Developing An Achievement Test in Learning of Physics for Assessment

Background: There were many patients, including adolescent, with dyspepsia symptoms in our daily clinical practice have been interacting with internet search engine to find medical information which induced or worsened their dyspeptic symptoms. Aim of the study is to know the pattern of internet browsing habit and dyspepsia syndrome in adolescentMethod: Grade 12 level students of senior high schools in Yogyakarta, Indonesia were included in the study with stratified random sampling method. Students with confirmed organic dyspepsia diagnosis were excluded. We use two simple questions to reveal the students internet browsing habit, question no 1 :“Did you ever browse information about diseases in the internet?” (answer choice: a.never;b.once;c.more than once); question no 2.: “Did you ever browse information about your medical complaint in the internet?” (answer choice: a.never;b.once;c.more than once). We used validated Gastrointestinal Symptom score (GIS) to reveal the students dyspepsia symptoms. Data were analyzed with chi-square test and anova.Results: There were 665 (477 girls and 188 boys) senior high school students (age range : 16-20 years old) included in this study. Based on question no 1, the result showed significantly different (p 0.001) between students with and without the dyspepsia syndrome, and the question no 2 also showed similar result (p=0.002). The anova between GIS and question no 1 showed significantly different ( p0.001) and the similar result was also found between GIS and question no 2 (p0.001). Conclusion:The internet browsing habit may influence the development of dyspepsia syndrome in adolescent and further study is needed to find the cause and effect relationship.

INTRODUCTION: There were many patients, including adolescents, with dyspepsia symptoms in our daily clinical practice have been interacting with internet search engine to find medical information which induced or worsened their dyspeptic symptoms. Aim of the study is to know the pattern of internet browsing habit and dyspepsia syndrome in adolescents METHODS: Grade 12 level students of senior high schools in Yogyakarta, Indonesia were included in the study with stratified random sampling. Students with confirmed organic dyspepsia diagnosis were excluded. We use two simple questions to reveal the students internet browsing habit, question no 1:“Did you ever browse information about diseases in the internet?” (answer choice: a. never; b. once; c. more than once); question no 2.: “Did you ever browse information about your medical complaint in the internet?” (answer choice: a. never; b. once; c. more than once). We used validated Gastrointestinal Symptom score (GIS) to reveal the students dyspepsia symptoms. Data were analyzed with chi-square test and anova. RESULTS: There were 665 (477 girls and 188 boys) senior high school students (age range: 16-20 years old) included in this study. Based on question no 1 (Table 1) the result showed significantly different (P < 0.001) between students with and without the dyspepsia syndrome, and the question no 2 (Table 2) also showed similar result (P = 0.002). The anova between GIS and question no 1 showed significantly different (P < 0.001) and the similar result was also found between GIS and question no 2 (P < 0.001). CONCLUSION: Many patients with dyspepsia symptoms who came to our private and hospital clinics have been interacting with the internet search engine to find medical information about their symptoms including fake medical information that may influenced their psychogenic pain perception. This study showed that the internet browsing habit may influenced the development of dyspepsia syndrome in adolescents and further study is needed to find the cause and effect relationship.

Junior and Senior High School is the period for what we called unstable of “Anak Baru Gede (ABG) ”. Application of high technology like internet, is the ordinary things for students of Junior and Senior High School in Yogyakarta, which is used for doing their homework. Nevertheless, high tech is usedfor looking friends through Facebook, Twitter, etc as well. Nowadays, ABG are always curious of the new things, that lead them to inappropriate research. Even more, lack of parents concern is impacted to immoral behavior. Besides, negative environment gives the fundamental factor to immoral behavior as well. Hence, it effected to mentally and morally degradation. The objective o f this research is for identifying the role of society to ABGs mischievousness in Yogyakarta. This research is used qualitative approach with case study 's methodology to obtain data and description related to ABG s mischievousness in Yogyakarta. Next, is using Logistic Regression analysis to analyze the connection. The result is Y=4. 7451.054 X equation. Hence, it concluded that increased one unit of society's role will decrease the degree of ABG s mischievousness by 1.054.

Language learning in the Industrial Revolution 4.0 and Society 5.0 era is required to produce students with 21st-century skills by increasing the capacity and capability of using technology in learning. Technology-based learning, known as cybergogy, is a continuity of learning paradigms that previously applied the principles of pedagogy and andragogy in the learning process. As a new concept in learning, cybergogy is essential in improving 21st-century skills in the form of the 6Cs (Citizenship, Character, Critical Thinking and Problem Solving, Communication, Creativity, and Collaboration). Enhancing communication skills through cybergogy-based learning is a novelty that has not been done much and has become the focal point of research. This research, part of development research using the ADDIE model, employed a quasi-experimental design conducted in 3 senior high schools in Yogyakarta, representing one school per category, namely the lower, medium, and high categories, based on UTBK scores. A non-equivalent control group design involving an experimental and control class was applied. The results of this study, which showed a significant improvement in students' communication skills, especially speaking aspects, through blended learning, are of great significance. Therefore, it can be concluded that cybergogy-based language learning has proven effective in improving students' communication skills through blended learning.

This study aims to determine the difference between Higher Order Thinking Skills (HOTS) and Students Self Regulated Learning (SRL) before and after using e-module based on the 7E (elicit, engage, explore, explain, elaborate, evaluate, and extend) learning cycle on the buffer solution material, and to determine the percentage of its effectiveness. The research use a quasi experiment with one-group pretest-posttest design. The subjects of this research were students of natural science 11th grade in one of senior high schools in Yogyakarta. The instrument used were test in the form of HOTS pretest-posttest description question and non-test in the form of self-regulated learning questionnaire. The data analysis technique used is Hotteling's T2 test. The results showed that the significance value was 0.000 < = 0.05, then H0 was rejected. There were differences in students' HOTS and SRL before and after using e-module based on the 7E learning cycle. The effectiveness of using e-module show by HOTS and SRL simultaneously (36.8%), HOTS (25.2%), and SRL (20.5%).

This study aims to determine the effectiveness of the project-based learning (PjBL) model compared to the cooperative learning (CL) model in improving the critical thinking skills and chemistry self-efficacy of class 10 students simultaneously and consecutively. This quasi-experimental study with a post-test-only control group design was conducted at Public Senior High School in Yogyakarta. The research sample consisted of 65 students from an experimental group of class 10 A 4, totaling 33 students, and a control group of class 10 A 1, totaling 32 students, obtained through cluster random sampling techniques. The instruments used were critical thinking ability tests and self-confidence questionnaires. Before being used, the instruments were tested for content and empirical validity, and normality tests and multivariate outlier tests were carried out, followed by unidimensional assumption tests, parameter invariance, and local independence. The experimental group was taught using the PjBL model, while the control group was taught using the CL model. Critical Thinking Skill Fest (CTST) and Chemistry Self-Efficacy Scale (CSES) were applied as post-tests only to students in both groups. One-way multivariate Analysis of Variance (MANOVA) and post hoc test between subjects (Tukey Test) showed that applying the PjBL model was significantly better than applying the CL model on students' critical thinking skills and chemistry self-efficacy simultaneously and individually. The effectiveness of the PjBL model on students' critical thinking skills and chemistry self-efficacy simultaneously and individually is in the moderate category compared to the CL model. This research provides actionable insights into the advantages of implementing PjBL to improve critical thinking and self-efficacy among students. This research can serve as a reference for future research exploring the effectiveness of PjBl learning models in other subjects or educational levels.

The objectives of this study were to identify students' anxiety levels and to investigate the relationship between students' speaking anxiety and their speaking ability in EFL classes. This study is quantitative research in the form of correlation research. The participants were 30 eleventh-grade students at one of senior high school in Yogyakarta. The data were collected using a questionnaire and a speaking test. The questionnaire was employed to assess the student's level of anxiety, while the speaking test was utilized to gauge the extent of their speaking proficiency in the EFL lesson. In addition, the researcher employed SPSS 27 to examine the correlation between students' anxiety levels and speaking proficiency.The results of the questionnaire showed that most students have a high level of anxiety when speaking in the EFL Classroom. Some factors that cause students' anxiety when speaking English in EFL classes are lack of confidence, shyness, fear of speaking inaccurately and fear of negative evaluation. Furthermore, the result of the hypothesis test showed that the significant value is 0.025. It showed that the significance value is lower than 0.05. It can be said that Ha is accepted where there is a relationship between students' anxiety level and their speaking ability. The relationship between the two variables is a negative relationship with a Pearson Correlation coefficient value of -409. It indicated that when students have a high speaking score, their anxiety level will be low. Conversely, if students have a low speaking score, it shows that they have a high level of anxiety. Moreover, the strength of the relationship between variable x and variable y is a moderate correlation because it has a coefficient value of 0.409, which is between 0.40 - 0.59.

This study aimed to improve students’ speaking skills using Sims Freeplay through action research based on the Kemmis and McTaggart model, which includes five steps: reconnaissance, planning, action, observation, and reflection. The participants were 29 students from class XI-1 of a senior high school in Yogyakarta, consisting of 12 females and 17 males. Qualitative data were collected through observations and interviews, while quantitative data were gathered using pre-tests and post-tests. Data analysis involved five steps: assembling, coding, comparing, interpreting, and reporting the outcomes. The validity of the data was measured using democratic, outcomes, process, catalytic, and dialogic validity, while reliability was ensured through time triangulation. The results showed improvements in students’ speaking skills, with mean scores increasing from the pre-test (12.28) to post-test cycle I (13.28) and post-test cycle II (14.31), reflecting an 8% increase in cycle I and 9% in cycle II. Reflection from cycle I revealed improvements in vocabulary, fluency, pronunciation, grammar, and sentence organization. Anxiety levels decreased from a mean score of 14.87 to 12.66, while motivation increased from 17.21 to 20.20. Sims Freeplay proved to be an effective and engaging tool for learning English, significantly enhancing students’ speaking skills and creating a positive learning experience.

This research was formed the background by the low level of the studying achievement of the student's mathematics was caused by the negative perception of the student towards mathematics, the object studying in mathematics abstract was not yet realistic and studying that was used did not yet use the teacher and the capacity of the study field to understand the concept of mathematics in the level was beforehand very weak. The aim of this Research was to know that was effective used in studying, with team teaching or individual teaching . This research used the method of the quasi experiment. The research population was all the student class X the Senior High School inYogyakarta in the year 2010-2011. The sample that was used in this research 2 schools. The taking of the Sample was carried out technically cluster random sampling. The instrument test was carried out used the validity test, the level of the difficulty of the difference power and reliabilitas. Technically the analysis that was used t-test. As the condition for the analysis that is the population normal distribution, and the population had the same variance (homogeneous). In this research could be concluded that studying the team to the study field of mathematics not yet effective was applied to the student class X the senior high school in Yogyakarta with the subject of discussion Trigonometry. This could be seen from results of the t-test that was received (t obs ) of 1,145 where the area of criticism in u = 236 in the level siginificans 5% (two sides) is .

This study aimed to describe: (1) the implementation of the School Literacy Program as implemented in English language teaching at a state senior high school in Yogyakarta, and (2) the problems faced by the English teachers in implementing the program in their English language teaching, and (3) the efforts done by the teachers in implementing it in their instructions.This qualitative research study involved the English teachers and grade X students of a state senior high school in the Special Territory of Yogyakarta. The data collection techniques employed were observation, interviews, and documents. The selected unit analyses of data were qualitatively analyzed and coded so as to obtain patterns for inferring findings.The present study has confirmed the following findings: (1) the literacy activities in English lessons were well implemented by the English teachers, (2) the students’ low interest in reading, insufficient ability in reading, and less confidence in speaking was the problems nuanced in the program implementation, and (3) a library visit in which the students were involved in particular extensive reading activities as part of the teachers’ strategy to solve the problems.

This research aims to reveal the implementation and perceptions of the Kurikulum Merdeka by English teachers and also to find the English teachers’ problems in implementing the Kurikulum Merdeka. This research belonged to a qualitative study conducted by using interview and observation to collect data. The research participants were three English teachers at three Muhammadiyah Junior High Schools in Yogyakarta who had implemented the Kurikulum Merdeka. Interview guidelines, observation checklist, and observation field note were used as research instruments. This research used coding technique to analyze data. The research findings showed that the English teachers implemented the Kurikulum Merdeka by varying the learning process, adapting to the students’ characters, requiring more preparations, focusing the learning on vocabulary mastery, reading literacy, and the use of technology. In other words, the Kurikulum Merdeka has not been successfully implemented. Then, the teachers’ perceptions on the Kurikulum Merdeka were actually good but still confusing; the learning resources of Kurikulum Merdeka for teachers were diverse; the Kurikulum Merdeka demanded the development of better education and more differentiated learning; and the schools needed to change the learning activity budget and did a longer assessment analysis. Lastly, the problems in the Kurikulum Merdeka faced by English teachers were the lack of teachers’ understanding on the diverse students’ characters, the lack of equipment that supported learning English in the Kurikulum Merdeka, the need for a change in the mindset of parents about implementing the Kurikulum Merdeka, and the lack of understanding of the Kurikulum Merdeka.

The purpose of this study was to evaluate the implementation of 2013 - curriculum of English in three junior high schools in Yogyakarta, Indonesia. Evaluation is carried out by applying the Context, Input, Process and Product (CIPP) Model. This study invited a volunteer of a curriculum development expert, English teachers, and students to be the participants. The analysis on the documents, observation, and interviews indicated that the basic competence and the core competence met the students’ needs. This study also found that there were no criteria in regard with the targeted language form and the teaching learning process focused more on practicing in answering test drills to prepare the students for the national final exam. The findings indicated that students experienced difficulties with vocabulary they had never been taught at school and were challenged with long sentences while the test designer had problem in assessing text level of difficulties. Findings also showed that the students’ proficiency was moderate. Keywords: content standard, CIPP Model, English subjects, evaluation, 2013 curriculum

This study aimed to develop quality of the 3D Pageflip Professional-based e-module on energy concepts which has good quality and suitable for use in learning for junior high school grade 7. This type of research is a development that refers to the 4D development model with stages of define, design, develop, and disseminate. The research subjects were grade 7 students in one of the junior high schools in Yogyakarta. Data collection techniques using a questionnaire. Data analysis uses qualitative and quantitative analysis. The results showed that the 3D Pageflip Professional-based e-module on energy concepts that was developed had very good quality seen from the average rating of the material experts which was 87,5%, media experts was 89,6%, the science teacher was 95,8%, participant responses small class students by 83,7%, and the response of large class students is 84,5%. It was concluded that the 3D Pageflip Professional-based e-module on energy has a very good quality so that it is feasible to be used in the science learning process of seventh grade junior high school students.

Adolescents cyberbullying behavior on social media has become one of unresolved problems. Factors that influence adolescents in cyberbullying includes high use of social media, low empathy, and experience of being bully victims. This situation can give a negative impact to victims psychological. This research use a qualitative method of the phenomenology approach. The data retrieval is done by deep interviews and observations through the social media Instagram informants. The informant in this research amount 5 students consisting of senior high school and junior high school in Yogyakarta determined by purposive sampling. The validity of data is done by using triangulation methods and peer debriefing. The data analysis researchers using open code software 4.03. The results of research through observation on social media Instagram showed the types of cyberbullying carried out by adolescents in Yogyakarta such as : 1). Make rude comments, 2). Update instastory, 3).Upload photos, and 4). Comment on photos. In addition, the results of the research through deep interviews showed that the behavior of adolescent cyberbullying was influenced by several factors such as 1). The intensity of social media use, 2). The ability of empathetic actors, and 3). Character of the victim. Cyberbullying behavior in adolescents such as uploading photos, rude comments, updating instastories, and commenting on photos by using harsh words has a negative impact on both perpetrators and victims so they need more attention from schools and parents. Based on the results of the research, it can be suggested for the future researchers to be able to intervene through health promotion on social media related to cyberbullying behavior so that there is no increase in cyberbullying on social media besides that parents can build effective communication and provide moral support so that teens avoid cyberbullying behavior.

This study explores the effectiveness of short stories as a teaching tool to enhance vocabulary mastery among senior high school students. The research involved 33 eleventh-grade social studies students from a public high school in Yogyakarta, Indonesia, using a one-group pretest-posttest experimental design. Over four class sessions, students engaged with short stories to improve their vocabulary. Vocabulary proficiency was assessed through tests administered before and after the intervention, with data analyzed using SPSS version 25. The pretest revealed a moderate vocabulary level, with an average score of 54.42. Post-intervention results showed significant improvement, with the average score increasing to 85.39. Statistical analysis yielded a t-value of 39.689, exceeding the critical t-value of 2.042, thus supporting the hypothesis (H1) that short story reading significantly enhances vocabulary mastery in EFL students.