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All Journal Jurnal Ilmu Pendidikan dan Sosial Pustaka: Jurnal Bahasa dan Pendidikan Journal of Scientific Research, Education, and Technology PIJAR: Jurnal Pendidikan dan Pengajaran ENGAGEMENT: Jurnal Pengabdian Masyarakat Harmoni: Jurnal Ilmu Komunikasi Dan Sosial Guruku: Jurnal Pendidikan dan Sosial Humaniora Ezra Science Bulletin Dharma Acariya Nusantara: Jurnal Pendidikan, Bahasa dan Budaya Jurnal Manajemen dan Pendidikan Agama Islam MERDEKA: Jurnal Ilmiah Multidisiplin El-Madaniyah: Jurnal Pengabdian Masyarakat Ulil Albab
Eka Widyanti
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Langkah-langkah Evaluasi Pembelajaran Nur Aidila Fitria; Muhammad Yoga Julyanur; Eka Widyanti
PUSTAKA: Jurnal Bahasa dan Pendidikan Vol. 4 No. 3 (2024): Juli : Jurnal Bahasa dan Pendidikan
Publisher : BADAN PENERBIT STIEPARI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/pustaka.v4i3.1572

Abstract

Learning is a process that aims. Learning objectives that are to be achieved well, of course, should take good ways or steps in knowing the success of students' learning. The extent to which students understand the learning material can only be known by conducting a learning evaluation process. This research is a literature study type research, in which the author collects materials related to the research, both from books, journals, literature, and other publications that are relevant and can be used as sources for further research by the author. As a result, learning evaluation is an assessment carried out by an educator of the extent to which students understand the learning that has been conveyed in teaching and learning activities in order to improve and improve the quality of learning. The types of evaluation such as placement, formative, diagnostic, and summative evaluation play an important role in helping educators and students to achieve the desired learning goals and outcomes. Then, determining the purpose of the evaluation, selecting the evaluation design, validating the data, processing and interpreting the data, providing interpretation and drawing conclusions, and carrying out follow-up evaluation are the steps in the learning evaluation process. Finally, a good evaluation must fulfill characteristics such as validity, objectivity, practicality, and economy in order to provide accurate information and support quality decision-making in the learning process.
Pemeriksaan dan Panskoran Tes Iin Suriya Ningsih; Srinanda Srinanda; Eka Widyanti
Harmoni: Jurnal Ilmu Komunikasi dan Sosial Vol. 2 No. 3 (2024): September : Harmoni : Jurnal Ilmu Komunikasi dan Sosial
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/harmoni-widyakarya.v2i3.3810

Abstract

Examination and test panscore is an important process in educational evaluation that aims to measure students' understanding and achievement in various areas of knowledge. However, the challenge of ensuring the validity and reliability of tests is often a major concern for evaluation instrument developers. This paper discusses the approach used in the examination and panscorer of the test to improve the validity and reliability of the evaluation results. This approach involves steps such as careful test design, development of quality test items, validity and reliability testing, and analysis of test result data. One of the important aspects of test checks is careful test design. This involves selecting a test format that is appropriate for the purpose of evaluation, as well as the preparation of instructions that are clear and understandable to students. In addition, the development of quality test items is also necessary to ensure that the test can accurately measure the desired knowledge and skills. This process involves thoroughly testing test items to ensure fit with the curriculum and fit with the desired level of difficulty. Once the test is designed and the test items are developed, the next step is to test the validity and reliability of the test. Validity refers to the extent to which a test can measure what it is supposed to measure, while reliability refers to the extent to which a test can produce consistent results over time. This testing can involve gathering data from a variety of sources, including statistical analysis and review by experts in the field. Finally, the analysis of test result data is an important step in understanding the evaluation results. It involves using statistical methods to identify patterns and trends in the data, as well as interpreting test results to make relevant conclusions about student achievement. By using this approach in examination and test pansora, it is hoped that the results of education evaluation can become more valid and reliable, thereby providing more useful information for education stakeholders.
Urgensi Evaluasi Mata Pelajaran Bimbingan Konseling (BK) di SMPN 005 Sangatta Utara Erin Aprillia; Eka Widyanti; Nurhidayati; Cut Nurhayati; Seivi Sufiatul Muhaqqiqoh
Jurnal Ilmu Pendidikan dan Sosial Vol. 2 No. 4 (2024): Januari
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v2i4.500

Abstract

The aim of this research is to describe and analyze evaluations to provide an objective picture of the extent to which learning objectives are achieved, enabling teachers to identify students' weaknesses and strengths. Apart from being used as a basis for providing feedback to students, the evaluation results also help them to improve their understanding of concepts and plan steps for improvement. The Guidance Counseling (BK) subject makes a positive contribution to students' self-understanding, development of social skills, solving personal and academic problems, as well as career planning. This research method uses qualitative with descriptive research type. The data source uses guidance and counseling teachers. The data collection technique used interviews conducted at SMPN 5 Sangatta Utara School with Guidance Counseling (BK) teachers regarding the Guidance Counseling (BK) program which had been carried out at the school which still felt difficult. This is due to the transition of the situation after the pandemic to the school period and then continued with the change from the K-13 curriculum to the independent curriculum, so that Guidance Counseling (BK) learning evaluations continue to be carried out so that they can play a role in creating a conducive learning environment, as well as helping students prepare for facing life's challenges and deciding what is right for their future. Evaluation of learning by guidance and counseling teachers is also carried out in collaboration with various parties, especially with students' parents and the school, as well as guidance from guidance and counseling teachers for students must be continuous. Thus, the evaluation of Guidance Counseling (BK) subjects is expected to make a positive contribution to self-understanding, development of social skills, solving personal and academic problems, as well as students' career planning.
DEVELOPMENT OF LEARNING OUTCOME TESTS Sari, Aulia; Mar’atul Latifah; Eka Widyanti
EZRA SCIENCE BULLETIN Vol. 2 No. 2 (2024): July-December 2024
Publisher : Kirana Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/ez-sci-bin.v2i2.138

Abstract

Kemampuan ini sangat penting karena dalam kehidupan sehari-hari setiap manusia selalu berhadapan dengan berbagai masalah yang harus diselesaikan termasuk menyelsaikan masalah matematis yang berkaitan dengan soal-soal yang bersifat non rutin. Dengan peserta didik mampu menyelsaikan masalah yang baik maka dapat dikatakan bahwa peserta didik tersebut hasil belajarnya meningkat. Dalam meningkatkan kualitas pendidikan membutuhkan perbaikan dalam proses pembelajaran di sekolah dengan menggunakan metode kerja yang sistematis salah satunya adalah inovasi dari sistem penilaian. Artinya bahwa dalam meningkatkan system pembelajaran di sekolah, diperlukan beberapa informasi untuk menggambarkan hasil yang sistematis dari guru, sekolah serta lembaga pendidikan yang seharusnya professional dalam melaksanakan penilaian (Pandra & Mardapi, 2017). Evaluasi dapat mendorong siswa untuk lebih giat belajar secara terus menerus dan juga mendorong guru untuk lebih meningkatkan kualitas proses pembelajaran serta mendorong sekolah untuk lebihmeningkatkan fasilitas dan kualitas belajar siswa. Sehubungan dengan hal tersebut, optimalisasi sistem evaluasi memiliki dua makna, pertama adalah sistem evaluasi yangmemberikan informasi yang optimal. Kedua adalah manfaat yang dicapai dari evaluasi.Manfaat yang utama dari evaluasi adalah meningkatkan kulitas pembelajaran danselanjutnya akan terjadi peningkatan kualitas pendidikan (Mahirah, 2017). Oleh karena itu, penting dilakukan pengembangan suatu instrumen yang mampu meningkatkan kemampuan pemecahan masalah melalui soal-soal tes yang mengukur berpikir tingkat tinggi yang bermuara pada pencapaian hasil belajar yang maksimal.
Assessment of Knowledge Competency Achievement Jannah, Siti Sri Fattul Jannah; Eka Widyanti
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 3 No. 2 (2024): Vol. 3 No. 2 2024
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v3i2.429

Abstract

Assessment in education has an important role in measuring and supporting students' overall learning achievement. The background to this research is the need to understand how various assessment techniques can be used to obtain a comprehensive picture of student abilities. The aim of this research is to identify and evaluate the effectiveness of various assessment techniques and instruments in education. The research methods used include literature studies and literature analysis related to assessment techniques, including formative, summative assessments, written tests, observations, interviews, and portfolios. The research results show that using various assessment techniques simultaneously can provide a deeper understanding of students' learning achievements and support the holistic development of their skills and competencies. In conclusion, comprehensive and diverse assessments not only measure learning outcomes but also serve as a means to improve the learning process itself.
Konsep Dasar Evaluasi Pembelajaran Laila Laila; Alawiyah Nabila; Eka Widyanti
Jurnal Manajemen dan Pendidikan Agama Islam Vol. 2 No. 5 (2024): September : Jurnal Manajemen dan Pendidikan Agama Islam
Publisher : Asosiasi Riset Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jmpai.v2i5.536

Abstract

The learning process of students can be assessed through evaluation methods. The purpose of this evaluation is to assess learning outcomes as well as to evaluate the learning process. The concept of learning evaluation involves the control, assurance, and establishment of learning quality for all components at various levels and pathways of education, which is the responsibility of educational management. Assessment is the process of using various methods and tools to collect information about specific learning outcomes. Measurement, in English, refers to an action taken to adjust something. The basic way of measuring is by comparing something to a certain standard. Educators provide a series of tasks or questions to students to gauge their understanding and reach an agreement between students and teachers regarding the taught material, in line with current learning objectives, commonly referred to as tests. Therefore, it can be concluded from the table that tests are a benchmark for success in delivering education through educational assessment.
Urgensi Evaluasi Pembelajaran Untuk Meningkatkan Karakter Santri di TPA Al - Munawaroh Azizah Adelia Rahma; Eka Widyanti; Difana Leli Anggraini; Siti Nurfaizah
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 2 No. 1 (2023): Desember
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v2i1.481

Abstract

The aim of this research is to describe and analyze learning evaluations which aim to enable educators to measure student assessments. This research method uses qualitative with descriptive research type. Primary data sources are TPA teachers and secondary data from relevant journals and books. Data collection technique; observation, interviews and documentation. The results of the research are by providing an assessment rubric to teachers so that the results of the assessment are accurate. By providing ice breaking to the students there it also makes learning fun and not boring. And also show a video of the practice of good attitudes from Rasulullah Shallahu 'alaihi Wassalam. As a result, students' characteristics can improve compared to before because of well-structured learning evaluations.
Evaluasi Pencapaian Kompetensi Siswa pada Mata Pelajaran Matematika Materi Penjumlahan Dan Pengurangan Di Kelas 2D MIN 1 Kutai Timur Resti Novia Rahayu; A. Dia Mandasari; Zurriati; Eka Widyanti
MERDEKA : Jurnal Ilmiah Multidisiplin Vol. 2 No. 3 (2025): Februari
Publisher : PT PUBLIKASI INSPIRASI INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/merdeka.v2i3.3750

Abstract

Penelitian ini bertujuan untuk mengevaluasi pencapaian kompetensi siswa pada mata pelajaran Matematika kelas 2D di MIN 1 Kutai Timur. Metode yang digunakan dalam penelitian ini adalah penelitian kualitatif dengan pendekatan lapangan, di mana peneliti membagikan soal-soal evaluasi kepada siswa untuk mengukur pemahaman dan kemampuan mereka dalam mata pelajaran Matematika. Proses evaluasi dilakukan dengan memberikan soal-soal yang mencakup materi yang telah diajarkan, dan kemudian menganalisis hasilnya untuk mengidentifikasi tingkat pencapaian kompetensi siswa. Teknik analisis data yang digunakan adalah analisis deskriptif dengan menggambarkan hasil jawaban siswa dan mengaitkannya dengan standar kompetensi yang telah ditetapkan. Hasil penelitian menunjukkan bahwa sebagian besar siswa telah mencapai kompetensi yang diharapkan, meskipun masih terdapat beberapa siswa yang mengalami kesulitan pada beberapa konsep tertentu. Berdasarkan temuan ini, disarankan untuk melakukan pendekatan pembelajaran yang lebih interaktif dan memberikan perhatian lebih pada siswa yang membutuhkan bantuan tambahan. Penelitian ini memberikan kontribusi dalam meningkatkan kualitas evaluasi pembelajaran Matematika di tingkat sekolah dasar, khususnya dalam rangka meningkatkan pencapaian kompetensi siswa.
EVALUASI TINGKAT PEMAHAMAN SISWA KELAS TIGA TERHADAP MATA PELAJARAN BAHASA INDONESIA DI SD NEGERI 013 SANGATTA UTARA Nabilla; Husnaeni; Eka Widyanti
MERDEKA : Jurnal Ilmiah Multidisiplin Vol. 2 No. 3 (2025): Februari
Publisher : PT PUBLIKASI INSPIRASI INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/merdeka.v2i3.3779

Abstract

Pada siswa di tingkat sekolah dasar (SD), khususnya kelas tiga, mulai menghadapi pembelajaran yang lebih terstruktur dalam memahami berbagai konsep dasar bahasa, seperti membaca, menulis, mendengarkan, dan berbicara. Oleh karena itu, penting untuk mengevaluasi sejauh mana tingkat pemahaman siswa terhadap materi yang diajarkan, agar dapat mengetahui efektivitas pengajaran yang diberikan oleh guru. Penelitian ini menggunakan pendekatan kualitatif dengan metode lapangan, yang bertujuan untuk menggali data secara mendalam tentang pencapaian kompetensi siswa dalam mata pelajaran Bahasa Indonesia. Perencanaan evaluasi pencapaian kompetensi siswa pada materi "Mengkaji Kalimat" ini menunjukkan adanya kesenjangan antara tujuan pembelajaran yang telah ditetapkan dan pencapaian siswa di kelas 3 SD Negeri 013 Sangatta Utara. Dari hasil evaluasi yang dilakukan, dapat disimpulkan bahwa sebagian besar siswa kelas 3 di SD Negeri 013 Sangatta Utara telah mencapai pemahaman yang baik mengenai materi "Melengkapi Kalimat".
Pengembangan Evaluasi Teknik Non Tes Ahmad Anshari; Muhammad Zuhdi Hibatullah; Eka Widyanti
Guruku: Jurnal Pendidikan dan Sosial Humaniora Vol. 2 No. 3 (2024): GURUKU : Jurnal Pendidikan dan Sosial Humaniora
Publisher : Politeknik Kampar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59061/guruku.v2i3.702

Abstract

The teaching and learning process is the core of education with teachers and learners playing the main roles. Evaluation is a key aspect of the educational process, ensuring the achievement of curriculum objectives. Evaluation not only measures student learning outcomes, but also helps understand the learning process and provides information for further improvement. Evaluation can be either test or non-test, and the use of both methods depends on the purpose of the assessment and the aspects of learning to be assessed. This research uses a literature review to explore the concepts and methods of non-test evaluation in education. Non-test evaluation includes various techniques such as performance assessment, project/product assessment, attitude assessment and others. The development of non-test evaluation is important as it allows for a comprehensive assessment of students' affective and psychomotor aspects, which cannot always be measured by written tests. The functions of non-test evaluation in education include measuring affective and psychomotor aspects, providing a holistic picture of students' abilities, supporting individualized learning, motivating students, and identifying strengths and weaknesses in learning. As such, non-test evaluation is an integral component of the learning process that helps maximize overall educational outcomes.
Co-Authors A. Dia Mandasari Ahmad Anshari Alawiyah Nabila Anjani Putri Belawati Aulia Sari Azizah Adelia Rahma Cici Nur Yathrib Cut Nurhayati Difana Leli Anggraini Ema Pariati Erin Aprillia Husnaeni Iin Suriya Ningsih Jannah, Siti Sri Fattul Jannah Laila Laila Mar’atul Latifah Muh. Yusuf Muhammad Yahya Nuzulul Kurniawan Muhammad Yoga Julyanur Muhammad Zuhdi Hibatullah Nabilla Nanik Sri Rahayu Nur Aidila Fitria Nur Hasyikin Nurhidayati Nurwanalianti Resti Novia Rahayu Rizal Awaludin Sa'baniah Sa'baniah Seivi Sufiatul Muhaqqiqoh Siti Nurfaizah Srinanda Srinanda Sugianor Suls Thayyibatul Islamiyah Tiara Saraswati Zurriati