Bullying has been described as one of the most tractable risk factors for poor mental health and educational outcomes, yet there is a lack of evidence-based interventions for use in low and middle-income settings. We aimed to develop and assess the feasibility of an adolescent-led school intervention for reducing bullying among adolescents in Indonesian secondary schools. The intervention was developed in iterative stages: identifying promising interventions for the local context; formative participatory action research to contextualize proposed content and delivery; and finally two pilot studies to assess feasibility and acceptability in South Sulawesi and Central Java. The resulting intervention combines two key elements: 1) a student-driven design to influence students pro-social norms and behavior, and 2) a teacher-training component designed to enhance teacher’s knowledge and self-efficacy for using positive discipline practices. In the first pilot study, we collected data from 2,075 students in a waitlist-controlled trial in four schools in South Sulawesi. The pilot study demonstrated good feasibility and acceptability of the intervention. We found reductions in bullying victimization and perpetration when using the Forms of Bullying Scale. In the second pilot study, we conducted a randomised waitlist controlled trial in eight schools in Central Java, involving a total of 5,517 students. The feasibility and acceptability were good. The quantitative findings were more mixed, with bullying perpetration and victimization increasing in both control and intervention schools. We have designed an intervention that is acceptable to various stakeholders, feasible to deliver, is designed to be scalable, and has a clear theory of change in which targeting adolescent social norms drives behavioral change. We observed mixed findings across different sites, indicating that further adaptation to context may be needed. A full-randomized controlled trial is required to examine effectiveness and cost-effectiveness of the program.

AbstrakTujuan penelitian ini adalah untuk mengetahui kualitas empirik soal Mata Pelajaran Bahasa Indonesia yang digunakan dalam pelaksanaan ujian akhir semester SMA di Kabupaten Klaten dalam empat tahun terakhir. Jenis penelitian ini adalah deskriptif kuantitatif. Metode pengumpulan data yang digunakan dalam penelitian ini adalah dokumentasi yang mengutip respon jawaban 1125 peserta didik pada ujian akhir semester tingkat SMA di Kabupaten Klaten pada Mata Pelajaran Bahasa Indonesia kelas X pada Tahun

<p class="IABSTRAK"><strong>Abstract:</strong> The concept of objective measurement in the social sciences and educational assessment must have five criteria: 1) Gives a linear measure with the same interval; 2) Conduct a proper estimation process; 3) Finding unfeasible items (misfits) or outliers; 4) Overcoming the lost data; 5) Generate replicable measurements (independent of the parameters studied). These five conditions of measurement, so far only Rasch model that can fulfill it. The quality of intelligence measurements made with the Rasch model will have the same quality as the measurements made in the physical dimension in the field of physics. The logit scale (log odds unit) generated in the Rasch model is the scale of the same interval and is linear from the data ratio (odds ratio).  Based on the results of the analysis that has been done on the IST test instrument can be seen that in general the quality of IST test included in either category. Of the 176 IST test items there is only 1 item that is not good, ie aitem 155 (WU19) so that aitem 155 should be discarded. Based on the DIF analysis it can be seen that there are 28 items in favor of one gender only, so the twenty-eight items should be revised.</p><strong>Abstrak: </strong>Konsep pengukuran objektif dalam ilmu sosial dan penilaian pendidikan harus memiliki lima kriteria: 1) Memberikan ukuran yang linier dengan interval yang sama; 2) Melakukan proses estimasi yang tepat; 3) Menemukan item yang tidak tepat (misfits) atau tidak umum (outlier); 4) Mengatasi data yang hilang; 5) Hasilkan pengukuran yang <em>replicable </em>(independen dari parameter yang diteliti). Kelima kondisi pengukuran ini, sejauh ini hanya model Rasch yang bisa memenuhinya. Kualitas pengukuran kecerdasan yang dibuat dengan model Rasch akan memiliki kualitas yang sama dengan pengukuran yang dibuat dalam dimensi fisik di bidang fisika. Skala logit (<em>log odds unit</em>) yang dihasilkan dalam Rasch model adalah skala interval yang sama dan linear dari rasio data (<em>odds ratio</em>). Berdasarkan hasil analisis yang telah dilakukan pada instrumen tes IST dapat diketahui bahwa secara umum kualitas tes IST termasuk dalam kategori baik. Dari 176 item tes IST hanya ada 1 item yang tidak bagus, yaitu aitem 155 (WU19) sehingga aitem 155 harus dibuang. Berdasarkan analisis DIF dapat dilihat bahwa ada 28 item yang mendukung satu jenis kelamin saja, sehingga dua puluh delapan item harus direvisi.

This study aims to describe students’ learning difficulties in the Indonesian language learning process at the senior high school. The research subjects were students of SMAN1 Klaten, SMAN 1 Karangnongko, and SMAN 1 Karangdowo. The data were collectedby means of tests and interviews. They were analyzed using qualitative and quantitativedescriptive techniques with the AnBuso computer program. The results of the dataanalysis show that the students have difficulties in: the language sub-competenciesof structure (61.07%) and vocabulary (52.6%); the language competencies of listening(41.88%), speaking (18.89%), reading (21.15%), and writing (20.02%); and the literarycompetency at the levels of information (45.69%), concepts (40.9%), perspectives (41.74%),and appreciation (47.1%). These show that the difficulties are evenly distributed on thevarious components of learning materials, both for language and literary competencies, sothat the solutions must be comprehensive including the selection of learning methods.Keywords: learning difficulties, competencies, Indonesian language

The purpose of this study was to determine the influence of cooperative model two stay-two stray assisted by digital literacy to improve student’s metacognitive at MTs Muhammadiyah Sukarame Bandarlampung. The research conducted was quasi-experiment research with a non-equivalent control-group design. The method used was quantitative and the sampling technique used was the saturated sampling technique. The sample in this study was class VIII U1 as the experimental class that received the treatment of Two-Stay-Two-Stray assisted by digital literacy and class VIII U2 as the control class that was treated using the Group Investigation model. The results of this study revealed that the average metacognitive ability of the experimental class was 73,04 and the control class was 67,56. Based on the result of the t-test, Two Stay-Two Strays assisted by digital literacy affects the students’ metacognitive ability with the results of tobserved = 3,17 and tcritical = 1,66 which indicated that H1 is accepted. Thus, the Two Stay-Two Strays cooperative model assisted by digital literacy affected the metacognitive ability of MTs Muhammadiyah Sukarame Bandarlampung students. Increased metacognitive abilities affected the improvement of students’ learning outcomes.