Paidea : Jurnal Pendidikan dan Pembelajaran Indonesia

Validating Civic Education Assessment Instruments for Indonesian Fourth Graders: A Case from Jakarta

Alisha Ridhazia — 2025-11-23

This study aims to analyze the learning achievements of fourth-grade students in Civic Education at Pondok Kelapa 03 Pagi Public Elementary School. Employing a descriptive quantitative design, data were collected using test and non-test instruments, including observations, interviews, and questionnaires. The results show that the non-test instrument demonstrates higher validity (100%) than the test instrument, which achieves only 40% validity. Nevertheless, both instruments exhibit strong reliability, with a Cronbach’s Alpha value of 0.824. These findings highlight the limited availability of validated Civic Education assessment tools at the primary school level in Indonesia, underscoring the need for more rigorous instrument development in Civic Education learning. Difficulty-level analysis reveals that most test items are classified as difficult, while non-test items fall into the easy category. The average student score of 89.3 indicates satisfactory learning achievement, although several students still struggle with topics related to conflict resolution in family and community settings. The study concludes that teachers should enhance the quality and diversity of assessment instruments to better match students’ comprehension levels. Furthermore, integrating contextual learning strategies is recommended to increase the relevance and engagement of Civic Education, ultimately strengthening students’ understanding of civic responsibilities and social interactions in everyday life.

The Influence of Discipline, Quality of Work Life, and Self-Efficacy on the Performance of Early Childhood Education Teachers in Gunung Sindur District

Purwanti Purwanti — 2025-12-31

This study provides an integrated analysis of the effects of work discipline, quality of work life, and self-efficacy on the performance of Early Childhood Education teachers in Gunung Sindur District, with particular emphasis on identifying the most influential determinant of performance. Using a quantitative survey design, data were collected from teachers selected through purposive sampling based on predefined professional criteria. Structured questionnaires were administered and analyzed using multiple regression techniques to examine both partial and simultaneous relationships among the variables. The findings reveal that all three variables significantly and positively influence teacher performance; however, self-efficacy emerges as the dominant predictor, indicating that teachers’ belief in their own capabilities plays a more decisive role than organizational or environmental factors alone. This integrated evidence underscores that while supportive working conditions and discipline remain important, strengthening teachers’ self-efficacy is central to optimizing performance. The study contributes to the literature by highlighting self-efficacy as a key leverage point in improving early childhood teacher performance and suggests that institutional policies and professional development programs should prioritize strategies that enhance teachers’ confidence, autonomy, and professional competence to improve the overall quality of early childhood education.