda Fatra","doi":"10.11591/ijere.v13i3.27297","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27297","url":null,"abstract":"This research examined the relationship between servant leadership (SL), organizational trust (OT), organizational commitment (OC), and task performance (TP). It employed a quantitative research design with partial least squares-structural equation modeling (PLS-SEM) and bootstrap estimation. Data were collected through a survey of 111 lecturers from 12 universities in Eastern Indonesia. It found that SL does not affect TP and OC. Meanwhile, OT affects OC but not TP. Further, OC does not affect TP. Therefore, OT does not affect TP through OC. Likewise, SL does not affect TP through OC. It practically implies that universities should be concerned the selection and placement of professional leaders. Successful professional leaders support and enhance the OC and TP of lecturers with SL. This study enriches leadership literature empirically examining SL, TP, OT, and OC in religious higher education. Besides, it provides evidence that SL in tertiary institutions does not exhibit a positive impact on lecturer performance. Institutional limitations lead to difficult situations and allow lecturers to accept reality. Furthermore, it uncovers challenges and demands the need for in-depth investigation of SL studies, which are paradoxical and contradictory to the previous SL theories and findings.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"17 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.27761
Marsofiyati Marsofiyati, E. Solihatin, Robinson Situmorang
This research focuses on applying technology in collaborative learning, specifically through online platforms that connect students and the workforce. It is objective is to enhance synergy among the workforce, students, and educators to improve learning quality. The case study methodology follows Creswell’s qualitative approach with five key steps: planning the case study; data collection; analysis; result interpretation; and reporting. The research explores innovative online platforms to create a comprehensive and diverse learning experience. Technology enables access to materials, virtual classrooms, e-books, mobile learning, and internship programs, fostering flexible and engaging education. Collaborative learning with workforce participation enhances effectiveness and skills. Students gain work experience related to their fields through active interaction with practitioners. At the same time, educators refine teaching methods and understand workforce demands-the synergy among the workforce, students, and educators’ mutually beneficial relationships. The workforce leverages student resources for problem-solving and innovation, while students enhance their networks. Educators gain input for curriculum improvement. The research enhances education quality, prepares students for the dynamic workforce, and aligns educational programs with industry demands. It emphasizes the importance of collaborative learning, integrating online platforms to increase skill development.
{"title":"The synergy between workforce, students, and lecturers in collaborative learning","authors":"Marsofiyati Marsofiyati, E. Solihatin, Robinson Situmorang","doi":"10.11591/ijere.v13i3.27761","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27761","url":null,"abstract":"This research focuses on applying technology in collaborative learning, specifically through online platforms that connect students and the workforce. It is objective is to enhance synergy among the workforce, students, and educators to improve learning quality. The case study methodology follows Creswell’s qualitative approach with five key steps: planning the case study; data collection; analysis; result interpretation; and reporting. The research explores innovative online platforms to create a comprehensive and diverse learning experience. Technology enables access to materials, virtual classrooms, e-books, mobile learning, and internship programs, fostering flexible and engaging education. Collaborative learning with workforce participation enhances effectiveness and skills. Students gain work experience related to their fields through active interaction with practitioners. At the same time, educators refine teaching methods and understand workforce demands-the synergy among the workforce, students, and educators’ mutually beneficial relationships. The workforce leverages student resources for problem-solving and innovation, while students enhance their networks. Educators gain input for curriculum improvement. The research enhances education quality, prepares students for the dynamic workforce, and aligns educational programs with industry demands. It emphasizes the importance of collaborative learning, integrating online platforms to increase skill development.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"8 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.28038
Ktut Dianovinina, E. Surjaningrum, P. Wulandari
Depression causes student learning problems. Depressive symptoms are influenced by automatic thoughts that contain a negative cognitive triad. A valid and reliable instrument to measure the cognitive triad in adolescents is essential to identify one of the risk factors for depressive disorders in adolescents. At the same time, Indonesia has no instrument to measure this. This study aims to adapt the children’s cognitive triad inventory (CTI-C) into an Indonesian version and to examine its psychometric properties. Data were collected from 1,184 students aged 13-19 (mean=15.32, SD=1.62) using the 36-item CTI-C. The CTI-C instrument adaptation process refers to the international test commission (ITC). The results of confirmatory factor analysis (CFA) showed comparative fit index (CFI)=0.95, Tucker-Lewis’s index (TLI)=0.94, root mean square error of approximation (RMSEA)=0.071, standardized root mean square residual (SRMR)=0.056, and goodness of fit index (GFI)=0.82, with a load factor range of 0.43-0.80 for the view of self, 0.43-0.68 for the view of the world, and 0.37-0.70 for the view of the future. The Cronbach’s alpha coefficient ranged from 0.81 to 0.84 for the subscales and 0.93 for the total score. Thus, the Indonesian version of the CTI-C can measure the cognitive triad in Indonesian students aged 13-19.
{"title":"Adaptation and validation of the children’s cognitive triad inventory for Indonesian students","authors":"Ktut Dianovinina, E. Surjaningrum, P. Wulandari","doi":"10.11591/ijere.v13i3.28038","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.28038","url":null,"abstract":"Depression causes student learning problems. Depressive symptoms are influenced by automatic thoughts that contain a negative cognitive triad. A valid and reliable instrument to measure the cognitive triad in adolescents is essential to identify one of the risk factors for depressive disorders in adolescents. At the same time, Indonesia has no instrument to measure this. This study aims to adapt the children’s cognitive triad inventory (CTI-C) into an Indonesian version and to examine its psychometric properties. Data were collected from 1,184 students aged 13-19 (mean=15.32, SD=1.62) using the 36-item CTI-C. The CTI-C instrument adaptation process refers to the international test commission (ITC). The results of confirmatory factor analysis (CFA) showed comparative fit index (CFI)=0.95, Tucker-Lewis’s index (TLI)=0.94, root mean square error of approximation (RMSEA)=0.071, standardized root mean square residual (SRMR)=0.056, and goodness of fit index (GFI)=0.82, with a load factor range of 0.43-0.80 for the view of self, 0.43-0.68 for the view of the world, and 0.37-0.70 for the view of the future. The Cronbach’s alpha coefficient ranged from 0.81 to 0.84 for the subscales and 0.93 for the total score. Thus, the Indonesian version of the CTI-C can measure the cognitive triad in Indonesian students aged 13-19.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.25573
D. V. Sigit, R. H. Ristanto, R. Komala, Anisa Nurrismawati, P. Prastowo, Abubakar Sidik Katili
Higher education institution is one of educational institutions that serve as a place of cultural values, and norms expected to become a foundation to foster caring attitudes toward the environment. These attitudes are accordingly meant to develop ecological literacy in order to overcome environmental problems which are likely to be minimized by combining ecological literacy and creative thinking skills. A quantitative descriptive with correlational study was employed in this research. There were 275 college students from three areas in Indonesia, namely Jakarta, Sumatera, and Gorontalo involved as respondents of the research. Data was collected by means of Google Forms consisting of tests and opinions. The ecological literacy was analyzed using dimensions of caring, practical competence, and knowledge while the creative thinking skills were analyzed using dimensions of fluency, originality, flexibility, and elaboration. This research is limited to students in the Department of Science and Non-Science. Findings of the research indicates that the ecological literacy level is in the medium category, whereas the creative thinking skills are good. Female students have a higher average score in ecological literacy and creative thinking skills compared to that of male students. Thus, there is a positive relationship between ecological literacy and creative thinking skills.
{"title":"Analysis of ecological literacy level and creative thinking skills of college students","authors":"D. V. Sigit, R. H. Ristanto, R. Komala, Anisa Nurrismawati, P. Prastowo, Abubakar Sidik Katili","doi":"10.11591/ijere.v13i3.25573","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.25573","url":null,"abstract":"Higher education institution is one of educational institutions that serve as a place of cultural values, and norms expected to become a foundation to foster caring attitudes toward the environment. These attitudes are accordingly meant to develop ecological literacy in order to overcome environmental problems which are likely to be minimized by combining ecological literacy and creative thinking skills. A quantitative descriptive with correlational study was employed in this research. There were 275 college students from three areas in Indonesia, namely Jakarta, Sumatera, and Gorontalo involved as respondents of the research. Data was collected by means of Google Forms consisting of tests and opinions. The ecological literacy was analyzed using dimensions of caring, practical competence, and knowledge while the creative thinking skills were analyzed using dimensions of fluency, originality, flexibility, and elaboration. This research is limited to students in the Department of Science and Non-Science. Findings of the research indicates that the ecological literacy level is in the medium category, whereas the creative thinking skills are good. Female students have a higher average score in ecological literacy and creative thinking skills compared to that of male students. Thus, there is a positive relationship between ecological literacy and creative thinking skills.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"1 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.26816
Rahmi Ramadhani, Edi Syahputra, Elmanani Simamora
Self-regulated learning (SLR) is a condition in which students actively participate in the process of acquiring knowledge, and it closely relates to students’ metacognitive, motivational, and behavioral aspects. In order to measure this variable, an instrument was developed by referring to the Zimmerman cycle in the form of a questionnaire. Therefore, this study aims to analyze the construct validity of SLR questionnaires designed for high school students through Rasch model analysis. The method employed was descriptive quantitative research. The analyzed questionnaire consists of 50 positive statements, rated on 4-point Likert scale, and arranged of forethought, performance, and self-reflection phases. Furthermore, the construct validity was conducted on 235 third grade (XII) high school students in Gunungsitoli City (Indonesia), with a gender distribution of 58.29% female and 41.70% male. The results showed that the questionnaire with 4-rating scales satisfied the criteria for validity, gender inclusiveness, and unidimensionality based on Rasch model analysis for 25 statements. The implication of this research shows that the SLR questionnaire developed is valid and can be used in wider field research, especially in mathematics learning.
{"title":"The construct validity of self-regulated learning questionnaire for senior high school students: a Rasch model analysis","authors":"Rahmi Ramadhani, Edi Syahputra, Elmanani Simamora","doi":"10.11591/ijere.v13i3.26816","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26816","url":null,"abstract":"Self-regulated learning (SLR) is a condition in which students actively participate in the process of acquiring knowledge, and it closely relates to students’ metacognitive, motivational, and behavioral aspects. In order to measure this variable, an instrument was developed by referring to the Zimmerman cycle in the form of a questionnaire. Therefore, this study aims to analyze the construct validity of SLR questionnaires designed for high school students through Rasch model analysis. The method employed was descriptive quantitative research. The analyzed questionnaire consists of 50 positive statements, rated on 4-point Likert scale, and arranged of forethought, performance, and self-reflection phases. Furthermore, the construct validity was conducted on 235 third grade (XII) high school students in Gunungsitoli City (Indonesia), with a gender distribution of 58.29% female and 41.70% male. The results showed that the questionnaire with 4-rating scales satisfied the criteria for validity, gender inclusiveness, and unidimensionality based on Rasch model analysis for 25 statements. The implication of this research shows that the SLR questionnaire developed is valid and can be used in wider field research, especially in mathematics learning.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"67 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.26821
C. Çelebi, Fatih Yılmaz, Yakup Yılmaz
People need effective writing skills to successfully maintain their personal development and academic life. This research studies, the correlations among primary school 4th graders’ writing anxiety, writing attitude, and writing self-efficacy. The research has been designed in the correlational survey model; and a total of 255 primary school 4th-grade students, 95 male and 160 female, participated voluntarily in the research. Three psychometric tools have been used for data collection. Due to small number of participants, the data have been analyzed using the partial least squares structural equation modeling. According to the results, primary school 4th-grade students’ writing attitude does not significantly affect writing anxiety (H1). Moreover, writing self-efficacy does not have a significant effect on writing anxiety (H2) as well. However, writing self-efficacy significantly affects writing attitude (H3). The success of writing depends on the students’ writing self-efficacy, attitude towards writing, and writing anxiety. In order for successful writing, the level of self-efficacy should be high, the attitude towards writing should be positive and there should be no anxiety about writing.
{"title":"A modeling study with 4th graders","authors":"C. Çelebi, Fatih Yılmaz, Yakup Yılmaz","doi":"10.11591/ijere.v13i3.26821","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26821","url":null,"abstract":"People need effective writing skills to successfully maintain their personal development and academic life. This research studies, the correlations among primary school 4th graders’ writing anxiety, writing attitude, and writing self-efficacy. The research has been designed in the correlational survey model; and a total of 255 primary school 4th-grade students, 95 male and 160 female, participated voluntarily in the research. Three psychometric tools have been used for data collection. Due to small number of participants, the data have been analyzed using the partial least squares structural equation modeling. According to the results, primary school 4th-grade students’ writing attitude does not significantly affect writing anxiety (H1). Moreover, writing self-efficacy does not have a significant effect on writing anxiety (H2) as well. However, writing self-efficacy significantly affects writing attitude (H3). The success of writing depends on the students’ writing self-efficacy, attitude towards writing, and writing anxiety. In order for successful writing, the level of self-efficacy should be high, the attitude towards writing should be positive and there should be no anxiety about writing.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"39 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.27203
N. Jamaluddin, R. Yusof, Noor Lela Ahmad, S. Kadir, A. Abdullah, Siti Noormi Alias
In this study, we created a psychosocial learning environment consisting of five types of interaction, namely: student collaboration; specific learning objectives and curriculum coherence; learning facilities; independent learning; and constructivist instruction. This research aimed to determine the scope in which the five modes of contact improved students’ learning outcomes in higher order cognitive abilities. This quantitative study involved form four accounting students (N=352) in Malaysia who completed a self-administered questionnaire that included the higher order cognitive abilities (HOCA) test, the instruments of students’ perceived learning environment, and zone-specific demographic data. The results showed two of the five inventory of students’ perceived learning environment (ISPLE) scores. Specific learning objectives and curriculum coherence, were the most significant predictors and strongly correlated with higher order cognitive abilities. Even the components of the psychosocial learning environment impact HOCA in most subjects. However, researchers have obtained new findings that explain other factors that need to be studied to evaluate or encourage HOCA in accounting subjects. Thus, the researcher suggests further research using self-learning methods through modules to assess and promote HOCA in accounting.
{"title":"Seeking higher order construction of cognitive abilities in a psychosocial learning environment","authors":"N. Jamaluddin, R. Yusof, Noor Lela Ahmad, S. Kadir, A. Abdullah, Siti Noormi Alias","doi":"10.11591/ijere.v13i3.27203","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27203","url":null,"abstract":"In this study, we created a psychosocial learning environment consisting of five types of interaction, namely: student collaboration; specific learning objectives and curriculum coherence; learning facilities; independent learning; and constructivist instruction. This research aimed to determine the scope in which the five modes of contact improved students’ learning outcomes in higher order cognitive abilities. This quantitative study involved form four accounting students (N=352) in Malaysia who completed a self-administered questionnaire that included the higher order cognitive abilities (HOCA) test, the instruments of students’ perceived learning environment, and zone-specific demographic data. The results showed two of the five inventory of students’ perceived learning environment (ISPLE) scores. Specific learning objectives and curriculum coherence, were the most significant predictors and strongly correlated with higher order cognitive abilities. Even the components of the psychosocial learning environment impact HOCA in most subjects. However, researchers have obtained new findings that explain other factors that need to be studied to evaluate or encourage HOCA in accounting subjects. Thus, the researcher suggests further research using self-learning methods through modules to assess and promote HOCA in accounting.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"53 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.25499
Purwati Purwati, Muhammad Japar, Laili Qomariyah, Fatwa Tentama
This research objective is to test the validity and reliability of moral development instruments on junior high school students. The moral development instrument for junior high school students was developed based on three aspects of moral development: moral knowing, moral feeling, and moral action. This research sample involves 172 students at Junior High School “X” in Magelang City, Indonesia ranging from 12 to 15 years of age. The total items developed from the three aspects are 152 items consisting of 60 items of moral knowing, 62 items of moral feeling, and 30 items of moral action. The items analysis was calculated using the product moment correlation technique and corrected item-total correlation technique. This research result indicates that the moral development instrument is valid with the score of rcount>rtable and stated reliable with Cronbach alpha score of moral knowing is 0.876, moral feeling is 0.886, and moral action is 0.830. The validity and reliability test result shows that the moral development instrument for students is feasible to use. Moral knowing, moral feeling, and moral action can reflect students' moral development.
{"title":"Moral knowing, moral feeling, and moral action in reflecting moral development of students in junior high school","authors":"Purwati Purwati, Muhammad Japar, Laili Qomariyah, Fatwa Tentama","doi":"10.11591/ijere.v13i3.25499","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.25499","url":null,"abstract":"This research objective is to test the validity and reliability of moral development instruments on junior high school students. The moral development instrument for junior high school students was developed based on three aspects of moral development: moral knowing, moral feeling, and moral action. This research sample involves 172 students at Junior High School “X” in Magelang City, Indonesia ranging from 12 to 15 years of age. The total items developed from the three aspects are 152 items consisting of 60 items of moral knowing, 62 items of moral feeling, and 30 items of moral action. The items analysis was calculated using the product moment correlation technique and corrected item-total correlation technique. This research result indicates that the moral development instrument is valid with the score of rcount>rtable and stated reliable with Cronbach alpha score of moral knowing is 0.876, moral feeling is 0.886, and moral action is 0.830. The validity and reliability test result shows that the moral development instrument for students is feasible to use. Moral knowing, moral feeling, and moral action can reflect students' moral development.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.26805
Ardimen Ardimen, Rafsel Tas'adi, Murisal Murisal, Gusril Kenedi, H. Hardivizon, Romi Fajar Tanjung
Starting with online learning requires a lot of attention such as focus, comfortable sitting, and avoiding distractions such as noise. A noise questionnaire instrument is an evaluation tool designed to identify the experience of students in the online learning process. This instrument was developed based on a literature review on noise and online learning. The instrument first stage was given to 110 students and the instrument second stage was given to 460 students in seven universities in Indonesia, 99 male and 361 female respondents aged 18-30 years. The instrument was designed based on DeVito’s noise theory: physical noise, physiological noise, psychological noise, and semantic noise. The statistical test of the instrument used confirmatory factor analysis (CFA) to find the goodness of fit index model. The results of the noise instrument factor analysis show a fit model, acceptable validity, and high internal consistency (α=0.86). The findings of this study produce valid and reliable instruments for identifying noise indicators that are dominant in online learning activities. The results of identifying noise in online learning can be used to design guidance and counseling programs or plan actions to deal with noise in online learning according to the data obtained.
{"title":"Development of the noise questionnaire in the online learning process and implications for counseling","authors":"Ardimen Ardimen, Rafsel Tas'adi, Murisal Murisal, Gusril Kenedi, H. Hardivizon, Romi Fajar Tanjung","doi":"10.11591/ijere.v13i3.26805","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26805","url":null,"abstract":"Starting with online learning requires a lot of attention such as focus, comfortable sitting, and avoiding distractions such as noise. A noise questionnaire instrument is an evaluation tool designed to identify the experience of students in the online learning process. This instrument was developed based on a literature review on noise and online learning. The instrument first stage was given to 110 students and the instrument second stage was given to 460 students in seven universities in Indonesia, 99 male and 361 female respondents aged 18-30 years. The instrument was designed based on DeVito’s noise theory: physical noise, physiological noise, psychological noise, and semantic noise. The statistical test of the instrument used confirmatory factor analysis (CFA) to find the goodness of fit index model. The results of the noise instrument factor analysis show a fit model, acceptable validity, and high internal consistency (α=0.86). The findings of this study produce valid and reliable instruments for identifying noise indicators that are dominant in online learning activities. The results of identifying noise in online learning can be used to design guidance and counseling programs or plan actions to deal with noise in online learning according to the data obtained.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"56 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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