Structural Causality Between National Examination Score and The School Accreditation Categories

Authors

Anwar Fitrianto , Budi Susetyo , Iswan Achlan Setiawan

DOI:

10.29303/jppipa.v8i1.1178

Published:

2022-01-06

Issue:

Vol. 8 No. 1 (2022): January

Keywords:

Structural equation modeling, Generalized structured component analysis, National education standards, National exams

Research Articles

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How to Cite

Fitrianto, A., Susetyo, B., & Achlan Setiawan, I. (2022). Structural Causality Between National Examination Score and The School Accreditation Categories. Jurnal Penelitian Pendidikan IPA, 8(1), 73–78. https://doi.org/10.29303/jppipa.v8i1.1178
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Abstract

This study aims to compare and determine the best model to describe the relationship between National Education Standard (NES) and CBNE scores using generalized structured component analysis. Model 1 describes the causal relationship between the NES and CBNE based on the educational theory of the Ministry of National Education and the Ministry of Religion (2010), Model 2 describes the causal relationship between the NES and CBNE based on the educational theory of the Ministry of Education and Culture (2012), and Model 3 describes the causal relationship between the NES and CBNE based on the educational theory of the Ministry of Education and Culture (2017). The results of the structural model evaluation have found that in Model 1, the SI path coefficient to Academic Achievement (PA) is not significant, in Model 2, the SI path coefficient to PA and SPT to SPN is not significant and in Model 3, the SI path coefficient to PA is also not significant. The coefficient of determination of each endogenous latent variable for each model ranges from 0.20 - 0.75. While the resulting Q-square value for all models is more than 0.9 to represent very good predictive relevance. Based on the overall goodness of fit, it is found that Model 3 produces the largest FIT and AFIT values. So it can be said that model 3 is better than other models. This model produces 11 invalid indicator variables, namely points 17, 39, 51, 55, 57, 59, 73, 75, 76, 80, and 108. The study found that National Education Standards that significantly affect academic achievement are graduate competency standards, process standards, and educational assessment standards

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Author Biographies

Anwar Fitrianto, Department of Statistics Faculty of Mathematics and Natural Sciences, IPB University

Research:

Scopus: https://www.scopus.com/authid/detail.uri?authorId=36179598200

Budi Susetyo, Department of Statistics, IPB University

Iswan Achlan Setiawan, Ministry of Education and Culture, Republic of Indonesia, Jakarta, Indonesia.

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