Jurnal Penelitian dan Penilaian Pendidikan
Jurnal Penelitian dan Penilaian Pendidikan E-ISSN:2579-7654, ISSN: 2528-0945, DOI Prefix 10.22236/jppp is a is a showcase of original, rigorously conducted educational measurement, assessment, and evaluation. The journal particularly covers manuscripts within the following areas: instrument and assessment development, classroom assessment, and policy and program evaluation in educational settings. Given that the journal prioritizes research reports in evaluation and assessment education, viewpoint articles in the same field will be considered for publication. Jurnal Penelitian dan Penilaian Pendidikan welcomes research articles, literature reviews, book reviews from various countries in the world that have high-quality on all topics related to current trends issue in evaluation education research to publish in this journal. The article submitted to Jurnal Penelitian dan Evaluasi Pendidikan will be reviewed by two reviewers. Each article published in Jurnal Penelitian dan Evaluasi Pendidikan passes the process of double-blind review. The decision made for the article is the result of the Editorial Board’s agreement based on the suggestions proposed by the reviewers. Plagiarism scanning will be conducted with the help of Turnitin Anti-Plagiarism Software.
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<![CDATA[Building Future Skills Through Online Practice-based learning in Distance Learning: Evaluation with Context‑Input‑Process‑Product‑Outcome Model ]]>
<![CDATA[Fitria Amastini]]>;
<![CDATA[Dwi Astuti Aprijani]]>;
<![CDATA[Amalia Sapriati]]>;
<![CDATA[Maya Puspitasari]]>
<![CDATA[ Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025) ]]>
Publisher : <![CDATA[Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI). ]]>
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DOI: 10.22236/jppp.v7i2.21685
<![CDATA[Purpose This study evaluates the implementation of online practice-based learning in Desktop Programming and Computer Network courses within a distance learning Information Systems program to address instructional bottlenecks and improve graduate workforce readiness. Design/methodology/approach Utilizing a mixed-methods descriptive evaluative framework grounded in the Context-Input-Process-Product-Outcome (CIPPO) model, data were gathered from undergraduate students and online learning facilitators. Data collection instruments comprised a validated Likert-scale questionnaire, learning management system interaction analytics, and semi-structured interviews. Findings Evaluations revealed policy dissemination gaps, software accessibility constraints, and tutor responsiveness delays. While students experienced greater challenges completing Desktop Programming tasks, performance in Computer Networks remained strong. Active peer collaboration and interactive forum participation significantly enhanced student self-efficacy in resolving workplace technical issues. Practical implications The findings offer strategic guidance for modernizing technical curricula toward cloud and mobile computing, conducting tutor e-moderation training, and integrating learning analytics with automated motivational nudges to reduce non-completion rates. Originality/value This study provides a novel, comprehensive multi-dimensional evaluation applying the CIPPO framework to distance information technology laboratory instruction, directly bridging empirical course evaluation with fourth industrial revolution competency demands.]]>
<![CDATA[Deep learning in elementary schools: bridging the gap between pedagogical concepts and field realities ]]>
<![CDATA[Adi Sanusi]]>;
<![CDATA[Maheswari]]>;
<![CDATA[Paisal Aripin]]>;
<![CDATA[Iswan]]>
<![CDATA[ Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025) ]]>
Publisher : <![CDATA[Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI). ]]>
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DOI: 10.22236/jppp.v7i2.21880
<![CDATA[Purpose: This study critically examines the disparity between the pedagogical conceptualization of Deep Learning (DL) and on-the-group operational realities. Furthermore, it delineates a strategic framework to align policy mandates with the elementary school ecosystem in anticipation of the national rollout in the 2025/2026 academic year. Method: Employing a qualitative archival research design, this study utilizes comparative analysis to juxtapose policy documents (2025 Technical Guidelines) against empirical data (teacher surveys and 2022 PISA reports). Content analysis is leveraged to map the dissonance between the expected pedagogical roles of teachers and their actual administrative workloads. Findings: The findings elucidate significant cognitive distortion, revealing that 59.7% of teachers conflate DL with Artificial Intelligence (AI) technology rather than viewing it as a pedagogical approach. Primary impediments include onerous administrative burdens and infrastructural disparities. Pivotal strategies for successful adoption include practice-based simulation training and the transformation of school principals into instructional leaders. Practical implications: These results necessitate a paradigm shift from theoretical dissemination to practical workshops. Furthermore, the study advocates for the deregulation of administrative workloads as a sine qua non for effective implementation. Originally/value: The study's novelty is predicated on its function as a comprehensive “early warning system," scrutinizing ecosystem redliness prior to full-scale policy enactment. This distinguishes it from standard post-implementation evaluation, offering a protective rather than reactive analysis]]>
<![CDATA[P Adaptive LMS personalization: a systematic review of AI and learning analytics integration in distance education ]]>
<![CDATA[Bahrul Alam]]>;
<![CDATA[Abd. Malik Haerudin]]>;
<![CDATA[Sa’duddin]]>;
<![CDATA[Dirgantara Wicaksono]]>
<![CDATA[ Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025) ]]>
Publisher : <![CDATA[Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI). ]]>
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DOI: 10.22236/jppp.v7i2.21891
<![CDATA[Purpose: This study analyzes the systematic integration of Artificial Intelligence (AI) and Learning Analytics (LA) within higher education Learning Management Systems (LMS). It aims to identify adaptive personalization models, scrutinize pressing ethical and algorithmic challenges, and map future instructional paradigms for tertiary learning environments. Method: Employing a PRISMA-compliant systematic literature review methodology, this research evaluated 15 peer-reviewed empirical articles published between 2020 and 2025. Relevant studies were systematically retrieved and synthesized from Scopus, Web of Science, and IEEE Xplore, focusing explicitly on higher education contexts. Findings: Results demonstrate that AI morphs the traditional LMS into an active "smart learning partner." Machine Learning algorithms accurately identify at-risk students within the initial four weeks, while automation reduces faculty administrative workloads by 30%. However, chief impediments remain algorithmic data bias and faculty analytical literacy gaps. Practical implications: Higher education institutions must engineer intuitive, visual data dashboards and deploy comprehensive digital literacy training for lecturers, empowering them to translate predictive insights into timely, effective pedagogical interventions. Originality/value: This study propounds a unified socio-technical framework that transcends isolated single-tool evaluations. It underscores the urgent exigency for Explainable AI (XAI) regulations and redefines modern educational technology as an active knowledge co-creator in academia.]]>
<![CDATA[Identifying the IPAS misconception profile of elementary school students using a gamification-based two-tier diagnostic quiz instrument ]]>
<![CDATA[Shomayya Rachmawati]]>;
<![CDATA[Muhammad Ichsan]]>;
<![CDATA[Ernawati]]>
<![CDATA[ Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025) ]]>
Publisher : <![CDATA[Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI). ]]>
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DOI: 10.22236/jppp.v7i2.21927
<![CDATA[Purpose: This study addresses the inability of conventional assessments to differentiate genuine conceptual understanding from guessing by developing and validating a gamification-integrated two-tier diagnostic quiz to identify elementary students’ misconceptions in Natural and Social Sciences. Method: Employing a mixed-methods convergent parallel design, the research evaluated fifth-grade elementary students alongside selected interview respondents. The primary instrument comprised multi-tiered gamified items across varied cognitive levels, targeting hydrological cycles and social interactions. Findings: Statistical analysis confirmed adequate construct validity through a statistically significant positive correlation between student answers and conceptual reasoning. Theoretical misconceptions predominated, particularly regarding mixture separation and disaster mitigation. Crucially, the quiz uncovered hidden false-positive and false-negative profiles, while gamification effectively reduced test anxiety and boosted engagement. Practical implications: Primary school educators gain an adaptive diagnostic tool to detect cognitive barriers early and design targeted remedial instruction. Originality/value: This study combines two-tier diagnostic precision with gamification, offering an empirically validated digital tool tailored to young learners' developmental traits.]]>
<![CDATA[Future Digital Architects: Revolutionizing Al Bayan Students' Understanding of Coding through Scratch E-Modules ]]>
<![CDATA[Abdul Rohim]]>;
<![CDATA[Dirgantara Wicaksono]]>
<![CDATA[ Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025) ]]>
Publisher : <![CDATA[Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI). ]]>
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DOI: 10.22236/jppp.v7i2.19227
<![CDATA[Purpose: This study aims to develop a Scratch-based visual programming e-module to bridge the coding literacy gap among novice students who possess visual learning preferences but lack computational experience. Method: Adopting the ASSURE instructional design model, this Research and Development (R&D) study involved 23 seventh-grade students at SMP Al Bayan Islamic School Jakarta. Instruments included expert validation, response questionnaires, and pre-test/post-test analysis. The e-module was constructed using Canva and Book Creator integration. Findings: Expert validation for material (100%) and media (95.6%) confirmed high feasibility. Field trials indicated positive student response with a score of 4.14 (5-point scale). Effectiveness was evidenced by a significant surge in classical mastery from 13% to 91%, with mean scores rising substantially from 36.81 to 89. Practical implications: The e-module provides IT educators with a standardized visual instructional instrument, replacing conventional methods to accelerate the comprehension of fundamental programming logic. Originality/value: This study offers empirical contributions regarding the efficacy of applying the ASSURE model to transform technical (hard-skill) materials into interactive visual media for a low-prior-knowledge demographic.]]>
<![CDATA[Beyond the blackboard: reimagining math education through flipped classrooms, AR, and GeoGebra ]]>
<![CDATA[Prahesti Tirta Safitri]]>;
<![CDATA[Kus Andini Purbaningrum]]>
<![CDATA[ Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025) ]]>
Publisher : <![CDATA[Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI). ]]>
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DOI: 10.22236/jppp.v7i2.19643
<![CDATA[Purpose: To systematically investigate the learning outcomes of integrating flipped learning with Augmented Reality (AR) and GeoGebra in mathematics education, specifically addressing complex spatial geometry challenges where traditional success rates hover at 21%. Method: Guided by the PRISMA 2020 framework, this systematic literature review analyzed empirical data from the Scopus database. From an initial 67 records, 8 high-quality full-text articles published between 2020 and 2024 were selected. The studies encompassed diverse global contexts (Luxembourg, Indonesia, Spain, Vietnam) with participant cohorts ranging from 30 to 442 students, evaluated through narrative synthesis. Findings: The integrated approach significantly elevated student academic performance and problem-solving capabilities, yielding substantial effect sizes between 0.64 and 1.40. Key metrics include a 24.8% performance increase , score elevations from 11 to 17 on a 20-point scale , and a remarkable transformation from a 50% failure rate to a 100% pass rate , coupled with 97.3% student satisfaction. Practical Implications: Educators are provided with a validated three-phase pedagogical model: pre-class GeoGebra engagement, in-class AR collaborative problem-solving, and post-class authentic assessment, alongside a mandate for robust technological infrastructure. Originality/value: This review synthesizes a novel framework uniting three converging educational technologies, validating the TPACK framework within post-pandemic hybrid mathematics education.]]>
<![CDATA[Authentic assessment in project-based nature schools to support science understanding for lower-grade students ]]>
<![CDATA[Endin Nokik Stujanna]]>;
<![CDATA[Erna Kusumawati]]>
<![CDATA[ Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025) ]]>
Publisher : <![CDATA[Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI). ]]>
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DOI: 10.22236/jppp.v7i2.19687
<![CDATA[Purpose: This study investigates the implementation of authentic assessment to evaluate multidimensional science understanding among lower-grade elementary students within a project-based nature school framework. Method: Employing a qualitative exploratory case study design over one semester at Sekolah Alam Tumbuh Kembang, Jakarta, the study examined 90 students across Grades 1–3, four science teachers, and two school administrators. Data were collected via participant observations, semi-structured interviews, and student project portfolios focusing on plant life cycles, ecosystems, and weather phenomena. Instruments underwent expert validation, and qualitative data were analyzed using thematic analysis. Findings: Authentic assessment effectively captured procedural skills, real-world conceptual application, and problem-solving abilities, significantly outperforming conventional recall-based testing. Project-Based Learning (PBL) provided a contextual platform that facilitated holistic evaluation while deepening students' scientific competence. Practical implications: This research provides educators and curriculum developers with an adaptable, rubric-based evaluation framework to assess early childhood science through experiential, inquiry-based learning rather than rote memorization. Originality/value: The study bridges a critical gap in literature by offering an empirical model that harmonizes authentic assessment practices with nature-based pedagogy for early childhood science education.]]>
<![CDATA[Mendobrak stigma angka : perubahan persepsi guru dalam pembelajaran matematika dengan metode GASING ]]>
<![CDATA[Umam, Khoerul]]>;
<![CDATA[Naswardi]]>;
<![CDATA[Ahmad Said]]>
<![CDATA[ Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025) ]]>
Publisher : <![CDATA[Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI). ]]>
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DOI: 10.22236/jppp.v7i2.19777
<![CDATA[Purpose: This study explores the extent to which GASING can contribute to a more creative quality of mathematics learning. Design Research: This study used a mixed-method approach to clarify quantitative data with qualitative data. Data analysis used descriptive data for quantitative data, while thematic analysis was used for qualitative data. The results show that teachers who have been trained and implemented the GASING method have a positive perspective on the quality of mathematics learning. Teachers view mathematics as no longer a matter of formulas and memorization, but rather a learning process structured around various activities that encourage students to be more active. The impact is evident in the increasingly enjoyable quality of mathematics learning because students are encouraged to move, sing, and learn mathematics simultaneously. This creates a fun and enjoyable mathematics learning experience. Purpose : penelitian ini mengeksplorasi sejauhmana GASING dapat berkontribusi terhadap kualitas pembelajaran matematika yang lebih kreatif. Design Research. Penelitian ini menggunakan mixed-method yang untuk mengklarifikasi data kuantitatif dengan data kualitatif. Analisis Data penelitian menggunakan data deskriptif untuk kuantitatif sedangkan tematik analisis digunakan untuk menganalisis data kualitatif. Hasil penelitian menunjukkan bahwa guru – guru yang telah dilatih dan mengimplementasikan metode GASING memiliki perspektif yang positif terhadap kualitas pembelajaran matematika. Guru memandang matematika tidak lagi rumus dan hafalan melainkan suatu pembelajaran yang dibungkus dalam kerangka berbagai kegiatan yang mendorong siswa untuk lebih aktif. Dampaknya terlihat dari kualitas pembelajaran matematika yang semakin menyenangkan karena siswa diajak bergerak, bernyanyi dan belajar matematika dalam kerangka waktu yang sama. Hal ini menimbulkan suatu pengalaman pembelajaran matematika yang asik dan menyenangkan.]]>
<![CDATA[Evaluation regional education development planning and minimum service standard achievement CIPP model ]]>
<![CDATA[Disson Muhammad Fauzi]]>
<![CDATA[ Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025) ]]>
Publisher : <![CDATA[Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI). ]]>
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DOI: 10.22236/jppp.v7i2.12445
<![CDATA[Purpose: To evaluate the effectiveness of regional educational development planning and the fulfillment of Minimum Service Standards (SPM) in South Jakarta, addressing underlying service quality disparities. Method: This qualitative case study employed the CIPP evaluation model. Data were collected in 2025 via in-depth interviews, structured observations, and document reviews involving 15 key informants (planners, principals, supervisors) across the local Education Agency. Findings: While quantitative SPM targets were administratively met, the evaluation revealed severe input inequalities regarding digital facilities and compliance-driven bureaucratic processes. This polarized educational outcomes, specifically hindering the equitable distribution of numeracy literacy between elite and marginalized schools. Practical implications: Compels policymakers to precisely reallocate budgets towards adaptive learning technologies and shift administrative quality assurance instruments toward formative pedagogical supervision for educators. Originality/value: Pioneers a paradigm shift in SPM assessment from rudimentary "physical availability" metrics to a comprehensive "equity of outcomes" model, distinctly highlighting how macro-governance impacts micro-competencies such as mathematics.]]>
<![CDATA[Reinventing the AI-TPACK Frontier: The AI EdDesign Model as a Catalyst for Pedagogical Innovation ]]>
<![CDATA[Dirgantara Wicaksono]]>;
<![CDATA[Rinanto]]>
<![CDATA[ Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025) ]]>
Publisher : <![CDATA[Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI). ]]>
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DOI: 10.22236/jppp.v7i2.13857
<![CDATA[Purpose: This study aims to develop and evaluate the efficacy of the AI EdDesign model in addressing the disparities in artificial intelligence literacy and instructional design competencies among Educational Technology students. Design/methodology/approach: The research utilizes a Research and Development (R&D) methodology by adapting the ADDIE development model. Subjects were partitioned into experimental and control groups to observe the intervention's impact. The research instruments comprised an AI-TPACK competency rubric, cognitive performance assessments, and a technology acceptance questionnaire, all of which underwent rigorous expert validation. Findings: The findings indicate that the AI EdDesign model significantly enhances students' needs analysis and instructional design skills compared to conventional methods. The utilization of generative AI-based virtual tutors proved effective in providing instructional scaffolding that stimulates creativity without inducing cognitive dependency. Subjects reported highly positive perceptions of the personalized learning pathways, which were deemed relevant to their individual developmental requirements. Practical implications: This model offers a practical framework for academic institutions to implement AI as a co-design partner, thereby accelerating the mastery of adaptive pedagogical skills for future educators. Originality/value: The novelty of this study lies in the integration of the AI-TPACK framework into a digital platform capable of mitigating risks to students' critical thinking through structured AI feedback mechanisms. Purpose: Penelitian ini bertujuan mengembangkan dan menguji efektivitas model AI EdDesign untuk mengatasi kesenjangan literasi kecerdasan buatan serta rendahnya kompetensi desain instruksional pada mahasiswa Teknologi Pendidikan. Design/methodology/approach: Penelitian ini menerapkan metode Research and Development (R&D) dengan mengadaptasi model pengembangan ADDIE. Subjek penelitian melibatkan mahasiswa yang dibagi ke dalam kelompok eksperimen dan kelompok kontrol. Instrumen penelitian terdiri dari rubrik kompetensi AI-TPACK, tes kinerja kognitif, dan kuesioner model penerimaan teknologi yang telah melalui proses validasi ahli. Findings: Temuan menunjukkan bahwa model AI EdDesign secara signifikan meningkatkan kemampuan analisis kebutuhan dan keterampilan desain instruksional mahasiswa dibandingkan metode konvensional. Penggunaan tutor virtual berbasis kecerdasan generatif terbukti efektif memberikan bimbingan scaffolding yang meningkatkan kreativitas tanpa menciptakan ketergantungan kognitif. Subjek memberikan respon positif terhadap fitur personalisasi jalur pembelajaran yang dianggap relevan dengan kebutuhan individu. Practical implications: Model ini memberikan panduan praktis bagi institusi pendidikan dalam mengimplementasikan AI sebagai mitra desain, sehingga mempercepat penguasaan keterampilan pedagogis yang adaptif bagi calon pendidik. Originality/value: Kebaruan studi ini terletak pada integrasi kerangka kerja AI-TPACK ke dalam platform digital yang mampu memitigasi risiko penurunan daya kritis mahasiswa melalui mekanisme umpan balik AI yang terstruktur.]]>
