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CRITICAL PEDAGOGY: THE ROLE OF STUDENT DIGITAL LITERACY IN UNDERSTANDING CRITICAL PEDAGOGY Ade Apriyanto; Wawan Setiawardani; Eri Yusron
PrimaryEdu : Journal of Primary Education Vol 5, No 2 (2021): VOLUME 5 NUMBER 2, SEPTEMBER 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v5i2.2752

Abstract

Technological developments encourage students to adapt and must be able to control technology with digital literacy. Critical pedagogy understanding can be the basis for students in developing pedagogy mindsets and skills. The purpose of this study is to explore how digital literacy influences students' critical pedagogy understanding. The method in this research uses an exploration method with a quantitative approach. The sample in this study is a student at one of the universities in West Java. The instrument used is a questionnaire instrument containing students' digital literacy and a test instrument containing students' critical pedagogical abilities. The instruments used have gone through expert validation. The analysis in this study uses SEM (Structural Equation Modeling) which can provide information about the effect of a variable with a complex model. The results of the analysis show that digital literacy has a significant influence on students' critical pedagogical understanding abilities. The influence is represented by the dimensions of access, evaluate and share. Although the results of the study show a positive value, there needs to be an in-depth study of how these dimensions can have an effect.
The characteristics of chemistry test items on nationally-standardized school examination in Yogyakarta City Ummul Karimah; Heri Retnawati; Deni Hadiana; Pujiastuti Pujiastuti; Eri Yusron
REID (Research and Evaluation in Education) Vol 7, No 1 (2021)
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i1.31297

Abstract

This study aimed to describe the characteristics of chemistry test items in Nationally Standardized School Examination or Ujian Sekolah Berstandar Nasional (USBN), consisted of discrimination index, difficulty index, and question reliability. The data were collected by using documentation of the answers of 194 students. The type of research was descriptive exploratory with quantitative and qualitative approaches. Quantitative data analysis was performed by using the classical test theory approach and item response theory with 1 logistical parameter. Meanwhile, qualitative data analysis was conducted to describe the items categorized as difficult and bad categories. The results show that, according to classical test theory, the USBN Chemistry item test has an average level of difficulty of 0.57, which is categorized as moderate. Regarding the discrimination index, the average of different test power obtained is equal to 0.146 and belongs to the good category. Based on the item response theory, the average difficulty index of -0.00086 is categorized as moderate. The results of the estimated reliability of the questions amounted to 0.48 is included in the moderate category. The results of the qualitative analysis show that the items which belong to the difficult category are the items on salt hydrolysis material, acid-base titration, the concept of periodicity, manufacture, and use of chemical compounds according to classical test theory. Meanwhile, according to the theory of response, items that belong to the difficult category were found in acid-base titration material, the colligative solution phenomenon, and the concept of periodicity of the main metal elements.
A study of the readiness of post-pandemic computer-based four-tier diagnostic test (CBFTDT): A review of economic level, school grades, and device accessibility Edi Istiyono; Wipsar Sunu Brams Dwandaru; Made Rai Shanti Ayub; Duden Saepuzaman; Rizki Zakwandi; Anisyah Rachman; Eri Yusron; Purwoko Haryadi Santoso
Jurnal Penelitian dan Evaluasi Pendidikan Vol 27, No 1 (2023)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v27i1.56005

Abstract

Student readiness for using computer-based assessment was affected by economic level, school grade, and device accessibility. This study analyzed student readiness using a computer-based assessment, the four-tier diagnostic test (CBFTDT). The data in this study were students' responses to a questionnaire consisting of 16 statements about three aspects: mental access, skill access, and usage. The questionnaire consists of 16 statements with three aspects: items, media, and effectivity. The questionnaire was proved valid by experts and its estimated reliability score was 0.99. This study proved that the Student is still not ready to use the computer-based assessment, with an average readiness of 60%. In addition, there is no effect of economic level, school grade, and device accessibility on the readiness for using the computer-based assessment. Hence, the treatment of all stockholders is needed to prepare students to use the computer-based assessment.