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Bridging the Gap: Teacher Efficacy and Diagnostic Assessment in Remote Indonesian Schools

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Title: Bridging the Gap: Teacher Efficacy and Diagnostic Assessment in Remote Indonesian Schools
Language: English
Authors: Ramly, Azis, Muhammad Fajar B., Amirullah Abduh, Muhammad Nur Ashar Asnur
Source: International Journal of Language Education. 2025 9(4):907-921.
Availability: International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Teacher Effectiveness, Diagnostic Tests, Foreign Countries, Rural Schools, Self Efficacy, Teacher Attitudes, High School Teachers
Geographic Terms: Indonesia
ISSN: 2548-8457
2548-8465
Abstract: Research on Diagnostic Assessment (DA) in remote schools in Indonesia is essential, as education in these areas has been a focus of the government attention for several decades and continues for future. This study provides an overview of teachers' readiness in implementing DA, particularly regarding their efficacy and self-perceptions. This study aims to describe teachers' confidence in conducting DA and their perceptions of its benefits for learning. Data were collected from 35 teachers with varying employment statuses and teaching experience using a questionnaire with linear-scale responses. The questionnaire measured efficacy across four aspects using twelve statements and perceptions across three aspects using nine statements. The questionnaire was distributed online via Google Forms. The data were analyzed using descriptive statistics and presented in frequency tables. The findings reveal that teachers in remote schools have a high level of confidence in their ability to implement DA, adapted to the conditions of underdeveloped areas. Teachers perceive DA as fundamentally effective in transforming learning conditions, although it has not yet provided optimal benefits in various related aspects. Its implementation is also considered to be insufficiently intensive. It is concluded that teachers in remote schools are capable of implementing DA and are concerned about the current suboptimal execution of DA. The findings of this study suggest that while teachers in remote areas are confident in their ability to implement DA, further support and resources are necessary to optimize its use. Enhancing training programs and increasing the intensity of DA application could contribute to more effective teaching and learning outcomes, especially in under-resourced and geographically isolated settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494340
Database: ERIC
FullText Text:
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  Data: Bridging the Gap: Teacher Efficacy and Diagnostic Assessment in Remote Indonesian Schools
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Ramly%22">Ramly</searchLink><br /><searchLink fieldCode="AR" term="%22Azis%22">Azis</searchLink><br /><searchLink fieldCode="AR" term="%22Muhammad+Fajar+B%2E%22">Muhammad Fajar B.</searchLink><br /><searchLink fieldCode="AR" term="%22Amirullah+Abduh%22">Amirullah Abduh</searchLink><br /><searchLink fieldCode="AR" term="%22Muhammad+Nur+Ashar+Asnur%22">Muhammad Nur Ashar Asnur</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Language+Education%22"><i>International Journal of Language Education</i></searchLink>. 2025 9(4):907-921.
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  Data: International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index
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  Data: Y
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  Data: 15
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnostic+Tests%22">Diagnostic Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2548-8457<br />2548-8465
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Research on Diagnostic Assessment (DA) in remote schools in Indonesia is essential, as education in these areas has been a focus of the government attention for several decades and continues for future. This study provides an overview of teachers' readiness in implementing DA, particularly regarding their efficacy and self-perceptions. This study aims to describe teachers' confidence in conducting DA and their perceptions of its benefits for learning. Data were collected from 35 teachers with varying employment statuses and teaching experience using a questionnaire with linear-scale responses. The questionnaire measured efficacy across four aspects using twelve statements and perceptions across three aspects using nine statements. The questionnaire was distributed online via Google Forms. The data were analyzed using descriptive statistics and presented in frequency tables. The findings reveal that teachers in remote schools have a high level of confidence in their ability to implement DA, adapted to the conditions of underdeveloped areas. Teachers perceive DA as fundamentally effective in transforming learning conditions, although it has not yet provided optimal benefits in various related aspects. Its implementation is also considered to be insufficiently intensive. It is concluded that teachers in remote schools are capable of implementing DA and are concerned about the current suboptimal execution of DA. The findings of this study suggest that while teachers in remote areas are confident in their ability to implement DA, further support and resources are necessary to optimize its use. Enhancing training programs and increasing the intensity of DA application could contribute to more effective teaching and learning outcomes, especially in under-resourced and geographically isolated settings.
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  Data: As Provided
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  Data: 2026
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 907
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      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Diagnostic Tests
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Rural Schools
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Indonesia
        Type: general
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      – TitleFull: Bridging the Gap: Teacher Efficacy and Diagnostic Assessment in Remote Indonesian Schools
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              Y: 2025
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