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Jurnal Penelitian dan Penilaian Pendidikan
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : 25280945     EISSN : 25797654     DOI : https://10.22236/jppp.v3i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
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.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 4 Documents
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Search results for , issue "Vol. 7 No. 2 (2025)" : 4 Documents clear
Building Future Skills Through Online Practice-based learning in Distance Learning: Evaluation with Context‑Input‑Process‑Product‑Outcome Model Amastini, Fitria; Aprijani, Dwi Astuti; Sapriati, Amalia; Puspitasari, Maya
Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v7i2.21685

Abstract

to align with the demands of future skills. This study aims to evaluate the implementation of Desktop Programming and Computer Network in a distance learning scheme of Information Systems Program Study, using the Context-Input-Process-Product-Outcome model approach. A mixed-methods approach was employed through the questionnaires, analysis from online learning platform activities, and interviews with students and tutors. The results indicate ongoing issues in the aspects of dissemination of communication regarding policy context, limited infrastructure and devices to support online practice-based learning, and low responsiveness of some tutors. However, students who engaged actively in forums and collaborative learning with peers in completing assignments show better learning outcomes and have a higher confidence to face the challenges of the digital workplace. This evaluation model has proven effective in providing a comprehensive picture of the dynamics of practice-based learning implementation, and producing strategic recommendations for curriculum improvement, tutor training improvement, and integration of learning analytics for early detection and intervention. This study highlighting a conceptual and implementation contributions in online practice-based learning model that promoting transformative and technologically adaptive distance education in building students' professional digital competencies.   Pergeseran menuju industri digital telah mendorong pendidikan tinggi untuk mendesain ulang strategi pembelajaran berbasis praktik agar selaras dengan tuntutan keterampilan masa depan. Studi ini bertujuan untuk mengevaluasi implementasi Pemrograman Desktop dan Jaringan Komputer dalam skema pembelajaran jarak jauh Program Studi Sistem Informasi, menggunakan pendekatan model Konteks-Input-Proses-Produk-Hasil. Pendekatan metode campuran digunakan melalui kuesioner, analisis dari aktivitas platform pembelajaran daring, dan wawancara dengan mahasiswa dan tutor. Hasil menunjukkan adanya masalah yang berkelanjutan dalam aspek penyebaran komunikasi mengenai konteks kebijakan, keterbatasan infrastruktur dan perangkat untuk mendukung pembelajaran berbasis praktik daring, dan rendahnya responsivitas beberapa tutor. Namun, mahasiswa yang aktif terlibat dalam forum dan pembelajaran kolaboratif dengan rekan-rekan dalam menyelesaikan tugas menunjukkan hasil belajar yang lebih baik dan memiliki kepercayaan diri yang lebih tinggi untuk menghadapi tantangan tempat kerja digital. Model evaluasi ini terbukti efektif dalam memberikan gambaran komprehensif tentang dinamika implementasi pembelajaran berbasis praktik, dan menghasilkan rekomendasi strategis untuk peningkatan kurikulum, peningkatan pelatihan tutor, dan integrasi analitik pembelajaran untuk deteksi dan intervensi dini. Studi ini menyoroti kontribusi konseptual dan implementasi dalam model pembelajaran berbasis praktik daring yang mendorong pendidikan jarak jauh transformatif dan adaptif secara teknologi dalam membangun kompetensi digital profesional mahasiswa.
Pembelajaran Mendalam di Sekolah Dasar: Menjembatani Kesenjangan Antara Konsep Pedagogis dan Realitas Lapangan Sanusi, Adi; Maheswari; Aripin, Paisal; Iswan
Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v7i2.21880

Abstract

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. Design/mythology/approach: 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.   Purpose: Studi ini menganalisis kesenjangan antara konsep pedagogis Pembelajaran Mendalam (PM) dan realitas implementasi lapangan, serta merumuskan strategi menyelaraskan kebijakan dengan ekosistem sekolah dasar menjelang penerapan nasional 2025/2026. Design)/methodology/approach: Menggunakan desain kualitatif studi kepustakaan, penelitian ini menerapkan analisis komparatif antara dokumen kebijakan (Petunjuk Teknis 2025) dan data empiris (survei guru, laporan PISA 2022). Analisis konten digunakan untuk memetakan diskrepansi antara ekspektasi peran guru dan beban kerja aktual. Findings: Temuan mengungkap miskonsepsi signifikan di mana 59,7% guru mengasosiasikan PM dengan teknologi AI, bukan pedagogi. Hambatan utama meliputi beban administratif berat dan ketimpangan infrastruktur. Strategi kunci keberhasilan mencakup pelatihan simulasi praktik dan transformasi kepala sekolah menjadi instructional leader. Practical implications: Hasil ini mendesak pergeseran paradigma dari sosialisasi teori ke workshop praktis, serta deregulasi beban administrasi guru sebagai prasyarat mutlak implementasi efektif. Originality/value: Kebaruan studi ini terletak pada fungsinya sebagai sistem peringatan dini (early warning system) yang membedah kesiapan ekosistem sebelum implementasi penuh kebijakan, berbeda dengan evaluasi pasca-program pada umumnya.
P Personalisasi adaptif dalam pendidikan jarak jauh: tinjauan literatur sistematis tentang integrasi artificial intelligence dan learning analytics dalam LMS HAERUDIN, ABD MALIK; Alam, Bahrul; Sa’duddin; Wicaksono, Dirgantara
Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v7i2.21891

Abstract

Purpose: This study scrutinizes mathematical literacy difficulties aligned with TIMSS standards regarding the topic of Relations and Functions, utilizing Polya’s framework to bridge the dichotomy between global benchmarks and the cognitive realities of learners. Design/methodology/approach: Employing a qualitative descriptive design, data were elicited from 21 tenth-grade students via problem-solving tests and in-depth interviews. These data were subsequently analyzed systematically to delineate difficulty profiles according to varying levels of mathematical ability.Findings: The results unveil a stratification of impediments: high-ability students were constrained primarily by accuracy issues; moderate achievers struggled with strategic maturity; whereas low-ability students experienced systemic failure across all Polya stages due to foundational conceptual deficits and inadequate time management. This corroborates the premise that literacy difficulties are deeply rooted in metacognitive barriers, particularly during the solution evaluation phase. Practical implications: These findings advocate for the implementation of differentiated instruction and the fortification of heuristic procedures to accommodate diverse cognitive profiles, thereby better preparing students for international assessments. Originality/value: This study offers a granular diagnosis of the topic of Relations and Functions within the specific context of Madrasah education, enriching the existing body of literature on mathematical literacy barriers by directly contextualizing them within global TIMSS indicators.   Purpose: Penelitian ini bertujuan untuk membedah kesulitan literasi matematika berstandar TIMSS pada materi Relasi dan Fungsi dengan menggunakan kerangka pemecahan masalah Polya, guna menjembatani kesenjangan antara standar penilaian global dan realitas kognitif peserta didik.Design/methodology/approach: Mengadopsi pendekatan deskriptif kualitatif, penelitian ini melibatkan 21 siswa kelas X sebagai subjek. Data dikumpulkan melalui instrumen tes pemecahan masalah dan wawancara mendalam, yang kemudian dianalisis secara sistematis untuk memetakan profil kesulitan siswa berdasarkan tingkat kemampuan matematika mereka.Findings: Temuan penelitian mengungkapkan adanya stratifikasi hambatan yang berbeda: siswa berkemampuan tinggi cenderung terkendala pada aspek ketelitian (akurasi); siswa berkemampuan sedang terhambat pada kematangan strategi penyelesaian; sedangkan siswa berkemampuan rendah mengalami kegagalan sistemik di seluruh tahapan Polya akibat lemahnya konsep fundamental dan manajemen waktu. Studi ini mengonfirmasi bahwa akar kesulitan literasi terletak pada hambatan metakognitif, khususnya dalam tahap mengevaluasi solusi.Practical implications: Hasil penelitian ini merekomendasikan implementasi pembelajaran berdiferensiasi (differentiated learning) dan penguatan prosedur heuristik di kelas. Pendekatan ini diperlukan untuk mengakomodasi keberagaman profil kognitif siswa dan meningkatkan kesiapan mereka dalam menghadapi standar penilaian internasional.Originality/value: Studi ini menawarkan kontribusi orisinal berupa diagnosa spesifik pada materi Relasi dan Fungsi dalam konteks madrasah. Hal ini memperkaya literatur mengenai pemetaan hambatan literasi matematika yang dikontekstualisasikan secara langsung dengan indikator kompetensi global TIMSS.
Identifikasi profil miskonsepsi ipas siswa sekolah dasar menggunakan instrumen two-tier diagnostic quiz berbasis gamifikasi Rachmawati, Shomayya; Ichsan, Muhammad; Ernawati
Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v7i2.21927

Abstract

Abstract This study aims to develop and examine the validity of a gamification-integrated Two-Tier Diagnostic Quiz to identify elementary school students’ misconceptions in IPAS learning, particularly on hydrological cycle and social interaction concepts. The study addresses the limitations of conventional assessments that often fail to distinguish students with genuine conceptual understanding from those who answer correctly due to guessing. A mixed methods approach with a convergent parallel design was employed. The participants consisted of 50 fifth-grade students from SDIT Citra Insani, Cikarang Utara District, selected through purposive sampling. The instrument comprised 30 two-tier diagnostic items consisting of answer choices and conceptual reasoning, validated through expert judgment and empirical testing. Quantitative data were analyzed using descriptive statistics and Pearson correlation, while qualitative data were examined through thematic coding of in-depth interviews. The results revealed a significant positive correlation between answers and conceptual reasoning ( , ), indicating adequate construct validity of the instrument. Theoretical misconceptions emerged as the most dominant type, particularly in mixture separation (28.6%) and disaster mitigation (24.0%) concepts. The instrument successfully identified false positive and false negative student profiles that are typically overlooked by single-tier assessments. Furthermore, the integration of gamification reduced test anxiety and enhanced student engagement. This study contributes a valid, adaptive, and precise diagnostic assessment tool to support early detection of cognitive barriers and the development of targeted remedial instruction in elementary IPAS learning.   Penelitian ini bertujuan untuk mengembangkan dan menguji validitas instrumen Two-Tier Diagnostic Quiz terintegrasi platform gamifikasi dalam mengidentifikasi miskonsepsi siswa sekolah dasar pada materi IPAS, khususnya konsep siklus hidrologi dan interaksi sosial. Penelitian dilatarbelakangi oleh rendahnya akurasi asesmen konvensional yang belum mampu membedakan siswa yang memahami konsep secara ilmiah dengan siswa yang menjawab benar akibat faktor tebakan. Penelitian ini menggunakan pendekatan metode campuran (mixed methods) dengan desain convergent parallel. Subjek penelitian terdiri atas 50 siswa kelas V di SDIT Citra Insani, Kecamatan Cikarang Utara, yang dipilih melalui teknik purposive sampling. Instrumen penelitian berupa 30 butir soal diagnostik dua tingkat yang divalidasi melalui expert judgment dan uji coba empiris. Analisis data dilakukan secara kuantitatif menggunakan statistik deskriptif dan korelasi Pearson serta secara kualitatif melalui thematic coding hasil wawancara. Hasil penelitian menunjukkan adanya korelasi positif dan signifikan antara jawaban dan alasan konseptual dengan nilai  dan . Miskonsepsi teoretik menjadi bentuk kesalahan yang paling dominan, terutama pada konsep pemisahan campuran (28,6%) dan mitigasi bencana (24,0%). Instrumen ini juga berhasil mengidentifikasi profil siswa false positive dan false negative yang tidak terdeteksi oleh asesmen satu tingkat. Integrasi gamifikasi terbukti menurunkan kecemasan tes dan meningkatkan keterlibatan siswa. Penelitian ini memberikan kontribusi berupa instrumen diagnostik yang valid, adaptif, dan presisi sebagai dasar perancangan pembelajaran remedial IPAS di sekolah dasar.

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