Elementary Teachers' Perceptions on Genially Learning Media Using Item Response Theory (IRT)

Neni Hermita; Zetra Hainul Putra; Jesi Alexander Alim; Tommy Tanu Wijaya; Subuh Anggoro; Diniya Diniya

doi:10.23917/ijolae.v4i2.14757

Authors

Neni Hermita Faculty of Teacher Training and Education, Universitas Riau
Indonesia
Zetra Hainul Putra Faculty of Teacher Training and Education, Universitas Riau
Indonesia
Jesi Alexander Alim Faculty of Teacher Training and Education, Universitas Riau
Indonesia
Tommy Tanu Wijaya School of Mathematical Sciences, Beijing Normal University
China
Subuh Anggoro Faculty of Teacher Training and Education, Universitas Muhammadiyah Purwokerto
Indonesia
Diniya Diniya Faculty of Education and Teacher Training, Universitas Islam Negeri Sultan Syarif Kasim Riau
Indonesia

DOI:

https://doi.org/10.23917/ijolae.v4i2.14757

Keywords:

blended learning, elementary teachers, game-based learning, genially, hybrid learning, rasch model

Abstract

Many studies have developed learning media, but few studies focus on developing learning media in ele-mentary schools using Genially and studying teachers' perceptions of Genially learning media. This study aims to determine teachers' perceptions of hybrid learning media with a more accurate and precise method, namely the item response theory (IRT) from the Rasch model. The survey was carried out by distributing a Likert scale questionnaire of 19 statements. Moreover, the subjects were 45 elementary school teachers in Riau Province, Indonesia. The results showed that they positively perceived the developed genially-based learning media. Genially learning media can support teachers in teaching. Based on these results, teachers need to develop skills in making various technology-based media, in order to support hybrid learning.

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