Rita Eka Izzaty

Items parameters of the space-relations subtest using item response theory

This article describes the item parameters analysis result of the space-relations subtest measurement. This subtest is part of the differential aptitude test (DAT) instrument. The item parameters are characteristic psychometric refer quality of the item. The Item parameters than analyzed in this instrument are item fit model, item difficulty, item discrimination, pseudo-guessing, item information curves, and test information function. The data was collected through documentation technique from the space-relation test conducted at Biro Psikologi (Psychology Bureau) UNY, amounting to 1046 students from Yogyakarta, Indonesia. Data were analyzed using item response analysis with the assistance of BILOG program.

Effectiveness Assertive Training on Discipline of Learning in Junior High School

Discipline in learning is the obedience of students in the implementation of learning. In fact, in schools there are still students who are not in accordance with the rules of the class, do no work, come to school not on time. See things to keep in mind to improve the discipline of learning. The purpose of this study is to determine the effectiveness of training in improving student learning discipline. The method used is quasi experimental research with Non-equivalent Control Group Design. The study was conducted at SMK Trisakti Bandar Lampung, with the sample of this study is 18 students of class X Yang who have income 16-17 years. The instrument used in this study is the scale of learning discipline. Data analysis technique using Wilcoxon test. The results of this study indicate that assertive training can improve student learning discipline.

Pengembangan buku panduan program pembelajaran keterampilan sosial bagi guru taman kanak-kanak

Pembelajaran yang mengembangkan kemampuan sosial terutama keterampilan sosial belum dilakukan dengan perencanaan yang baik di Taman Kanak-kanak. Hal ini dapat mengakibatkan tujuan pembelajaran di Taman Kanak-kanak menjadi kurang terprogram. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model pengembangan dari Dick & Carry yang bertujuan untuk mengembangkan panduan program pembelajaran yang yang mengembangkan keterampilan sosial anak Taman Kanak-kanak. Subyek penelitian adalah para pendidik di Taman Kanak-kanak yang berasal di Kabupaten Sleman, Bantul, Gunung Kidul, Kulon Progo, dan Kotamadya Yogyakarta. Setiap kabupaten diwakili oleh 15 pendidik. Metode pengumpulan data menggunakan pemberian angket dan Focus Group Discussion (FGD) pada pendidik dan observasi pada anak menggunakan pedoman observasi berupa cheklist. Data yang sudah terkumpul selanjutnya dianalisis dengan diskriptif kualitatif dan kuantitatif. Data-data hasil dari FGD dan angket dianalisis secara deskriptif kualitatif dan kuantitatif, sedangkan data dari observasi melalui cheklist dianalisis dengan teknik statistik uji t parametrik untuk mengetahui peningkatan keterampilan sosial anak TK setelah mendapatkan program pembelajaran menggunakan buku panduan yang menstimulasi keterampilan sosial. Hasil dari penelitian dengan terciptanya pedoman pembelajaran keterampilan sosial yang telah melalui evaluasi awal atau uji ahli dan ujicoba di lapangan. Hasil validasi ahli menunjukkan pedoman pembelajaran keterampilan sosial layak untuk digunakan setelah melengkapi daftar isi, evaluasi pembelajaran dan memperbaiki kesalahan tata tulis. Demikian pula hasil masukan dari pendidik TK menunjukkan bahwa secara keseluruhan pedoman pembelajaran keterampilan sosial yang dibuat peneliti menunjukkan cukup baik dari aspek pembelajaran, tampilan. Hasil implementasi di TK menunjukkan bahwa panduan pembelajaran keterampilan sosial dapat meningkatkan rata-rata skor keterampilan sosial anak TK pada ketiga aspek keterampilan sosial dengan signifikan, yaitu pada pada aspek empati, afiliasi dan resolusi konflik, dan pengembangan kebiasaan positif.

Access and Equity in Higher Education in Indonesia: A Review from the Periphery

Higher education in Indonesia has steadily expanded since the enactment of the Education Act in 1961. This expansion has been reasonably uniform across the past four decades. Thus, the number of students grew continuously from around 200,000 students in 1975 to more than 4.5 million students by 2012. Widening access to higher education has become a top priority for governments in Indonesia and around the world. This has been achieved in numerous ways, for example: through an increase in government investment, by the rise of private providers of higher education, and overall increase in higher education providers. It is believed that equity and access in education are one of the key factors determining the success of national development, and both universities and governments can hardly afford to ignore issues that relate to equity and access to higher education. Therefore, access and equity are fundamental principles that are then measured regarding the success of their provision. This chapter has two major objectives. The first is to review trends of access and equity in Indonesian higher education. The second is to describe and analyze how government policies address the challenge of access and equity in higher education. The chapter is solely based on secondary information collected from different sources like policy documents, books, journal articles, reports of various government organizations, and articles published in national and local newspapers and on websites.