cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
REiD (Research and Evaluation in Education)
Published by Universitas Negeri Yogyakarta
ISSN : -     EISSN : 24606995     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "Vol 7, No 2 (2021)" : 8 Documents clear
Profile of the ability of prospective Biology teachers in making question instruments using Bloom's Taxonomy Tengku Idris; Sepita Ferazona; Herlina Safitri
REID (Research and Evaluation in Education) Vol 7, No 2 (2021)
Publisher : Sekolah Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i2.44903

Abstract

The purpose of this study is to determine students' ability to make Bloom's taxonomy questions. The study was conducted on students in the 5th semester of the 2020/2021 academic year who were taking evaluation courses and learning achievement techniques with a sample of 62 people. This research is a descriptive study using a checklist sheet as the main instrument that has been content validated by experts, questionnaires, and interviews as supporting data. Data were analyzed using the quantitative descriptive method. The results of the research show that students have very good abilities in making Bloom's taxonomy questions for the lower other thinking skills category with a percentage of 92.22% with details C1 100%, C2 95%, and C3 81.67%, while the students' ability in making questions with a higher level of other thinking skills is in the very poor category with a percentage of 44.17% with C4 54.17%, C5 46.67% and C6 31.17%. In addition, based on the form of questions, students' ability to design essay questions (74.17%) is better than multiple-choice questions (62.22%). The conclusion of this study is the ability of students to make questions based on Bloom's Taxonomy is in the fairly good category, with a percentage of 78.06%.
Empirical lecturers’ and students’ satisfaction assessment in e-learning systems based on the usage metrics Sulis Sandiwarno
REID (Research and Evaluation in Education) Vol 7, No 2 (2021)
Publisher : Sekolah Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i2.39642

Abstract

Nowadays, in the pandemic of COVID-19, e-learning systems have been widely used to facilitate teaching and learning processes between lecturers and students. Assessing lecturers’ and students’ satisfaction with e-learning systems has become essential in improving the quality of education for higher learning institutions. Most existing approaches have attempted to assess users’ satisfaction based on System Usability Scale (SUS). On the other hand, different studies proposed usage-based metrics (completion rate, task duration, and mouse or cursor distance) which assess users’ satisfaction based on how they use and interact with the system. However, the cursor or mouse distance metric does not consider the effectiveness of navigation in e-learning systems, and such approaches measure either lecturers’ or students’ satisfaction independently. Towards this end, we propose a lostness metric to replace the click or cursor distance metric for assessing lecturers’ and students’ satisfaction with using e-learning systems. Furthermore, to obtain a deep analysis of users’ satisfaction, we tandem the usage-based metric (i.e., completion rate, task duration, and lostness) and the SUS metric. The evaluation results indicate that the proposed approach can precisely predict users’ satisfaction with e-learning systems.
Developing student character assessment questionnaire on French subject in state high schools Nur Hamidah Assa'diyah; Samsul Hadi
REID (Research and Evaluation in Education) Vol 7, No 2 (2021)
Publisher : Sekolah Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i2.43196

Abstract

As time goes by, technological advances affect character crises, especially among students. This study is aimed at developing a student character assessment questionnaire for the French subject in state high schools of Yogyakarta Special Region. The study employed the 4D development formula comprising of Define, Design, Develop, and Disseminate. The study involved 269 students of X, XI, and XII grades as the samples. The reliability test was performed using the Cronbach’s Alpha formula, 0.689, with strong reliability. The validity of the study was tested using EFA (Exploratory Factor Analysis). The questionnaire used the Likert scale. The result of the study shows that 15 items are valid and can show the character of students in the French subject.
Developing assessment instruments of debate practice in Indonesian Language learning Septiana Farida; Farida Agus Setiawati
REID (Research and Evaluation in Education) Vol 7, No 2 (2021)
Publisher : Sekolah Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i2.43338

Abstract

This study aims to develop an instrument for assessing debate practice in Indonesian Class X senior high school (Sekolah Menengah Atas or SMA/Madrasah Aliyah or MA) learning. The theoretical construct of the instrument was found after reviewing several theories, including speaking skills that apply to debate practice, especially those based on the Australian Debating Federation. The non-test instrument development procedure used is the Mardapi model, which includes non-cognitive. Ten material experts reviewed the draft instrument (two lecturers and eight Indonesian Language Teachers Class X in the SMA/MA in Yogyakarta Special Region) then it was calculated using the Aiken formula to prove the validity of the contents of the instrument. The draft instrument was also tested by two raters/evaluators to assess the debate practice. The results of this trial were used to calculate inter-rater reliability using Cohen Kappa. The assessment instrument was declared reliable from the calculation of the inter-rater reliability value of the Kappa formula, which was obtained at 0.678. The final item number of the instrument after the exploratory factor analysis is 33 items with adjustments to the composition of the dimensions of the statement items.
Evaluation of the implementation of educational assessment standards at Madrasah Tsanawiyah Modern Islamic Boarding School Nurul Ngarifillaili; Badrun Kartowagiran; Umwari Yvette
REID (Research and Evaluation in Education) Vol 7, No 2 (2021)
Publisher : Sekolah Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i2.43672

Abstract

This study aims to collect, analyze, and present evaluation results and assess them by comparing the evaluation indicators. The evaluation focuses on achieving and implementing seven components of the Educational Assessment Standard in Islamic middle school (Madrasah Tsanawiyah or MTs) of modern Islamic boarding schools (pesantren) in the Kebumen Regency. The study employed a descriptive quantitative approach. The evaluation model was the discrepancy evaluation model. The study subjects were 227 students of grade VIII class 2020/2021. Data collection was performed using a questionnaire and brief interviews. The study result shows that 70.55% of students stated the assessment comprises three aspects, i.e., knowledge, attitude, and skills. The assessment principles of valid, objective, fair, integrated, open, thorough and sustainable, systematic, based on criteria, and accountable have been implemented well. About 67.82% of students assert that all principles have been reflected during assessment by educators and education units. As much as 72.35% of students explained that the assessment had utilized an appropriate form to measure students’ competency achievement. The assessment of MTs in modern pesantren in Kebumen Regency used an instrument following the regulation, where 74.82% of students revealed that the study instrument had followed the empirical validity requirement.
Students' competence in making language skill assessment rubric Memet Sudaryanto; Habib Safillah Akbariski
REID (Research and Evaluation in Education) Vol 7, No 2 (2021)
Publisher : Sekolah Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i2.44005

Abstract

This study aims to describe (1) the need for an assessment of language skills rubrics; (2) students' abilities in creating holistic and analytic rubrics; (3) the potential and relevance of the application of the rubric in the micro-teaching class; (4) the obstacles faced by students in compiling the rubric. This research used mix method to answer the research questions and a quantitative approach to measure students' understanding of the rubric. Basic competence was assessed using the rubric and mapped students' competencies in designing the rubric. The qualitative rubric was used to describe students' difficulties in applying the rubrics produced in the learning process at school. The population of this study was 250 students of Indonesian Language Education in Central Java selected using a random sampling technique. The study shows that (1) students' knowledge of the components presented in the language skill assessment rubric is still low: most students know that the assessment rubric can be done analytically and holistically, but they cannot explain the differences and how to design the language skill assessment rubric. (2) The rubric produced by students in assessing reading and writing skills is good enough and relevant to be applied in the school: 76% for reading skills and 83% for writing skills. (3) The rubric produced in assessing speaking and writing skills is less optimal and not relevant enough: 78% of students are unable to make good rubrics for listening skills, and 49% are unable to make a rubric for speaking skills.
An evaluation of the Petty Officer Training program of the Republic of Indonesia police using the Kirkpatrick model Junus Simangunsong; Langgeng Purnomo
REID (Research and Evaluation in Education) Vol 7, No 2 (2021)
Publisher : Sekolah Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i2.36937

Abstract

This study aims to evaluate the Petty Officer Training Program Noken to determine the program's success based on predetermined character values. The program evaluation uses Kirkpatrick's evaluation model with four levels: reaction, learning, behavior, and result. The data were obtained using a questionnaire, observations, interviews, and documentation and analyzed using quantitative and qualitative descriptive techniques. Before the questionnaire and observation sheets were used, their readability was tested to the Super Team for the National Identity formed by the Republic of Indonesia Police Headquarters and experts in psychology and educational evaluation. The results of the instrument readability test showed excellent results, with a score of 4.8 on a scale of 1-5. However, some revisions were needed, especially for the instruments for policymakers and management. The results of the evaluation of the two groups show that for the assessment at level 1: reaction, the participants' reaction to the organizing committee and resource persons is very high, and there is just a need to pay attention to the availability of facilities. At level 2: learning, the achievement of key competencies is very significant in its assessment. At level 3: behavior, there are behavioral changes including diligence in doing worship, discipline in attending classes, neat and clean clothes, working in groups, communicating well, and accuracy and speed in completing daily tasks. At level 4: result, the level of achievement of character values is very significant. The effect of conditioning and the teaching of materials contributes very significantly to applying national identity in everyday life.
The effect of external factors moderated by digital literacy on the actual use of e-learning during the Covid-19 pandemic in Islamic universities in Indonesia Sumin Sumin; Kahirol Mohd Salleh; Nurdin Nurdin
REID (Research and Evaluation in Education) Vol 7, No 2 (2021)
Publisher : Sekolah Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i2.44794

Abstract

The future of education is increasingly worrying due to the impact of the Covid-19 pandemic since the end of 2019. Restrictions on community activities and campus closures have forced university administrators to use e-learning. On the other hand, online learning has encountered many obstacles. Barriers to the use of e-learning are thought to stem from external problems (online facilities and infrastructure) or educators and students (internal factors), such as lack of literacy, low absorption, level of understanding, and other non-technical factors. This study aims to examine further the influence of external factors and digital literacy and the moderating effect of digital literacy with external factors (System Design, User Friendly, Devices, Internet, Electricity) on the actual use of campus e-learning at Islamic universities. This study found that: External factor variables have a significant positive effect on the actual use of e-learning. The digital literacy variable has a significant positive effect on the actual use of e-learning. The digital literacy variable weakens the influence of external factors on the actual use of e-learning at Islamic universities in Indonesia.

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2021 2021


Reset
Filter By Issues
All Issue Vol. 11 No. 2 (2025) Vol. 11 No. 1 (2025) Vol. 10 No. 2 (2024) Vol. 10 No. 1 (2024) Vol. 9 No. 2 (2023) Vol. 9 No. 1 (2023) Vol. 8 No. 2 (2022) Vol. 8 No. 1 (2022) Vol 7, No 2 (2021) Vol 7, No 1 (2021) Vol 6, No 2 (2020) Vol 6, No 1 (2020): June Vol 5, No 2 (2019): December Vol 5, No 1 (2019): June Vol 4, No 2 (2018): December Vol 4, No 1 (2018): June Vol 3, No 2 (2017): December Vol 3, No 1 (2017): June Vol 2, No 2 (2016): December Vol 2, No 1 (2016): June Vol 1, No 2 (2015): December Vol. 1 No. 1 (2015): June More Issue