Pengaruh Adaptasi Waktu Administrasi  yang disebabkan Penggunaan Lembar Jawaban Komputer  terhadap Hasil CFIT 3 A dan 3 B

Saptoto, Ridwan

doi:10.22146/jpsi.30853

Cited by 4 publications

(5 citation statements)

References 3 publications

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“…7 8 By controlling and using emotions, teachers are able to take variety of coping strategies to relieve stress and resolve conflict. 9 Emotional intelligence is one of the personal resources that can help teachers facing the environment.…”

Section: Introductionmentioning

confidence: 99%

Correlation Between Emotional Intelligence and Work Engagement of Special Need School Teachers

Lestari¹,

Sawitri²

2017

adv sci lett

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Background: Optimal job performance of special need school teachers is marked by high work engagement, which showed perseverance, enthusiasm, and absorption at work. Work engagement is influenced by several factors, one of them is personal resources. Personal resource that considered important in people's success is emotional intelligence. The purpose of this study was to examine the relationship between emotional intelligence and work engagement of teachers at Sekolah Luar Biasa Negeri, a public special need school in Semarang. Method: The study was conducted in a cross sectional design. Data were collected from 60 teachers, using Work Engagement Scale (33 item; = 93) and Emotional Intelligence Scale (32 item; = 93). Results: Simple linear regression analysis showed that there was a positive correlation between emotional intelligence and work engagement, r = 87; (p < 001). Higher emotional intelligence is likely to lead to higher work engagement. Emotional intelligence contributed to 74.8% of the variance in work engagement. Conclusion: Teachers are expected to manage emotion better in order to achieve high work engagement.

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Section: Introductionmentioning

confidence: 99%

Correlation Between Emotional Intelligence and Work Engagement of Special Need School Teachers

Lestari¹,

Sawitri²

2017

adv sci lett

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“…The CFIT scales 2 and 3 consist of four subtests. The four subtests are series, classification, matrices, and conditions or topology (R. Saptoto, 2018).…”

Section: Literature Review a Brainwavesmentioning

confidence: 99%

“…C. Culture Fair Intelligence Test Psychological tests are objective measuring tools that have been standardized or standardized in terms of measurement based on certain behavioral examples. Psychological tests can also show various psychological aspects for someone who does it (R Saptoto, 2018)…”

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confidence: 99%

Deep Learning on EEG Study Concentration in Pendemic

Pamiela

Azhari

2021

JIM

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Brainwaves are one of the biometric properties that can be used to identify individuals based on their physical and behavioural characteristics. An electroencephalogram (EEG) can be used to measure and capture brain wave activity. The activities required are in the form of giving complex tasks to get thinking and concentration processes called Cognitive Tests, in the form of a Culture Fair Intelligence Test (CFIT) stimulus and Competency Test (UK). This study aims to obtain a pattern of the relationship between concentration and learning outcomes for late adolescent students during the pandemic. The object of research involved in this research is the 10th grade students of TKJ SMK. Data acquisition was carried out twice on the Beta signal by doing cognitive test questions which were done twice at school and at home. Then the data obtained from the test results will be extracted using Fast Fourier Transform (FFT). Furthermore, after the data extraction results are obtained, the classification process will be carried out using the CNN algorithm. The results of the FFT obtained the average value of the signal peak. The results of the CNN classification show that the pandemic does not affect student concentration. The average signal concentration in schools when testing using CFIT is 0.2445 and at the time of testing using UK Mathematics is 0.1330 with an average CFIT score of 77.05 and for UK average is 53.33 with an accuracy value of 83.33 %. While the average signal concentration at home when testing using CFIT is 0.2252 and at the time of testing using UK Mathematics is 0.1301 with an average CFIT score of 77.13 and for UK average is 57.50 with an accuracy value of 83, 33%.

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“…Scale 3 is used by adults with high abilities and high school and college students. The CFIT-scale-2 and -3 consist of four subtests: series, classification, matrices, and typology (Saptoto, 2018). The CFIT-scale-2 and -3 are more widely used because it is a classical test, so it does not take long to administer.…”

Section: Introductionmentioning

confidence: 99%

Psychometric Characteristics of the Culture Fair Intelligence Test Scale 2

Zahra

Widyastuti

Ridfah

2022

JP3I

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This study aims to investigate the psychometric characteristics of the CFIT-scale-2, including investigation of difficulty level, discrimination, distractor effectiveness, DIF (Differential item functioning), IRT (Item Response Theory) 2PL model, validity, and reliability. Respondents were 507 students with 245 (48%) females and 262 (52%) males, with ages ranged from 8-13 years (M= 10.88; SD = 1.35). The classical test theory (CTT) analysis showed that the item difficulty level on the CFIT-scale-2 had varying item difficulty levels, from easy to difficult. However, the test arrangement was not structured according to the suggested difficulty level from easy to medium to difficult. The discrimination of items was poor because 28 items were not included in the very good category (p > .40). In addition, 47 (25%) of the 184 distractors are ineffective. CFIT-scale-2 did not contain DIF (Adj.p > .05), and IRT analysis showed that the CFIT-scale-2 was not structured according to the difficulty pattern from easy, medium, and difficult. The CFIT-scale-2 based on IRT analysis contained 44 items or 96% with good discrimination. The results of a construct validity test using the CFA technique showed a good fit model (p < .001; RMSEA < .08; SRMR < .08), which was acceptable and supported the fit between the theoretical and empirical model. The reliability coefficient value of Cronbach's alpha was 0.88 (α > .70), indicating that the CFIT-scale-2 had good reliability, but the construct reliability was below an acceptable value (CR < .69). According to this study, the psychometric characteristics of the CFIT-scale-2 should be revised and reevaluated.

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Pengaruh Adaptasi Waktu Administrasi yang disebabkan Penggunaan Lembar Jawaban Komputer terhadap Hasil CFIT 3 A dan 3 B

Cited by 4 publications

References 3 publications

Correlation Between Emotional Intelligence and Work Engagement of Special Need School Teachers

Correlation Between Emotional Intelligence and Work Engagement of Special Need School Teachers

Deep Learning on EEG Study Concentration in Pendemic

Psychometric Characteristics of the Culture Fair Intelligence Test Scale 2

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