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INDONESIA
REiD (Research and Evaluation in Education)
Published by Universitas Negeri Yogyakarta
ISSN : -     EISSN : 24606995     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 176 Documents
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An analysis of teachers' pedagogical and professional competencies in the 2013 Curriculum with the 2017-2018 revision in Accounting subject Cipto Wardoyo; Yogi Dwi Satrio; Devi Aprilia Ratnasari
REID (Research and Evaluation in Education) Vol 6, No 2 (2020)
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v6i2.35207

Abstract

Professional teachers are those who understand the four competencies, including pedagogical, professional, personality, and social competencies. This study is aimed at explaining two of the four competencies, which are pedagogical and professional competencies in the implementation of the 2013 Curriculum with the 2017-2018 revision in the Accounting subject. The approach used was qualitative with case study research at the State Vocational High School 1 Kraksaan Probolinggo. The results of the study show that teachers understand pedagogical and professional competencies by applying learning strategies and methods that are relevant to students’ characteristics, integrating strengthening character education (penguatan pendidikan karakter or PPK), Literacy, high order thinking skills (HOTS), and 21st-century skills and the materials presented are in accordance with the core competencies/basic competencies and the indicator of competency achievement presented in the lesson plans.
English as a Foreign Language (EFL) learning assessment in single-sex and co-educational classrooms Umi Farisiyah; Badrun Kartowagiran; Aminuddin bin Hassan
REID (Research and Evaluation in Education) Vol 7, No 1 (2021)
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i1.41644

Abstract

This study investigates the effects of Single-Sex and Co-educational classrooms on English learning outcomes. This study is a causal-comparative study in ex post facto design. The sample is three classes consisting of 73 students (boy and girl-single-sex classes and a co-educational class) from a private secondary school in Central Java, Indonesia. An integrated English test was used, equating the 2013 curriculum and CEFR for English. It tested four skills in English consisting of Listening, Speaking, Reading, and Writing. Expert judgments have already checked the instrument through face validity. Item internal consistency from all skills was good, and the reliability was too, in a good category. This study indicates that organizing a Single-sex classroom in the English learning process has a positive and significant effect on English achievement. Being in a Single-Sex classroom benefitted the students in their outcomes in learning English. This study also implies that teachers, especially English teachers, must understand their students' learning strategies to implement the appropriate learning strategies. It is because male and female students learn something in different ways
Evaluation of reading pleasure character in SMPN 19 and SMP Adhyaksa 1 of Jambi City Tanti Tanti; Dwi Agus Kurniawan; Muhammad Sofyan Zain; Febrina Rosa Winda; Rini Siski Fitriani
REID (Research and Evaluation in Education) Vol 7, No 1 (2021)
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i1.35147

Abstract

This study was conducted to determine the reading pleasure of junior high school students through four indicators. The research was conducted with a total sample of 281 students from grades VII, VIII, and IX in junior high schools. The sampling technique used was purposive sampling. The research design used is an explanatory design. The quantitative instrument in the form of a reading pleasure instrument consists of 40 statements, while the qualitative instrument is in the form of interviews with ten students, four teachers, and two heads of the library. The data collection technique was carried out by survey (field research). The results of this study indicate that the indicators of general attitudes towards reading are on a neutral scale, the indicators of reading preferences are on a neutral scale, the indicators of the effects of reading on ability are on the agreeing scale, the indicators of students' negative views on reading are on the disagree scale. The results of interviews with the teacher can be seen that the teacher has reminded students always to read books other than in face-to-face activities in class, then the results of interviews with the head of the library can be seen that junior high school students have high enthusiasm for reading and borrowing books in the library, the results of interviews with male students and female students show that female students have better reading pleasure than male.
Evaluation of the implementation of professional development efforts in improving the professionalism of Geography teachers Alfin Nuramalia Yuniandita; Mukminan Mukminan
REID (Research and Evaluation in Education) Vol 6, No 2 (2020)
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v6i2.35455

Abstract

This study aims to determine how the implementation of teacher professional development efforts and the government and/or related agencies' participation in supporting teacher professional improvement can formulate sustainable professional development efforts in improving the professionalism of high school geography teachers in Brebes Regency. This evaluation study used the discrepancy model. The method used was descriptive quantitative and analyzed using percentage descriptive techniques. The data in this evaluation study were collected through questionnaires, interviews, and observations. The sample in this study consisted of 30 high school Geography teachers in Brebes Regency, while the sampling technique used was disproportionate stratified random sampling. Regardless of the results of the study that Geography teachers had a good understanding of the duties and obligations that had to be fulfilled as professional teachers, that efforts for sustainable professional development had not been fully implemented properly. The result shows that the Sustainable Professional Development efforts carried out by Geography teachers are in the criteria of “Good Enough” with an average score of 66.83 (out of a maximum score of 120). From several programs supporting the teachers’ professional development, only a few programs are routinely carried out by Geography teachers, including internal coaching by supervisors, Geography subject forum activities, and workshops. Besides, several professional development programs deserve special attention from the government due to the lack of teacher participation, namely apprenticeships, short courses, distance learning, level training, and further education, given that some of these programs provide opportunities for teachers to update and develop their knowledge.  
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.

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