Tujuan penelitian ini terdiri dari: 1) mengeksplorasi pelaksanaan blended learning mata kuliah teori tes klasik; 2) mengembangkan sistem pembelajaran blended learning; dan 3) melihat efektivitas pelaksanaan pembelajaran blended learning di pascasarjana Universitas Negeri Yogyakarta. Metode yang digunakan adalah penelitian partisipatoris tindakan dengan analisis deskriptif kuantitatif. Subjek yang digunakan adalah 18 siswa pascasarjana pada Penelitian dan Evaluasi Pendidikan dengan satu orang pengampu dan satu orang tutor. Hasil penelitian menunjukkan pembelajaran Blended Learning merupakan pembelajaran berbasis Active Learning yang sangat baik untuk di implementasikan pada pendidikan tinggi. Dengan kriteria utama yang harus dilakukan yaitu: 1) kesiapan fasilitas sistem dan perencanaan yang matang; 2) pengembangan konten yang lengkap dan menarik; dan 3) monitoring dan evaluasi secara rutin pada proses pembelajaran. Pembelajaran Blended pada Mata Kuliah TTK yang dilaksanakan pada satu semester memiliki kelebihan yaitu penyiapan materi dan relevansi materi yang disajikan sangat baik. Akan tetapi, masih ada kelemahan yaitu implementasi pembelajaran aktif masih belum maksimal disebabkan masih adanya proses adaptasi dari dosen dan mahasiswa karena sebelumnya belum pernah dilakukan perkuliahan berbasis Blended.Kata kunci: Inovasi, pembelajaran, teori tes klasikEffectiveness of blended learning in industrial era educational innovations 4.0 on classical test theory coursesAbstractThe purpose of this study consists of 1) to explore the implementation of classical learning theory approaches blended learning; 2) the development of a coeducational learning system, and 3) the effectiveness of implementing coeducational education in graduate courses at Yogyakarta State University. The method used is participatory research work with quantitative descriptive analysis. The materials used were 18 graduate students in research and educational assessment with one supervisor and one teacher. The results showed that blended learning is active learning based on learning and is very good to implement in higher education. With the main criteria to be done, namely; 1) readiness of system facilities and careful planning; 2) the development of complete and exciting content. 3) Monitoring and evaluation the learning process regularly. Combined learning in TTK courses conducted in one semester have advantages, namely the preparation of materials and the importance of the materials provided very well. However, there is still a weakness that the implementation of active learning is still not ideal because there is still an adaptation process of lecturers and students because previously, blended-based lectures never took place.Keywords: Educational learning, classical test theory, innovative
The Computer has occupied a comprehensive coverage, especially in education scopes, including in learning-teaching processes, testing, and evaluating. This research aimed to develop computerized adaptive testing (CAT) to measure physics higher-order thinking skills (HOTS), namely PhysTHOTS-CAT. The Research Development used the 4-D developmental model carrying the four phases of define, design, development, and dissemination (4D) developed by Thiagarajan. This testing instrument can give the item test based on the student's abilities. The research phases include (1) needs analysis and definition, (2) development design (3) development of CAT and assemble the test items into CAT, (4) validation by experts, and (5) feasibility try-out. The findings show that PhysTHOTS-CAT is valid to measure physics HOTS of the 10th-grade students of Senior High School according to 82.28% of teachers and students assessment on PhysTHOTS-CAT content and media. Therefore, it can conclude that PhysTHOTS-CAT can be used and feasible to measure physics HOTS of the 10th-grade students of the Senior High School.
This study aims to determine: (1) the intercorrelation between income, experience, and academic qualification with the early childhood education teachers' teaching creativity; (2) to find out the dominant factors that affect the ability of teachers' Creativity in Semarang. This research uses an experimental design with four variables, including teachers' income (X1), experience (X2), academic qualification (X3), and teaching creativity (Y). The research objects are the randomly selected 56 early childhood education teachers in Semarang. The questionnaire instrument is validated with a construct validity test while the quantitative analysis is conducted through both intercorrelation and multiple regression analysis. The results show that: (1) the descriptive analytical results show that the average education level range is 1.4 or Senior High School (SMA) and 2 years diploma (D2). Meanwhile, the early childhood teachers' income is at the average of 191, 991 IDR or is still categorized into very low. In addition, the early childhood teachers' teaching experience is at the average of 8.7 years or is categorized as high. Furthermore, the dependent variable (creativity) of the early childhood teachers is categorized into high; (2) teaching experience (0.549) and education level (0.617) significantly influence the early childhood teachers' creativity, while income (-0.107) does not significantly influence the early childhood teachers' teaching creativity.
The purpose of this study is to find integration packages for Strengthening Character Education (PPK) and Higher Order Thinking Skills (HOTS) in history learning at SMAN 1 Yogyakarta, which includes: (1) form of integration packaging for strengthening character education in history learning, (2) forms of integration packaging higher-order thinking skills in history learning, (3) constraints and solutions for integrating strengthening of character education and higher-order thinking skills in history learning. This research is qualitative research with a naturalistic research type. The subjects in this study were the principal, deputy headmaster of the curriculum section, history teacher, and students who were drawn using purposive sampling techniques. The results showed: (1) Integration of character education reinforcement was found in history learning, namely in the planning, implementation and evaluation stages of learning. Forms of integration packaging or containers for strengthening character education that can be seen in learning activities and attitude assessments that contain religious values, conscientious, disciplined, responsible, communicative, collaborating, confident, caring, critical thinking, nationalist and creative; (2) The packaging for integrating higher-order thinking skills in history learning is found, namely in assessment and questions as well as in learning planning. The assessment carried out is an assessment of attitudes, knowledge, and skills that are integrated with the questions by conducting KD analysis. The results of the analysis then the teacher chooses the KD that can be made about HOTS; and (3) Obstacles that are found that are technical in inserting character values in learning activities on historical subjects that are suggested to history teachers to always participate in the Subject Teachers' Deliberation (MGMP) which is felt by researchers to be very helpful for teachers to exchange information, and sharing about the obstacles encountered. For the constraints of making assessment instruments, advice to the Principal, Teachers, and Education Office to conduct socialization and training in making assessment instruments, the grid then starts making HOTS questions.
The purpose of this research is: 1) to develop the model and produce the assessment of creative curriculum-based learning program multiple intelligences (MI), 2) to know the characteristics and impacts of developed product models. Research using multi-years by method R & D (Research and Development) with two phases; First phase: 1) Preliminary survey stage, 2) definition stage, 3) design phase, 4) trial stage, and 5) development stage; The second phase: 1) the instrument design stage through the Forum Group Discussion, 2) the product trial phase of 100 children in Sleman Regency, 3) wide-scale implementation of 200 children in Yogyakarta Province, 4) the evaluation phase with construct analysis and achievement of research subjects' performance, 5) the stage of measuring the effectiveness of the product with user perception. The subject comprises 200 children of early childhood and 20 kindergarten teachers in 10 kindergartens in the Yogyakarta province in Indonesia, by the approach of Reflective Measurement Theory (RMT). The results showed that: 1) the MI-based creative curriculum assessment model was developed to meet valid, reliable and conformity criteria of an empirical data model, 2) The implementation of the assessment model had fulfilled the requirements worthy of using three criteria aspect; 1) The results of the assessment using creative instruments based on multiple intelligences on children get "very good" results, 2) the readiness of the teacher in learning is included in the "good" category; 3) teacher performance appraisal shows the "very good" category, and 4) the benefits of the products developed are in the "very good" category. It was concluded that the developed product had tested empirically and practically so that it was useful in learning in early childhood.
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