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Eva Puspitasari
Indonesia University of Education
Education Social Sciences Other

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Integrating Systematic and Adaptive Curriculum Implementation: A Comparative Model for Inclusive 21st-Century Education Eva Puspitasari; Ninik Wijiningsih; Rudi Susilana; Riche Cynthia Johan
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2254

Abstract

Purpose of the study: The purpose of this research is to compare various approaches in curriculum implementation and provide recommendations for further development. Methodology: Using qualitative method with a descriptive approach of field research. The subjects were secondary school teachers, while the informants were school principals. Subjects and informants were selected using purposive sampling, based on relevance and direct involvement in curriculum implementation. The research instruments included interview guidelines and observation sheets. Data were collected through in-depth interviews and direct observations at the school. The data were analyzed using thematic analysis to identify key themes and patterns from the interviews and observations. Main Findings: The findings of this study imply that curriculum development in the context of 21st-century education should not rely solely on rigid standardization or full flexibility, but rather on a strategic integration of systematic and adaptive approaches. Practically, schools are encouraged to strengthen curriculum management through structured planning, supervision, and the utilization of digital management systems such as MIS and LMS, while simultaneously providing pedagogical flexibility through differentiated and contextual learning that responds to students’ diverse needs and learning styles. For policymakers and school leaders, these results highlight the importance of developing curriculum policies that support both institutional accountability and instructional adaptability, particularly in promoting inclusive education for students with special needs. Novelty/Originality of this study: The novelty of this research lies in the comparison of two curriculum implementation approaches and the recommendation to integrate both to create a more effective, flexible, and contextual curriculum.
Effective Drill-Based Arithmetic Training for Improving Numeracy Literacy: A Quasi-Experimental Study With High N-Gain among Elementary Students Safiru Hunas; Eva Puspitasari; Rama Wijaya Abdul Rozak; Nandang Rusmana
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2810

Abstract

Purpose of the study: This study aims to analyze the effectiveness of a drill-based arithmetic training program in improving elementary students' numeracy literacy. Methodology: This quasi-experimental one-group pretest-posttest study involved 32 fourth-grade students selected through a total sampling approach. A 20-item arithmetic essay test was used as the instrument (CVR = 0.89; Cronbach's Alpha = 0.856). The intervention comprised 8 sessions (90 minutes each) integrating drill and practice, concrete manipulative media, scaffolding, peer tutoring, and corrective feedback. Data were analyzed using the Wilcoxon Signed-Rank Test (α = 0.05) and Hake's N-Gain. Main Findings: Pretest scores were extremely low (M = 15.31), with 0% achieving KKM (Minimum Completion Criteria). Post-intervention scores rose to M = 82.03, a gain of 66.72 points (435.71%), with 84.4% of students achieving KKM. The Wilcoxon test confirmed a highly significant improvement (p = 0.000001), and N-Gain yielded a mean of 0.7964 (high category). Effectiveness is attributed to the integration of drill-and-practice (behavioristic theory), concrete manipulatives (Piaget), peer tutoring within the Zone of Proximal Development (Vygotsky), and gradual scaffolding. The N-Gain exceeded prior studies. Limitations include the absence of a control group and a small sample size, restricting generalizability. Novelty/Originality of this study: This is the first study to examine an integrated, multi-component program that addresses all four arithmetic operations simultaneously in Eastern Indonesia (Buton Regency), demonstrating that multi-component designs yield superior N-Gain outcomes and offering a replicable framework for teachers addressing low numeracy literacy.
Developing Holistic Gasing Evaluation Model to Balance Cognitive Efficiency and Affective Resilience Ninik Wijiningsih; Eva Puspitasari; Budi Setiawan; Mario Emilzoli
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2825

Abstract

Purpose of the study: The Gasing method (Gampang, Asyik, Menyenangkan) emphasizes ease and enjoyment, yet evaluations frequently neglect the core pillar of enjoyment. This research aims to construct and validate the Holistic Gasing Evaluation Model (HGEM) to balance cognitive speed with affective resilience, making instructional claims of joy empirically verifiable. Methodology: This study utilizes a Type 2 Design and Development Research approach. The procedure involves a systematic analysis of eighty-three empirical papers via Publish or Perish software. A conceptual design phase synthesizes identified theoretical references to establish thirty-six specific model sub-indicators. The final development phase employs the Aiken method with three doctoral experts to validate the model content and structural integrity. Main Findings: The Holistic Gasing Evaluation Model establishes five core dimensions supported by thirty-six psychometric sub-indicators, replacing anecdotal observations with validated instruments like the Mathematics Anxiety Rating Scale. Results show a mean Aiken’s V of 0.86. Discussion indicates that standardizing these metrics identifies instructional risks when rapid speed gains correlate with elevated anxiety, ensuring sustainable numerical performance. The primary limitation of this developmental phase is the focus on internal content validation without immediate large-scale longitudinal field data. Novelty/Originality of this study: This research introduces the first psychometrically validated Affective-Safety guardrail for Gasing evaluation, directly resolving the "Joy Paradox" where anecdotal claims of enjoyment lack empirical verification. By transitioning from qualitative narratives to rigorous standardized benchmarks, this study advances knowledge by ensuring that rapid computational gains do not compromise student affective well-being through replicable assessment protocols.
Co-Authors Budi Setiawan Mario Emilzoli Nandang Rusmana Ninik Wijiningsih Rama Wijaya Abdul Rozak Riche Cynthia Johan Rudi Susilana Safiru Hunas