Analisis Rasch Dalam Utrecht Work Engagement Scale-9 (Uwes-9) Versi Bahasa Indonesia

Kristiana, Ika Febrian; Fajrianthi, Fajrianthi; Purwono, Urip

doi:10.14710/jp.17.2.204-217

Cited by 14 publications

(13 citation statements)

References 18 publications

(21 reference statements)

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“…This shows that the consistency of the evaluator's answers is quite strong and that the quality of the items of the instrument is quite adequate. The stratum value obtained is 2.63 or rounded to 3, indicating that there are 3 groups of respondents (Kristiana, et al, 2019). Moreover, this stratum value also shows that the expert's results are reliable.…”

Section: Ratermentioning

confidence: 68%

Examining the Content Validity of Android-Based Augmented Reality Media for Chemical Bonding using Rasch Model

Yamtinah

Ariani

Andriyanti

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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21st-century learning presents chemistry teachers with new challenges in teaching abstract chemistry concepts with various technologies that continue to develop. One of the media that can visualize abstract chemical concepts is Augmented Reality (AR). AR media developed in chemistry learning needs to be valid so that it can be used properly. Therefore, this study aims to examine the validity of the Android-based AR media developed. Four education practitioners carried out the validation as experts, and 13 students participated as respondents. The instrument used is a questionnaire with a Likert scale. The data obtained were analyzed quantitatively with the Rasch model using the facet software. The results of the analysis show that the Exact Agreements are 41.10%, and the Expected Agreements are 42.20%. The most challenging aspect to achieve is media design, while profit is the most easily agreed-upon aspect. Based on this assessment, in the development of augmented reality media, it is necessary to pay attention to display aspects and 3D objects suitable for viewing a material so that it is easier for users to understand the material.

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Section: Ratermentioning

confidence: 68%

Examining the Content Validity of Android-Based Augmented Reality Media for Chemical Bonding using Rasch Model

Yamtinah

Ariani

Andriyanti

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…"Composite reliability for the depression (0.872), anxiety (0.806), stress (0.816) and psychological distress 0.917 (Mutaqqin & Ripa, 2021). (Kristiana, et al, 2018). Schaufeli, Salanova, Gonzalez-Roma, and Bakker (2002) define work engagement as a positive and work-related state of mind characterized by vigor, dedication, and absorption.…”

Section: Methodsmentioning

confidence: 99%

Fear of Covid-19 And Work Engagement as Predictors of Psychological Distress in Medical Residents

Haryanti

Mexitalia

Hapsari³

et al. 2022

JEHCP

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This study aimed to see whether the Fear of Covid-19 and work engagement affect the psychological distress of resident doctors. The pandemic situation of Covid-19 is not over yet with viral mutations from Covid-19 Delta to Omicron variants. Residents' doctors were obliged to help with treatment even though their main duty was focusing on their studies. As the Covid-19 is a deadly situation and should be handled with many safety protocols, this situation can be anxious for both the patient and the medical staff (including the residents) who work daily in the hospital. This study involved 877 medical residents. Work engagement was measured with Utrecht Work Engagement Scale (UWES), and psychological distress was measured with DASS-21. Regression analysis and Structural Equation Modeling (SEM) were used as statistical methods. The results showed that both Fears of Covid-19 and work engagement affect psychological distress. This article also details the impact of each aspect measured in this study.

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“…Some studies reports that it is not uncommon for teachers to be faced with unpredictable situations and have to hold back emotions [19][20][21]. For example when dealing with students suddenly rampage, oppose, tantrum, aggression or attack [3]. A study reported that teachers in Indonesia too facing another considerable challenge, such as a lack of knowledge, adequate skills and facilities in the implementation of inclusive education [6].…”

Section: Differential Item Functioningmentioning

confidence: 99%

“…A change in the education system towards inclusion presents new challenges for teachers' roles. Several challenges that teachers face have been identified, which include: how to interact with students in a class, increase responsibilities for teacher in terms of how to prepare curriculum, assess students' learning, meet the learning needs of all students both special needs and regular students, socialise the values of inclusion and tolerance for non-students with special needs, parents, and society [3].…”

Section: Introductionmentioning

confidence: 99%

Engaged Teachers Scale for Special Educational Needs Teachers in Indonesia: A Rasch Model Approach

Kristiana¹,

Simanjuntak²

2021

Proceedings of the International Conference on Psychological Studies (ICPSYCHE 2020)

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Engaged Teachers Scale (ETS) is currently the only scale measuring teacher engagement. Although it has good validity when it was developed by Klassen et al (2013) in the UK, but there were not many have reported its validity when used in different cultural settings. Therefore, the ETS adaptation process is needed to apply the scale in different cultural contexts. Although the main tasks of teachers are similar in various countries, the teachers' responsibility in handling special needs students should be considered in applying this scale for teachers in inclusive education. This study aims to adapt ETS to the context of inclusive education in Indonesia. The study participants were 340 primary inclusive school teachers (female= 76%; SD age= 1.02; SD teaching exp.= .82) from two cities in Indonesia. The result showed that the ETS had high values of the person and item interaction (α= .94). The quality of the item and person is good enough with person reliability = .72 and item reliability = .93. The average person logit value = 4.49 logit means that many people agree on all items. Separation value is 2.45 that indicates the two groups of teachers based on the degree of engagement. There were 3 misfit items with MNSQ score (.5 < MNSQ <1.5), those are item number 4, 10, and 12. The value of raw variance data is 45.4% (> 20%), indicates that the scale is unidimension. Based on the DIF plots, there is only one item shows teaching experience bias (item no 15, probability value .486 < 5%). In conclusion, ETS is recommended as an instrument to measure teachers' engagement in Indonesian inclusive educational context by considering teacher experience as a demographic variable.

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Analisis Rasch Dalam Utrecht Work Engagement Scale-9 (Uwes-9) Versi Bahasa Indonesia

Cited by 14 publications

References 18 publications

Examining the Content Validity of Android-Based Augmented Reality Media for Chemical Bonding using Rasch Model

Examining the Content Validity of Android-Based Augmented Reality Media for Chemical Bonding using Rasch Model

Fear of Covid-19 And Work Engagement as Predictors of Psychological Distress in Medical Residents

Engaged Teachers Scale for Special Educational Needs Teachers in Indonesia: A Rasch Model Approach

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