Rasch Calibration and Differential Item Functioning (DIF) Analysis of the School Well-Being Scale for Students
Eka Hermansyah, Charyna Ayu Rizkyanti, Lukman Nul Hakim. Vol 10, No 1 (2024) Rasch Calibration and Differential Item Functioning (DIF) Analysis of the School Well-Being Scale for Students. DOI: https://doi.org/10.33394/jk.v10i1.10759
Abstract
This study aims to examine the quality of the school well-being scale for high school students..This study used a quantitative approach with Rasch model analysis. The validity, reliability, and differential item functioning (DIF) assessment are all part of the psychometric examination. The 165 high school students in Mataram, West Nusa Tenggara province who took part in this research were 40 males and 125 girls, ages 11 to 18 (mean age = 15.87, SD = 1.39). The findings of the Rasch analysis show the instrument passes the validity test but has weak reliability. The statistical analysis of the Cronbach alpha reliability coefficient of the instrument is 0.43. More detailed results are shown by the Rasch model analysis reliability of person on 0.47 and item reliability of 0.98. This result explains the good quality of the instrument, while the reliability of the instrument needs to be strengthened by controlling the demographic factors. The scale can be used by school management to understand well-being of the students, and further for the improvement of school quality
Faculty Positions at UIII
Introduction
UIII (Universitas Islam Internasional Indonesia) invites applicants as we are launching faculty recruitment for tenure-track positions at the Faculty of Social Sciences, the Faculty of Economics and Business, and the Faculty of Education.
UIII is a public university established in 2016 with a mandate from the President of the Republic of Indonesia aiming to promote international standard graduate education in the country. Our faculties will offer lifetime learning, ground-breaking research, and global outreach driven by curiosity, integrity, and passion.
UIII has a strong institutional commitment to recruiting and building an academically and culturally diverse community of faculty members. Minorities, women, individuals with special needs, and other underrepresented groups are encouraged to apply.
Benefits
In addition to a career filled with purpose and opportunity, UIII offers a comprehensive benefits package that includes a competitive salary, health insurance, and access to research funding.
Main Tasks
A Full-time Faculty Member with main tasks as follows:
- Teaching Master’s and Doctoral Students*
- Conducting research in their respective and interdisciplinary fields
- Supervising Master thesis and Doctoral dissertation
- Publishing international scientific articles
*Please note that English is the main language of instruction in UIII and is the language used in general communication. Besides English, Arabic is used as a medium of instruction, specifically in the Islamic Classical Sciences Study Program within the Faculty of Islamic Studies.
Required Qualification
Applicants should have a Ph.D. or Doctorate degree from a reputable university in the fields of:
- Social Sciences, in public policy, climate policy, decision science, quantitative method, political science, international relations, comparative politics, or related fields of social sciences, preferably with research and teaching interest in strategic studies, contentious politics, gender politics, international organizations, and environmental/climate change-related studies.
- Economics and Business, preferably with a background in econometrics, macroeconomics, mathematical economics, monetary economics, energy, environmental, and resource economics, public economics, developmental economics, public finance and policy, finance, accounting, and business.
- Education, preferably with a background in educational psychology and a professional license from Himpunan Psikologi Indonesia (HIMPSI), psychology in education, psychometrics, curriculum and instruction, science education, educational management, leadership and policy, politics of education, economics of education, sociology of education, philosophy of education, psychological assessment, educational assessment, and program evaluation.
Application Documents
Applicants should provide:
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- A cover letter
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- A curriculum vitae
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- Bachelor’s, Master’s, and Doctoral Degree Certificates
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- A two-page statement of research interests
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- PDF copies of their TWO most significant publications, and
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- At least TWO letters of recommendation
- Applications should be submitted online at:
Application Deadline
Applications will be reviewed on a rolling basis, and application materials must be received by April 26, 2024. Please forward questions and inquiries via e-mail to [email protected].
Equity and Education Course at UIII Highlights Inclusive Practices
Equity and Education Course at UIII Highlights Inclusive Practices
March 19, 2024
Contributor: Irkham Zamzuri | Editor: Supriyono
UIII, Depok – The UIII Faculty of Education’s Equity and Education course, convened by R. Alpha Amirrachman, M.Phil., PhD, attended by the dedicated students from the second batch of the faculty, focusing on exploring the depths of educational equity through diverse perspectives.
One of the central discussions in the final class centered around a chapter from the book "Education for Democratic Intercultural Citizenship," edited by Wiel Veugelers and published by Brill in 2019. The chapter entitled "Social and Educational Inclusion in Schools and Their Communities" by Ghazala Bhatti delves into the nuances of social and educational inclusion with a specific focus on the EDIC+ project in the UK context.
The chapter covers a range of topics, including the theoretical background of inclusion, challenges about democracy and human rights, inclusion and disability studies, intersectionality, and fundamental British values. It also discusses a module on social and educational inclusion at Bath Spa University designed to help postgraduate students critically engage with concepts of inclusion in their professional and personal experiences.
In an engaging turn, one of the students in the course connected the academic discussion to real-world applications by sharing his experiences working at Titian Foundation, an NGO in Klaten Regency, Central Java. This organization dedicates itself to providing full scholarships to underprivileged senior and vocational high school students, supporting them not only financially but also through nurturing essential soft skills.
The foundation's comprehensive approach includes covering school fees, textbooks, and uniforms for three years, along with a mentorship program. Mentors play a crucial role in tracking students' progress, liaising with teachers, engaging with parents, and fostering a supportive community among the scholarship recipients.
This student's reflection on the foundation's work highlighted how education opportunities extend beyond academic achievements. The foundation emphasizes creating equal opportunities for students who wish to continue their education but face financial barriers. Their approach aligns with the concept of social justice in education, focusing on equality of opportunities and capabilities as well as outcomes.
After listening to the discussion, Eka Hermansyah, one of the students, responded by emphasizing the follow-up program that must be designed by schools. “For now, every student in each level of schooling years has received financial aid from the government through several schemes, but it seems that those funds are not allocated well. Schools need to prepare affirmative programs to provide additional assistance or personalize mentoring toward students’ different needs,” he highlighted.
Another student, Mayola Andika, was impressed with the equity and education class. It broadened her understanding of inclusiveness. Inclusive education is not only related to students with disabilities but also involves students who come from poor families.
“Inclusiveness is interpreted as "education for all", anyone has the right to get access to education regardless of their background, whether they are from different races and ethnicities, gender, religion, social status, and others. This includes children from low-income families,” she highlighted.
Mayola concluded that financial support alone is not enough to form children's motivation to achieve their dreams. This must be balanced with motivation from teachers and mentors so that this child can design his future map for life and have a great desire to achieve it.
The Equity and Education course at UIII, through its diverse curriculum and insightful student contributions, underscores the importance of exploring and understanding different facets of educational equity. This course not only provides a theoretical foundation but also encourages students to reflect on practical applications in real-world settings. The Faculty of Education at UIII remains committed to addressing educational challenges and promoting inclusive practices. The insights and experiences shared in this course are invaluable contributions to the broader conversation on equity in education.
source: https://www.uiii.ac.id/news/57509/equity-and-education-course-at-uiii-highlights-inclusive-practices
Celebrating Academic Milestones: FoE Holds Thesis Proposal Seminar for MA Students
Celebrating Academic Milestones: FoE Holds Thesis Proposal Seminar for MA Students
February 17, 2024
Contributor: Irkham Zamzuri | Editor: Supriyono
UIII, DEPOK - The UIII Faculty of Education (FoE) marked a significant milestone on January 10, 2024, as 17 MA students at the faculty successfully defended their thesis proposals in a seminar that signifies a major step in their academic journey. The event, conducted to rigorously examine each student's thesis proposal, showcased a diverse range of topics reflective of current educational challenges and innovations.
The students' proposals covered a broad spectrum of subjects, including educational leadership, student literacy, the interplay of education and politics, child and student well-being, education and equity, the integration of artificial intelligence (AI) in education, and climate change education. This diversity not only underlines the comprehensive nature of the program but also highlights the faculty's commitment to addressing contemporary issues in education.
Dr. Tati D. Wardi, the Head of MA in Education Program, in her opening remarks, stressed the importance of the thesis proposal in a student's academic journey. "The thesis proposal is one of the crucial milestones in a student's academic journey. Therefore, it's worth celebrating," she emphasized. Her words underscored the importance of this phase in graduate education, where students transition from learners to contributors to their field.
The success of these 17 students is not just a personal achievement but a testament to the quality of education and mentorship provided by the Faculty of Education at UIII. It also serves as an inspiration to their peers and a beacon of the high standards the university upholds.
As these students now move forward to the next phase of their academic journey - conducting fieldwork and writing their MA thesis - they do so with the confidence and skills honed through rigorous academic training and the support of their mentors and peers. Their future contributions are eagerly anticipated, with the expectation that they will bring forth innovative solutions and insights to the ever-evolving realm of education.
Mayola Andika who wrote about women empowerment through education by nurturing entrepreneurship in a female pesantren (Islamic boarding school) stressed the benefit of the thesis proposal seminar. “Thesis proposal defense is very useful. Because our writing is corrected in detail and then given feedback and suggestions to make our writing better. This also helps us practice public speaking, we also learn to answer examiner questions with a more scientific frame of mind,” she said.
Meanwhile, Tazkia Aulia Rahmah expressed her nerve-wracking experiences after presenting her paper. “In my opinion, even though the aim of the seminar thesis is essentially to convince the lecturer about the title we have chosen, in reality, it is more than just that. We get the opportunity to do more than just present the title, but also provide lecturer input which will later be useful for perfecting our research plans. It still feels scary for students but it also turns out to provide more benefits than what we feared,” she expressed.
The Faculty of Education at UIII continues to be a hub for scholarly excellence and innovation, nurturing future educators, leaders, and researchers who are equipped to tackle the multifaceted challenges in the field of education. This thesis proposal seminar is not just a celebration of academic milestones but also a reflection of the university's commitment to fostering an environment that values academic rigor, diversity of thought, and real-world impact.
Dr. Lia M. Boediman’s Lecture at FoE UIII: Enriching the Discourse on Child Mental Health
Dr. Lia M. Boediman’s Lecture at FoE UIII: Enriching the Discourse on Child Mental Health
February 15, 2024
Contributor: Irkham Zamzuri | Editor: Supriyono
UIII, Depok - The UIII Faculty of Education had the privilege of hosting Dr. Lia M. Boediman, a distinguished lecturer from the Faculty of Psychology at Universitas Indonesia, for a guest lecture on Child Mental Health. This lecture was an integral part of the Child and Student Well-being course, led by esteemed Charyna Ayu Rizkyanti PhD, and Dr. Lukman Nul Hakim, and was attended by students of MA and PhD levels.
Dr. Boediman, a graduate of the doctoral program in Clinical Psychology from Argosy University Hawaii, brought a wealth of knowledge and experience to the lecture. Her presentation, titled "Children's Mental Health in School," delved into three core challenges faced by children in school environments: Social Pressures, Academic Stress, and Familial Issues. These areas are critical to understanding and supporting the mental well-being of students in educational settings.
The lecture emphasized the importance of addressing mental health in school settings, focusing on the need for early intervention, fostering academic excellence, and ensuring long-term health. “Mental health is not merely the absence of mental illness but also involves promoting wellness, social, emotional, and behavioral health, and the ability to cope with life's challenges. Good mental health is critical to children’s success in school and life,” Dr. Boediman explained.
A key highlight of the lecture was the reference to the World Health Organization's (WHO) 2007 recommendation, advocating for schools to function as primary mental health support systems. This involves implementing comprehensive services focused on promotion, prevention, intervention, and rehabilitation to support student mental health.
Dr. Boediman poignantly stated, "Every child has the right to go to school and learn, free from fear," a sentiment that resonates deeply with the values of UIII. The lecture provided valuable insights into the significance of nurturing mental health in educational settings, equipping educators and future researchers with the understanding necessary to support the mental well-being of students.
Equity and Education Course at FoE UIII Highlights Inclusive Practices
Equity and Education Course at UIII Highlights Inclusive Practices
February 16, 2024
Contributor: Irkham Zamzuri | Editor: Supriyono
UIII, Depok – The UIII Faculty of Education’s Equity and Education course, convened by R. Alpha Amirrachman, M.Phil., PhD, concluded its last session on January 11, 2024, attended by the dedicated students from the second batch of the faculty, focusing on exploring the depths of educational equity through diverse perspectives.
One of the central discussions in the final class centered around a chapter from the book "Education for Democratic Intercultural Citizenship," edited by Wiel Veugelers and published by Brill in 2019. The chapter entitled "Social and Educational Inclusion in Schools and Their Communities" by Ghazala Bhatti delves into the nuances of social and educational inclusion with a specific focus on the EDIC+ project in the UK context.
The chapter covers a range of topics, including the theoretical background of inclusion, challenges about democracy and human rights, inclusion and disability studies, intersectionality, and fundamental British values. It also discusses a module on social and educational inclusion at Bath Spa University designed to help postgraduate students critically engage with concepts of inclusion in their professional and personal experiences.
In an engaging turn, one of the students in the course connected the academic discussion to real-world applications by sharing his experiences working at Titian Foundation, an NGO in Klaten Regency, Central Java. This organization dedicates itself to providing full scholarships to underprivileged senior and vocational high school students, supporting them not only financially but also through nurturing essential soft skills.
The foundation's comprehensive approach includes covering school fees, textbooks, and uniforms for three years, along with a mentorship program. Mentors play a crucial role in tracking students' progress, liaising with teachers, engaging with parents, and fostering a supportive community among the scholarship recipients.
This student's reflection on the foundation's work highlighted how education opportunities extend beyond academic achievements. The foundation emphasizes creating equal opportunities for students who wish to continue their education but face financial barriers. Their approach aligns with the concept of social justice in education, focusing on equality of opportunities and capabilities as well as outcomes.
After listening to the discussion, Eka Hermansyah, one of the students, responded by emphasizing the follow-up program that must be designed by schools. “For now, every student in each level of schooling years has received financial aid from the government through several schemes, but it seems that those funds are not allocated well. Schools need to prepare affirmative programs to provide additional assistance or personalize mentoring toward students’ different needs,” he highlighted.
Another student, Mayola Andika, was impressed with the equity and education class. It broadened her understanding of inclusiveness. Inclusive education is not only related to students with disabilities but also involves students who come from poor families.
“Inclusiveness is interpreted as "education for all", anyone has the right to get access to education regardless of their background, whether they are from different races and ethnicities, gender, religion, social status, and others. This includes children from low-income families,” she highlighted.
Mayola concluded that financial support alone is not enough to form children's motivation to achieve their dreams. This must be balanced with motivation from teachers and mentors so that this child can design his future map for life and have a great desire to achieve it.
The Equity and Education course at UIII, through its diverse curriculum and insightful student contributions, underscores the importance of exploring and understanding different facets of educational equity. This course not only provides a theoretical foundation but also encourages students to reflect on practical applications in real-world settings. The Faculty of Education at UIII remains committed to addressing educational challenges and promoting inclusive practices. The insights and experiences shared in this course are invaluable contributions to the broader conversation on equity in education.
source: https://www.uiii.ac.id/news/57499/equity-and-education-course-at-uiii-highlights-inclusive-practices
FoE’s Lunch Talk #25 on Spatial Reasoning in Numeracy Learning
FoE’s Lunch Talk #25 on Spatial Reasoning in Numeracy Learning
February 15, 2024
Contributor: Irkham Zamzuri | Editor: Supriyono
UIII, Depok – The UIII Faculty of Education (FoE), in a synergistic collaboration with SEAMEO CECCEP (Southeast Asian Ministers of Education Organization Regional Centre for Early Childhood Care Education and Parenting), hosted an enlightening Lunch Talk #25 on addressing spatial reasoning in numeracy learning.
The event shone a spotlight on the pioneering research conducted by Dr. Destina Wahyu Winarti of UIII and Assoc. Prof. Wanty Widjaja from Deakin University, Australia, focused on an innovative approach to enhancing early childhood education with the topic "Promoting Spatial Reasoning of Early Childhood Educators to Support Numeracy Learning."
This talk comes at a crucial time when the Indonesian Early Childhood Education Directorate General is emphasizing a holistic and integrative approach to early childhood education, with a particular focus on strengthening numeracy skills from an early age. Research has consistently highlighted spatial reasoning as a key predictor of numeracy success in later years, and this session shed light on how this can be effectively integrated into early childhood education.
Dr. Winarti and Assoc. Prof. Widjaja shared insights from their study, which proposes to integrate spatial reasoning within play-based activities, a method proven to be highly effective in early learning environments. The aim is to build the capacity of early childhood educators, enabling them to co-design spatially rich, play-based classroom activities. These activities, when implemented in their workplaces, are expected to offer valuable insights and experiences.
The session underscored the importance of engaging educators in the development of these activities, ensuring that they are not only practical but also resonate with the children's learning needs. By reflecting on their experiences, educators can further refine these practices, making them more impactful.
Dr. Winarti explained the result of the research, saying that the professional learning program supports Early Childhood Education (ECE) educators in designing play based-learning activities that support children's spatial reasoning.
"The research finding offers ECE a good understanding of spatial ability and spatial thinking, deepening ECE's understanding of some key numeracy concepts, including one-to-one correspondence and cardinality. Exposure to spatially rich play-based activities allowed ECE to design and adapt the activities for their ECE centers," Dr. Winarti elaborated.
The event was well-received by attendees, comprising students, faculty members, and professionals in the field of education, who gained valuable insights into the role of spatial reasoning in early numeracy development. The session also provided a platform for discussion and collaboration among educators and researchers, fostering a community dedicated to advancing early childhood education in Indonesia.
source: https://www.uiii.ac.id/news/57498/foes-lunch-talk-25-on-spatial-reasoning-in-numeracy-learning
Students Meeting Their Academic Advisers Seen as Opportunity for Guidance
Students Meeting Their Academic Advisers Seen as Opportunity for Guidance
February 12, 2024
Contributor: Erickson Samson | Editor: Supriyono
UIII, DEPOK - On January 22, 2024, we took the opportunity to pay a second visit to our esteemed academic adviser, Dr. Bambang Sumintono. I went with Khizer Hayat, Nana Suliyana and Nasrullah. One of the best things that I learned as a student is lifelong learning and the quality of being teachable. As we pursue graduate studies in Education at UIII, I told myself that I would never miss the chance and opportunity to become teachable as I considered myself insatiable in learning and open to ideas and discussions with whom I met every day.
Being teachable means believing we are open to every constructive idea and lesson, not only from our classmates and friends but also from our academic advisors and mentors who are there to guide us in our academic journey. We acknowledge that academia is an environment or community where there is the pursuit of knowledge, education, and research. Hence, we expect that this community consists of thinkers who are experts in their fields, and our role as students or researchers is to learn from the people around us as it is part of scaffolding learning that stresses our ability to learn through the guidance of those people.
“Meeting an academic adviser is important for personalized guidance, concentration selection, and career planning, ensuring students stay on track to meet their academic and professional goals,” Khizer Hayat, an MA in Education student, said, emphasizing the need for advice that every student should maximize.
Dr. Bambang Sumintono then emphasized the importance of meeting our academic advisers. When we met him, he stressed the importance of choosing the right concentrations with which our hearts say. “Some students sometimes need guidance for academic matters.” The guidance is needed to navigate the students’ academic journey.
Students have both acknowledged the importance of seeking guidance as part of the learning process. Dr. Sumintono has encouraged the students to visit their academic advisers as frequently as possible and guide the students on their academic journey to know if they are choosing a good concentration according to what their hearts call. Also, let them know at the very beginning the importance of choosing a concentration that might be of interest to them so they can easily explore more about the subjects they choose.