Development of Quality Instruments and Data Collection Techniques

Sukmawati, Sudarmin

doi:10.55215/jppguseda.v6i1.7527

Cited by 3 publications

(3 citation statements)

References 13 publications

(14 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…45 No. 1: (40)(41)(42)(43)(44) ghostwriting bias, and publication delay bias, can further distort the evidence base. Addressing bias in pharmacoepidemiology requires comprehensive strategies, including careful study design, rigorous data collection and analysis methods, transparency in reporting, and adherence to ethical standards.…”

Section: Discussionmentioning

confidence: 99%

Bias in Pharmacoepidemiology: Understanding and Mitigating Challenges

Noah

2024

Journal of the Medical Research Institute

View full text Add to dashboard Cite

Bias exerts a significant influence on pharmaco-epidemiological research across various phases, affecting study planning, execution, and interpretation. This article comprehensively explores different types of bias in each study phase, encompassing the planning phase (pre-trial), the in-process phase (during trial), and the interpretation phase (post-trial). Bias in the study planning phase, which involves study design and selection bias, can distort outcomes due to nuances in research outlining and participant selection. Biases in the in-process phase, including interviewer bias, chronology bias, recall bias, transfer bias, and performance bias, present challenges in interpreting findings. Understanding these biases reveals their intricate impact on study validity. Additionally, interpretation phase biases such as publication bias, selective reporting bias, spin bias, ghostwriting bias, and publication delay bias further complicate interpretations. Recognizing and mitigating bias through rigorous study design, transparent reporting, and proactive measures are essential for robust pharmaco-epidemiological research, ensuring validity and reliability in findings.

show abstract

Section: Discussionmentioning

confidence: 99%

Bias in Pharmacoepidemiology: Understanding and Mitigating Challenges

Noah

2024

Journal of the Medical Research Institute

View full text Add to dashboard Cite

show abstract

“…The data collection techniques used in this research used test and non-test techniques. Test techniques are used to obtain thematic learning outcomes in the form of giving questions, while non-test techniques in the form of documentation, observation, and field notes are used to obtain activity data on implementing actions using a literacy-based peer tutoring model (Salmia, 2023;Winarno, W., Muhtadi, Y., & Aldiya, 2019). The quantitative data analysis technique is descriptive comparative, namely by calculating the percentage of completeness of student learning outcomes in cycle 1 and then comparing it with the percentage of completeness of student learning outcomes in cycle 2.…”

Section: Methodsmentioning

confidence: 99%

Peer Tutor Model: Alternative to Improve Student Learning Outcomes in Thematic Learning

Syaflinar,

Azima,

Tulljannah

et al. 2024

ijes

View full text Add to dashboard Cite

Learning in elementary schools in Indonesia is carried out thematically, where all subjects are carried out based on the same theme. However, there are many obstacles found in implementing this thematic learning. This research aims to determine the improvement in student thematic learning outcomes in one of the elementary schools in Indonesia. This classroom action research has four components, namely planning, action, observation, and reflection in each cycle. Data collection uses formative test instruments, observation sheets, and field notes. Data analysis uses comparative descriptive techniques. The research subjects were grade 1 elementary school students. The results of the research show that there is an increase in the percentage of student learning activities in each cycle so that the completeness of students' thematic learning outcomes increases. Based on the results of this research, the literacy-based Peer Tutor learning model can improve student thematic learning outcomes.

show abstract

“…The data collection techniques used in this research are observation, learning outcomes tests, and documentation. Descriptive statistical data analysis is used to analyze data by describing or illustrating the data that has been collected as it is without intending to make generalizations (Sudarmin, 2023). Descriptive statistical data analysis in this research is intended to describe communication skills, problem solving and learning outcomes.…”

Section: Methodsmentioning

confidence: 99%

The Influence Of The Think Pair Share Learning Model On Communication Ability, Problem Solving And Science Learning Outcomes Of Class V Students

Hukmiah,

Babo,

Idawati

2023

j. ilm. peningkatan mutu manaj. pendidik.

View full text Add to dashboard Cite

The purpose of this study was to determine the effect of the application of the Think Pair Share learning model on communication skills, problem solving abilities and learning outcomes of students of class V MIN 4 Selayar Islands. This type of research is a pretest-posttest control group design. The number of samples in this study were 30 people, consisting of 15 people in the experimental class and 15 people in the control class. The data collection method used is the learning achievement test to measure learning outcomes, observation to measure communication and problem solving abilities, and documentation. The data analysis technique used is descriptive statistical approach, imperential analysis and hypothesis testing. The research results obtained were 1) students' communication skills were 0.009 <0.05, which means H1 was accepted and H0 was rejected, that is, there was an effect of the application of the Think pair share learning model on students' communication skills. 2) students' problem-solving ability is 0.021 <0.05, which means that H1 is accepted and H0 is rejected, that is, there is an effect of applying the Think Pair Share learning model to students' problem-solving abilities. 3) student learning outcomes are 0.001 <0.05, which means H1 is accepted and H0 is rejected, that is, there is an influence of the application of the Think pair share learning model on social studies learning outcomes for students of MIN 4 Selayar Islands.

show abstract

Development of Quality Instruments and Data Collection Techniques

Cited by 3 publications

References 13 publications

Bias in Pharmacoepidemiology: Understanding and Mitigating Challenges

Bias in Pharmacoepidemiology: Understanding and Mitigating Challenges

Peer Tutor Model: Alternative to Improve Student Learning Outcomes in Thematic Learning

The Influence Of The Think Pair Share Learning Model On Communication Ability, Problem Solving And Science Learning Outcomes Of Class V Students

Contact Info

Product

Resources

About