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
Muhammadiyah Bugis-Makassar: Dispersal of Muslim Organizations in and from South Sulawesi
Halim, W., & Nubowo, A. (2025). Muhammadiyah Bugis-Makassar: Dispersal of Muslim Organizations in and from South Sulawesi, Indonesia . Studia Islamika, 32(2), 313–346. https://doi.org/10.36712/sdi.v32i2.4254
Abstract
This study examines the dispersal of Islamic authority within Muhammadiyah in South Sulawesi and how local cultural values influence Islamic reformism. It highlights the emergence of new organizations such as Darul Istiqamah, Hidayatullah, and Wahdah Islamiyah, founded by Muhammadiyah activists with distinct institutional paths. These organizations emerged through ideological shift, cultural entrepreneurship, and political opportunity. Bugis-Makassar values, particularly siri’ (shame and dignity) and pessé/paccé (solidarity), promote independent leadership and institutional creation over internal compromise. Drawing on political opportunity, resource mobilization, and sectarianization theories, the study shows that religious authority dispersal is shaped by local socio-cultural logics. The Darul Islam movement’s legacy further supports more rigid reformist visions. Rather than fragmentation, this process reflects culturally mediated adaptation and innovation. The concept of “Muhammadiyah Bugis-Makassar” illustrates how local cultural dynamics catalyze Islamic reform into networked activism, where regional values reshape organizational boundaries and influence broader Islamic movements. This framework offers insights into cultural mediation of Islamic reform trajectories across Indonesia.
KUPI Approach to Qur’an and Hadith Re-interpretation
Nurmila, N. (2025). KUPI Approach to Qur’an and Hadith Re-interpretation. African Journal of Gender and Religion, 31(1). https://doi.org/10.36615/vqcta754
Abstract
Critical theory argues that knowledge is not value free. It is influenced by the interest, context, and background of the knowledge producers. Many books of tafsir (Qur’anic exegesis) have been written, primarily by men based on their experiences. These tafsirs are not free from male interest. As Farid Esack argues, classical tafsirs, mostly written by men, tend to be male-biased and discriminatory against women. Since the late 1990s, with the growing influence of global Muslim feminism, there have been increasing number of books in Indonesia that criticize the male-biased interpretations of the Qur’an and produce alternative readings from an equal gender perspective, such as those written by Nasaruddin Umar, Zaitunah Subhan, Nurjannah Ismail, Husein Muhammad, and many others. Recent works have been produced by Badriyah Fayumi, Nur Rofiah and Faqihuddin Abdul Kodir, the leading founders and organizers of the Congress of Indonesian Women Ulama (KUPI). This article explores three new methodologies of tafsir developed in the current Indonesian context by three scholars: Badriyah Fayumi’s reading of maʿrūf (religiously, reasonably, and socially acceptable), Nur Rofiah’s concept of women’s haqiqi (real) justice, and Faqihuddin Abdul Kodir hermeneutical approach of qirā’ah mubādalah (reciprocal reading). These new approaches to understanding Islamic sources were launched during KUPI II in 2022 to be KUPI’s methodology.