Lunch Talk #6: Indonesian Experience of Educational Decentralisation
Dr Sumintono who done some research about education sector in the autonomy era, present the sixth #LunchTalk in this occasion. Indonesia embarked on educational decentralization in 2001, granting regions more authority over education management and policy. This aimed to address disparities in education quality and enhance local responsiveness. While it increased community involvement and tailored curriculum to regional needs, challenges emerged. Uneven resources, varying capacities, and inconsistent standards across regions led to inequalities. Coordination issues between central and local authorities also surfaced. Despite progress, ensuring equitable access to quality education remains a struggle. Indonesian educational decentralization illustrates the complex interplay between local autonomy and the need for centralized support to achieve inclusive and standardized education nationwide.
recording in Youtube:
https://www.youtube.com/watch?v=HwWO8FJPFus
Lunch Talk #5: Teacher Professional Development
Teacher professional development encompasses continuous learning and growth initiatives designed to enhance educators' skills, knowledge, and instructional practices. Through workshops, courses, seminars, and collaborative activities, teachers refine teaching methodologies, integrate new technologies, and stay updated on educational trends. Effective professional development empowers educators to create engaging learning environments, adapt to diverse student needs, and improve student outcomes. It can cover areas like pedagogy, classroom management, assessment strategies, and cultural competence. By investing in teacher development, schools promote excellence in education, foster reflective teaching practices, and support the ongoing improvement of the entire educational system. Dr Abdul Rahman from Universitas Negeri Makassar exploring the issue of teacher professional development in Indonesian context, in the fifth #LunchTalk
recording in Youtube:
https://www.youtube.com/watch?v=VHr6AD9uvIA
Workshop: Academic Writing and CV Building
Dr Aria Nakissa provided workshop for students about academic writing and CV building, something that part of improving academic skills. Academic writing is a formal style of communication used within scholarly contexts. It emphasizes clarity, objectivity, and evidence-based reasoning to convey complex ideas. Precision in language, proper citation of sources, and adherence to established formats, such as APA (American Psychologycal Association) style are crucial. Academic writing aims to contribute to the existing body of knowledge, fostering critical thinking and intellectual discourse. It often includes research papers, essays, theses, and journal articles, and is characterized by a structured approach, logical organization, and a focus on analyzing and synthesizing information. While CV building involves crafting a concise document summarizing one's professional journey. It typically includes personal information, a summary statement, relevant skills, work experience, education, and achievements. Tailoring the CV to the desired job and showcasing accomplishments with quantifiable results is essential. Listing experiences in reverse chronological order and emphasizing transferrable skills enhances its impact. Additionally, including certifications, publications, and volunteer work can further demonstrate expertise and dedication. The goal is to create a visually appealing and well-organized CV that effectively communicates one's qualifications, fostering opportunities for career advancement or academic pursuits.
Lunch Talk #4: Teacher Policies and Teacher Quality
Based Dr Revina's research the fourth #LunchTalk discuss about theacher policies in relation to teacher quality in Indonesia. Teacher policies play a pivotal role in shaping and maintaining teacher quality in education systems. These policies encompass recruitment, training, evaluation, professional development, and retention strategies. Effective policies attract and retain skilled educators, ensuring ongoing improvement in teaching practices. They promote continuous learning, encourage innovative teaching methods, and address the evolving needs of diverse student populations. Adequate compensation, supportive working conditions, and opportunities for career advancement are crucial components of such policies. By aligning teacher policies with educational goals, societies can enhance teacher quality, elevate student outcomes, and contribute to the overall advancement of educational excellence.
Recording in Youtube:
https://www.youtube.com/watch?v=cg7D0IrcB-8
Analisis Kesahan Kandungan Instrumen Kompetensi Guru untuk Melaksanakan Pentaksiran Bilik Darjah Menggunakan Model Rasch Pelbagai Faset.
Mohamat, R., Sumintono, B. and Abd Hamid, H.S. (2022). Analisis Kesahan Kandungan Instrumen Kompetensi Guru untuk Melaksanakan Pentaksiran Bilik Darjah Menggunakan Model Rasch Pelbagai Faset (Content Validity Analysis of an Instrument to Measure Teacher’s Competency for Classroom Assessment Using Many Facet Rasch Model). Jurnal Pendidikan Malaysia, 47(1), 1-14. DOI: http://dx.doi.org/10.17576/JPEN-2022-47.01-01
Abstract
Kesahan kandungan instrument adalah penting bagi memastikan item-item yang dibina berupaya mengukur perkara yang sepatutnya diukur dan membincangkan sejauh mana item mewakili kandungan yang dimaksudkan. Kajian ini bertujuan menguji kesahan kandungan Instrumen Kompetensi Guru untuk Melaksanakan Pentaksiran Bilik Darjah (IkomGuruPBD) dengan menggunakan analisis Model Rasch Pelbagai Faset (MRPF). IkomGuruPBD terdiri daripada 56 item yang dibina berdasarkan 3 konstruk utama iaitu Pengetahuan PBD, Kemahiran PBD dan Sikap terhadap PBD. Reka bentuk kajian adalah kaedah tinjauan kuantitatif dengan pendekatan penilai berganda (multirater) menggunakan soal selidik IkomGuruPBD yang telah diedarkan kepada 12 orang panel pakar. Setiap pakar perlu menentukan tahap persetujuan mereka tentang kesesuaian setiap item dengan menggunakan skala Likert 3 mata terhadap tiga aspek penilaian bagi setiap item. Dapatan menunjukkan antara kelebihan MRPF adalah boleh menentukan tahap ketegasan penilai dan konsistensi penilai, juga mendapati dapatan respon luar jangkaan. Walaupun setiap penilai diberi instrumen, aspek penilaian dan kategori skala yang sama, namun MRPF boleh membandingkan tahap ketegasan secara individu bagi setiap penilai. MRPF juga boleh mengesan kualiti item untuk membantu pengkaji mengenal pasti item yang baik dan item yang lemah untuk ditambah baik. MRPF mempunyai kelebihan untuk memberikan maklumat yang lengkap mengenai ciri psikometrik bagi IkomGuruPBD yang diuji.
Instrument’s content validity is important to ensure that the items constructed are able to measure what they should measure and discuss the extent to which the items represent the intended content. This study examined the content validity of an instrument to measure teacher’s competency for classroom assessment (IkomGuruPBD) by using the analysis of Many-Facet Rasch Model (MFRM). IkomGuruPBD consists of 56 items built based on 3 main constructs: knowledge in PBD, skills in PBD and attitude towards PBD. This research is a quantitative method with a multirater approach using IkomGuruPBD questionnaire distributed to 12 expert panels. Each expert determined their level of agreement about the suitability of each item by using a 3-point Likert scale on the three aspects of evaluation. Results show that MFRM can determine the severity and consistency level of the raters, also report findings of unexpected bias response. Although all raters were given the same instrument, the same aspects of evaluation and scale category, MFRM has the ability to compare the severity level for each rater individually. Furthermore, MFRM can also detect the quality of the item and help the researcher to identify good items and weak items to be improved. MFRM has the advantage of providing complete information on the psychometric characteristics of the IkomGuruPBD being tested.
Lunch Talk #3: Students' Spatial Ability
Dr Destina Wahyu Winarti explore the topic of spatial ability of Indonesian students in this third #LunchTalk. Student spatial ability refers to the capacity to visualize and mentally manipulate objects in space. It involves skills like mental rotation, spatial reasoning, and perspective-taking. Spatial ability plays a crucial role in various fields, such as mathematics, engineering, and architecture, as it aids in understanding complex structures and relationships. Developing spatial ability can be beneficial for problem-solving, creative thinking, and even some STEM careers. Educational activities like puzzles, design tasks, and computer simulations can enhance students' spatial skills, fostering a deeper comprehension of spatial concepts and potentially opening doors to future academic and professional success.
recording in Youtube:
https://www.youtube.com/watch?v=WOxBihMVFjs
Measuring Changes in Hydrolysis Concept of Students Taught by Inquiry Model: Stacking and Racking Analysis Techniques in Rasch Model
Laliyo, L.A.R., Sumintono, B. and Panigoro, C. (2022). Measuring Changes in Hydrolysis Concept of Students Taught by Inquiry Model: Stacking and Racking Analysis Techniques in Rasch Model, HELIYON, 8(3) : e09126 https://doi.org/10.1016/j.heliyon.2022.e09126.
A B S T R A C T
This research aimed to employ stacking and racking analysis techniques in the Rasch model to measure the hydrolysis conceptual changes of students taught by the process-oriented guided inquiry learning (POGIL) model in the context of socio-scientific issues (SSI) with the pretest-posttest control group design. Such techniques were based on a person- and item-centered statistic to determine how students and items changed during interventions. Eleventh-grade students in one of the top-ranked senior high schools in the eastern part of Indonesia were involved as the participants. They provided written responses (pre- and post-test) to 15 three-tier multiple-choice items. Their responses were assessed through a rubric that combines diagnostic measurement and certainty of response index. Moreover, the data were analyzed following the Rasch Partial Credit Model, using the WINSTEPS 4.5.5 software. The results suggested that students in the experimental group taught by the POGIL approach in the SSI context had better positive conceptual changes than those in the control class learning with a conventional approach. Along with the intervention effect, in certain cases, it was found that positive conceptual changes were possibly due to student guessing, which happened to be correct (lucky guess), and cheating. In other cases, students who experienced negative conceptual changes may respond incorrectly due to carelessness, the boredom of problem-solving, or misconception. Such findings have also proven that some students tend to give specific responses after the intervention in certain items, indicating that not all students fit the intervention. Besides, stacking and racking analyses are highly significant in detailing every change in students’ abilities, item difficulty levels, and learning progress.