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All Journal Journal Evaluation in Education (JEE) Journal of Innovative and Creativity
I G A Lokita Purnamika Utami
Ganesha University of Education
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Exploring The Implementation Of Design Thinking And Its Impact On Behavioral Engagement: A Classroom Action-Based Research In A Fifth-Grade English Class At SD Negeri 1 Banjar Tegal Nur Azizah; I G A Lokita Purnamika Utami; Ni Wayan Monik Rismadewi
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.2393

Abstract

enelitian ini bertujuan mengeksplorasi penerapan Design Thinking dan pengaruhnya terhadap keterlibatan perilaku siswa dalam pembelajaran Bahasa Inggris kelas V di SD Negeri 1 Banjar Tegal. Latar belakang penelitian adalah rendahnya keterlibatan perilaku siswa yang terlihat dari partisipasi pasif, minim motivasi, serta kurangnya kolaborasi dan penyelesaian tugas dalam pembelajaran konvensional. Penelitian menggunakan metode Penelitian Tindakan Kelas dengan dua siklus yang menerapkan tahapan Design Thinking berupa empati, definisi masalah, ideasi, pembuatan prototipe, dan pengujian solusi pada proses pembelajaran. Data dikumpulkan melalui observasi, kuesioner, dan analisis dokumen hasil kerja kelompok, lalu dianalisis secara deskriptif kuantitatif dan kualitatif untuk mengevaluasi perubahan keterlibatan perilaku siswa setelah intervensi. Hasil menunjukkan bahwa penerapan Design Thinking secara signifikan meningkatkan keterlibatan perilaku siswa, yang terlihat dari peningkatan partisipasi aktif, kerja sama antarsiswa, dan penyelesaian tugas belajar. Siswa lebih aktif berdiskusi, termotivasi lebih tinggi, serta mampu bekerja secara kolaboratif dalam memecahkan masalah yang relevan dengan materi pelajaran. Temuan ini menegaskan bahwa Design Thinking dapat menjadi solusi efektif untuk menciptakan pembelajaran yang interaktif, kontekstual, serta berpusat pada siswa sesuai tuntutan Kurikulum Merdeka. Penelitian ini memberikan kontribusi praktis bagi guru dalam merancang strategi pengajaran inovatif dan memperkaya kajian teoretis mengenai pembelajaran berbasis keterlibatan perilaku di tingkat sekolah dasar.
Curriculum Alignment, Implementation Fidelity, and Outcome Evidence in a Pesantren-Based Intensive English Course: A Discrepancy Evaluation of the Madani Course Program Muh Junaidi; Ni Nyoman Padmadewi; I G A Lokita Purnamika Utami; Putu Suarcaya
Journal Evaluation in Education (JEE) Vol 7 No 3 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i3.3428

Abstract

Purpose of the study: The Intensive English programs in pesantren often provide rich exposure and strong motivational support, yet their curriculum, implementation, assessment, and documented outcomes may not be systematically aligned. This study evaluated curriculum alignment, implementation fidelity, outcome evidence, and improvement priorities in the four-week Madani Course Program using the five stages of the Discrepancy Evaluation Model (DEM). Methodology: A qualitative evaluative case study involved one program director, one coordinator, four tutors, and twenty-four students. Data were generated through semi-structured interviews, six classroom observations, and analysis of schedules, materials, attendance records, tutor notes, assessment records, and program reports. The evidence was thematically coded, triangulated in student- and program-level evidence matrices, compared with explicit standards, and classified as minor, moderate, or major discrepancies. Main Findings: Triangulated evidence indicated positive perceived and observed outcomes in confidence, participation, routine vocabulary use, self-introduction, and learning discipline. However, moderate discrepancies affected measurable outcomes, curriculum sequencing, tutor preparation, structured modules, target-language use, feedback, monitoring, and reporting. A major product-stage discrepancy remained because comparable diagnostic and final speaking assessments were unavailable; therefore, firm claims about linguistic improvement could not be made. Novelty/Originality of this study: The study contextualizes DEM by integrating communicative pedagogy, formative assessment, and pesantren educational culture into a transparent program-alignment framework. The findings imply that similar residential programs should connect measurable weekly outcomes, tutor preparation, staged language-use policies, comparable speaking tasks, portfolios, and evidence-based reporting.
Evaluating an International Class Initiative Program in EFL Higher Education: A CIPP Model Analysis A. A. Gede Yudha Paramartha; Ni Nyoman Padmadewi; I G A Lokita Purnamika Utami; Putu Suarcaya
Journal Evaluation in Education (JEE) Vol 7 No 3 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i3.3521

Abstract

Purpose of the study: This study evaluated the implementation of the International Class Initiation (IKI) program within the English Language Education department at Universitas Pendidikan Ganesha (Undiksha) using Stufflebeam’s Context, Input, Process, and Product (CIPP) model. Methodology: This mixed-methods study operationalized CIPP framework. For Context evaluation document analysis was assessed to evaluate policy alignment. For Input Evaluation observation was done to assess the infrastructure and document analysis for assessing the curriculum. Process evaluation focused on instructional quality and EMI consistency collected through surveys. Product evaluation focused on measuring students GPAs as well as mapping students co-curricular achievements. Main Findings: Context and input evaluations revealed positive alignment with Indonesia’s Key Performance Indicators (IKU 8) and the university's vision, supported by strict selection criteria and improved classrooms. Process evaluation demonstrated high pedagogical clarity and consistent English instruction, though it highlighted an affective support gap by the lecturers. Product evaluation empirically proved: IKI students achieved significantly higher GPAs (p < 0.05), secured 38.9% of student awards despite a unequal class distribution ratio, and recorded 15 international mobility placements, including dual-degree programs. Novelty/Originality of this study: This study’s novelty lies in its multi-dimensional evaluation of an International Class Initiative. It uniquely integrates qualitative policy analysis and quantitative instructional surveys with empirical evidences of infrastructure, academic and non-academic achievements, and international mobility outcomes. This comprehensive approach offers a complete picture of how CIPP can be used to evaluate "Internationalization at Home" program.
Co-Authors A. A. Gede Yudha Paramartha Muh Junaidi Ni Nyoman Padmadewi Ni Wayan Monik Rismadewi Nur Azizah Putu Suarcaya