Cultivating distance learning: Developing and validating online teacher engagement scale using Rasch model
Kristiana, I. F., Simanjuntak, E., Sumintono, B., Prihatsanti, U., & Shofiefany, C. N. (2026). Cultivating distance learning: Developing and validating online teacher engagement scale using Rasch model. Jurnal Psikologi, 25(2), 176-193. https://doi.org/10.14710/jp.25.2.176-193
Abstract
Background: Teacher engagement plays a crucial role in determining the success of online learning, particularly as digital education becomes increasingly prevalent. However, instruments to accurately assess teachers’ engagement in online learning contexts remain limited.
Purpose: This study aimed to develop and validate a measurement scale to assess teacher engagement in online learning.
Method: The study involved 411 teachers from elementary to middle schools across various regions in Indonesia. The initial version of the Online Teacher Engagement Scale (OTES) consisted of 40 items measured using a five-point Likert scale. Data were analyzed using the Rasch model.
Findings: The analysis demonstrated that the OTES possessed strong psychometric properties, with a person reliability index of .89 and an item reliability index of .99. The 32 items were valid after passed some item tests criteria in the Rasch analysis. The explained raw variance of 38% suggested that the OTES measured the intended construct adequately, although five items displayed gender-based DIF, leading to their exclusion.
Implication: OTES has broad potential as an evaluation instrument for schools, universities, and teacher training institutions in monitoring the level of teacher involvement during online learning.
Beyond ritual compliance: Rethinking religious education in an Islamic boarding school
Maulana, M., Al Faruqi, M. I. H., & Ganiswari, S. (2026). Beyond ritual compliance: Rethinking religious education in an Islamic boarding school. British Journal of Religious Education, 1–18. https://doi.org/10.1080/01416200.2026.2734383
ABSTRACT
Islamic boarding schools are designed to provide holistic education integrating intellectual, moral and spiritual development, with religious education positioned at the core of daily life to cultivate spiritually conscious students (insan kamil). However, in practice, religious education within the dormitory setting is often perceived by students as routine obligations rather than meaningful formative process. This study explores how students perceive religious education in an Islamic boarding school and how these perceptions shape their motivation and engagement in religious practices. Employing a qualitative reflective–interpretive design, data were collected through participant observation of religious learning and worship activities, in-depth interviews with eight students, and researchers’ reflexive field notes as insider educators. Thematic analysis revealed that religious education is largely experienced as formalistic and compliance-driven. Students’ participation in religious activities is predominantly motivated by extrinsic factors, particularly institutional rules and disciplinary sanctions, rather than intrinsic spiritual awareness. Moreover, religious education is perceived as less legitimate and less consequential than formal academic schooling. These conditions constrain the transformative potential of Islamic education. The study calls for reorientation towards dialogical and reflective pedagogies that prioritise meaning-making and the internalisation of spiritual values, enabling boarding schools to more effectively nurture holistic and spiritually grounded students.
Assessing Teacher Competency Disparities Through Rasch and DIF Analysis
Rahim, M., Laliyo, L. A. R., Sumintono, B., & Lakadjo, Moh. A. (2026). Assessing Teacher Competency Disparities Through Rasch and DIF Analysis. The International Journal of Assessment and Evaluation. https://doi.org/10.18848/2327-7920/cgp/a182
Abstract: Mapping disparities in teacher competencies is essential for advancing equitable education quality in Indonesia. This study investigates the psychometric quality of three teacher competency instruments—the Questionnaire on Teacher Interaction (QTI), Teacher Reflective Practice Questionnaire (TRPQ), and Teacher Knowledge Creation Questionnaire (TKCQ)—and examines competency disparities across teacher demographic groups with explicit attention to measurement fairness. A cross-sectional quantitative survey was conducted with 511 elementary and junior high school teachers in Gorontalo Province. Data were analyzed using the Rasch Measurement Model to evaluate model fit, item and person reliability, unidimensionality, rating scale functioning, and Differential Item Functioning (DIF). The results indicate that all three instruments demonstrated good overall fit to the Rasch model, with very high item reliability (≥0.97) and person reliability ranging from moderate (QTI = 0.68) to very good (TKCQ = 0.86). The rating scales functioned optimally, and item–person targeting was particularly strong for the QTI and TRPQ instruments. DIF analysis revealed meaningful disparities in teacher competencies associated with certification status, teaching experience, and school location, indicating structural inequities rather than measurement bias. These findings confirm the validity and fairness of the instruments and underscore the importance of Rasch–DIF-based analyses for diagnosing competency gaps. The study recommends the implementation of tiered, data-driven professional development (PD) programs to support equitable and targeted teacher competency enhancement.
How organizations learn: investigating boundary crossing activities for redesigning equity-oriented principal preparation programs
Awaludin, A., & Halverson, R. R. (2026). How organizations learn: investigating boundary crossing activities for redesigning equity-oriented principal preparation programs. Cogent Education, 13(1). https://doi.org/10.1080/2331186X.2026.2697539
Abstract
This paper examines how multi-institutional partnerships drive systemic changes in equity-centered principal preparation programs (PPPs). Using a district partnership team (DPT) within the Equity Leadership Pathway (ELP, pseudonym) initiative in the United States as the case study, we apply a multilevel boundary-crossing framework to analyze how organizations learn as universities, districts, and state agencies navigate bureaucratic and cultural friction. Our findings reveal that these discontinuities were not mere barriers, but vital catalysts for ideological negotiation and institutional reforms. Through identification, coordination, reflection, and transformation mechanisms, the stakeholders co-governed the leadership development program to bridge the theory-practice gap. Future research should include longitudinal data to explore how this equity-centered training could impact leadership practices, school environments, and long-term student learning outcomes.
The Development of Sustainability and Education Research in Indonesia: A Systematic Literature Review.
Nurulsari, N., Sumintono, B., & Hariri, H. (2026). The Development of Sustainability and Education Research in Indonesia: A Systematic Literature Review. Education Sciences, 16(7), 1101. https://doi.org/10.3390/educsci16071101
Abstract
When enjoyment and interest are not enough: Adaptation and psychometric evaluation of the foodie index in Indonesia and contextual variation in food involvement
Rangka, I. B., Hidayah, N., Hanurawan, F., Eva, N., Muslihati, M., Sumintono, B., & Zhang, Q. (2026). When enjoyment and interest are not enough: Adaptation and psychometric evaluation of the foodie index in Indonesia and contextual variation in food involvement. Food Quality and Preference, 106018. https://www.sciencedirect.com/science/article/abs/pii/S0950329326001722
Abstract
Keywords
Multi-rater assessment in systematic reviews: A methodological innovation in forest higher education literature
Larasatie, P., Sumintono, B., Rodríguez-Piñeros,S., Zamora-Cristales, R., Biju, A., & Chamlagain, K. (2026). Multi-rater assessment in systematic reviews: A methodological innovation in forest higher education literature. BioProducts Business, 11, 3 pp 35-46. https://biobus.swst.org/index.php/bpbj/issue/view/201
Abstract:
Systematic literature reviews (SLRs) are essential for synthesizing evidence in forest higher education, yet the reliability of article selection often hinges on subjective expert judgment. As forest education evolves to meet global challenges, such as climate change, digitalization, and market dynamics, educators must navigate an overwhelming volume of
literature to identify high-quality science that fosters critical thinking and holistic understanding. This study introduces the Many Facet Rasch Model (MFRM) as a methodological innovation for evaluating multi-rater assessments of the forest higher education literature, offering a transparent and replicable framework for evidence synthesis. Five experts, who served as raters, assessed ten articles using six calibrated criteria (originality, comprehensiveness of literature review, methodology, scientific value of findings, related issues with forest higher education, and quality of analysis). The results demonstrate that MFRM can identify psychometrically sound evaluations, rank article quality, and diagnose criteria, particularly in comprehensiveness of the literature review and difficulty, most notably in literature review comprehensiveness and methodological rigor. This research provides practical guidance for forest higher education practitioners seeking to select pedagogically valuable resources. By enhancing transparency and reproducibility in literature evaluation, MFRM strengthens forest higher education’s capacity to train future foresters with precision, integrity, and relevance
Scoping Review Using VOSviewer on Research of Socio-Scientific Issues in Education
Winarti, D.W., Rosyada, M.N., Krisnawati, N.M. et al. Scoping Review Using VOSviewer on Research of Socio-Scientific Issues in Education. Can. J. Sci. Math. Techn. Educ. 26, 63 (2026). https://doi.org/10.1007/s42330-026-00490-5
Abstract
Socio-scientific issues (SSI) are complex real-world problems that gain lots of attention not only from researchers and policy makers but also educators considering the global challenges. Along with this increasing attention, various literature studies have been conducted, including those employing bibliometric approaches using VOSviewer, which have provided valuable insights into publication trends and research productivity. However, these studies still offer limited insight into the educational dimensions of SSI. To address this gap, this article seeks to map existing research on SSI in the field of education by providing a more comprehensive overview of the scope and breadth of the literature, particularly through an education-focused interpretation that captures the thematic structure, cross-contextual integration, and evolving global dimensions of SSI. VOSviewer was used as a tool to analyse the metadata from articles in the Scopus database. Four hundred and twenty articles written in English were gathered from the search process by using the keyword of “socioscientific issues”. The analysis results show various emerging topics in relation with socio-scientific issues. The development of integration of SSI in education is mostly found in science education and science, technology, engineering, and mathematics (STEM) education as well as in teacher training, particularly for science teachers. In addition, we also observe from the data analysis that sustainability and sustainable development, climate change, and social justice are those evolving SSIs.
Strategic leadership behaviours in Chinese schools: a Rasch model analysis.
Jiang, N., Deng, R., Perera, C. J., Sumintono, B., & Zainuddin, Z. (2026). Strategic leadership behaviours in Chinese schools: a Rasch model analysis. Asia Pacific Journal of Education, 1–25. https://doi.org/10.1080/02188791.2026.2659133
ABSTRACT
This study examines the strategic leadership behaviours of secondary school principals in China, where centralized governance and cultural traditions shape leadership practices. Drawing on a cross-sectional survey of 895 principals, this research adopts Pisapia’s theory of strategic leadership, which delineates five core leadership influence actions, transforming, managing, bonding, bridging, and bartering, to investigate how school leaders navigate complex educational challenges. Using the Strategic Leadership Questionnaire (SLQ) and applying the Rasch Measurement Model, this study provides a rigorous psychometric evaluation of these leadership behaviours. Findings reveal that transforming, bonding, and bartering emerge as the most dominant behaviours, highlighting the importance of proactive change, relationship-building, and negotiation in school leadership. Conversely, managing and bridging behaviours were less frequently observed, suggesting a shift away from traditional hierarchical administration towards adaptive leadership strategies emphasizing operational stability and stakeholder engagement. This study advances existing scholarship by addressing geographical and methodological gaps. While prior research in China has predominantly focused on instructional leadership, this study systematically measures strategic leadership behaviours through Rasch-based psychometric validation. The findings offer new insights into culturally responsive leadership practices and provide evidence-based recommendations to improve leadership assessments, thereby strengthening the global discourse on effective school leadership in diverse educational contexts.
Empowering early childhood educators to foster spatial and numeracy reasoning through play-based learning.
Winarti, D. W., Widjaja, W., Razi, F., Huzaimah, S., Prianggi, A., & Setyawan, I. A. (2025). Empowering early childhood educators to foster spatial and numeracy reasoning through play-based learning. Journal on Mathematics Education, 16(3), 871–888. https://doi.org/10.22342/jme.v16i3.pp871-888
Abstract
Despite the growing awareness of the importance of spatial reasoning in schooling years, there is a notable gap in research literature to promote spatial reasoning in early childhood education in Indonesia. This research aims to address this gap by building the capacity of Indonesian early childhood educators in designing play-based activities to support children’s spatial thinking and reasoning. Twenty early childhood education (ECE) educators coming from different area in Java, Indonesia participated in the study. The study employed design-based research methodology to examine the way in which research team and ECE educators work collaboratively to bring about innovative learning processes and changes in ECE’s practices. A key design principle of the study features play-based activities to promote children’s spatial reasoning skills in the early years were analyzed. This study finds that the professional learning program provides support for ECE educators in three areas, such as foster an understanding of key numeracy concept including one-to one correspondence and cardinality and how it is being implemented, offer insights about spatial ability and its constructs, and exposure to spatially rich play-based activities that could be adopted for ECE centers