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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 173 Documents
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Mengatasi Tantangan Disiplin dan Karakter di Sekolah Dasar: Inovasi Pedagogis dan Keterlibatan Multistakeholder Arie Zulfan, Muhammad; Sofian Hadi, Muhamad; Saputra, Dendi Wijaya
Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 1 (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.v7i1.18199

Abstract

Pendidikan karakter, khususnya disiplin, esensial bagi pembentukan kepribadian siswa sekolah dasar. Tantangan seperti pengaruh teknologi tidak terkontrol, inkonsistensi pola asuh, dan keterbatasan sumber daya menghambat penanaman disiplin. Penelitian ini bertujuan mengeksplorasi efektivitas pendekatan penghargaan positif dan pelibatan siswa dalam penyusunan aturan untuk membangun disiplin dan karakter. Menggunakan studi literatur kualitatif, penelitian ini menganalisis teori dan temuan terdahulu. Hasil menunjukkan bahwa pembiasaan positif, keteladanan guru, serta kolaborasi sekolah-keluarga-masyarakat mampu mengatasi tantangan tersebut. Integrasi disiplin dan karakter, didukung program inovatif dan evaluasi teratur, menciptakan lingkungan belajar kondusif. Penelitian ini berkontribusi pada pemahaman strategi holistic, penguatan karakter berkelanjutan, membentuk generasi unggul, bertanggung jawab, dan adaptif.   Character education, especially discipline, is essential for the formation of elementary school students' personalities. Challenges such as the influence of uncontrolled technology, inconsistent parenting patterns, and limited resources hinder the instillation of discipline. This study aims to explore the effectiveness of the positive reward approach and student involvement in the preparation of rules to build discipline and character. Using a qualitative literature study, this study analyzes previous theories and findings. The results show that positive habits, teacher role models, and school-family-community collaboration can overcome these challenges. Integration of discipline and character, supported by innovative programs and regular evaluations, creates a conducive learning environment. This study contributes to the understanding of holistic strategies, continuous character strengthening, forming superior, responsible, and adaptive generations.
Interaksi antara Gender dan Strategi Belajar dalam Pendidikan Biologi dan Science Berbasis Blended : Implikasi untuk Pedagogi Inklusif Murwitaningsih, Susanti; Naswardi; Baadilla, Irwan
Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 1 (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.v7i1.19859

Abstract

Inclusive learning is a crucial element in any learning process, including biology. The purpose of this study is to explore the impact of gender interactions and biology learning strategies based on blended learning. The subjects were teachers implementing blended biology instruction. Data were collected through in-depth interviews, exploring all key information triangulated through source and time triangulation. The results indicate a positive impact on biology and science learning processes that respond to blended gender-based interaction. This learning impact will make science and biology learning more inclusive and responsive.   Pembelajaran yang inklusif menjadi elemen penting dalam proses pembelajaran tak terkecuali biologi. Tujuan penelitian ini ingin mengeksplorasi dampak interaksi gender dan strategi belajar biologi berbasis blended learning. Subjek penelitian ini diambil dari guru yang menerapkan pembelajaran biologi secara blended. Data diambil melalui wawancara mendalam dengan mengeksplorasi seluruh informasi – informasi utama yang ditriangulasi melalui triangulasi sumber dan waktu. Hasil penelitian menunjukkan adanya dampak positif yang terjadi pada proses pembelajaran biologi dan science yang merespons pembelajaran interaksi berbasis gender secara blended. Dampak pembelajaran ini akan menjadikan belajar science dan biologi menjadi lebih inklusif dan responsif.
Penilaian Autentik dan Kedalaman Kognitif: Evaluasi Sumatif Pengaruh Pembelajaran Mendalam (DL) terhadap Peningkatan Kemampuan Berpikir Kritis Siswa. Purnomo, Wahyu; Puji Lestari, Dwi; Imron, Muhammad
Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 1 (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.v7i1.10360

Abstract

Background: The need for adaptive graduates demands a shift from superficial learning to Deep Learning (DL), which is ideally supported by Authentic Assessment. However, it is unclear to what extent the integration of the two summatively can significantly improve students' Critical Thinking Skills. Objective: This study aims to evaluate the effect of the application of authentically assessed DL on improving students' critical thinking skills. Method: Using a quantitative approach with a Quasi-Experimental design through a Pretest-Posttest Control Group Design. The population was high school students, with two classes (experimental and control) selected by purposive sampling. Data analysis used a t-test. Results and Discussion: The results showed that the group implementing Authentic Assessment in the DL context experienced a higher and significant increase in critical thinking scores (p < 0.05) compared to the control group. This indicates that authentic tasks in DL encourage students to analyze, synthesize, and evaluate real-world problems. Research Contribution: This study contributes to strengthening the theoretical foundation that Authentic Assessment is a valid evaluation tool for measuring the results of DL, especially in the cognitive depth dimension such as critical thinking.Latar Belakang: Kebutuhan akan lulusan yang adaptif menuntut pergeseran dari pembelajaran superfisial menuju Pembelajaran Mendalam (Deep Learning/DL), yang idealnya didukung oleh Penilaian Autentik. Namun, belum jelas sejauh mana integrasi keduanya secara sumatif mampu meningkatkan Kemampuan Berpikir Kritis siswa secara signifikan. Tujuan: Penelitian ini bertujuan mengevaluasi pengaruh penerapan DL yang dinilai secara autentik terhadap peningkatan kemampuan berpikir kritis siswa. Metode: Menggunakan pendekatan kuantitatif dengan desain Quasi-Eksperimen melalui Pretest-Posttest Control Group Design. Populasi adalah siswa SMA, dengan sampel dua kelas (eksperimen dan kontrol) dipilih secara purposive sampling. Analisis data menggunakan uji-t. Hasil dan Pembahasan: Hasil menunjukkan bahwa kelompok yang menerapkan Penilaian Autentik dalam konteks DL mengalami peningkatan skor berpikir kritis yang lebih tinggi dan signifikan (p < 0.05) dibandingkan kelompok kontrol. Hal ini mengindikasikan bahwa tugas autentik dalam DL mendorong siswa untuk melakukan analisis, sintesis, dan evaluasi masalah nyata. Kontribusi Penelitian: Penelitian ini berkontribusi dalam memperkuat landasan teoretis bahwa Penilaian Autentik adalah alat evaluasi yang valid untuk mengukur hasil dari DL, khususnya dalam dimensi kedalaman kognitif seperti berpikir kritis.
Menumbuhkan Inovasi Berbasis Logika: Pengaruh Penilaian Portofolio Autentik Reflektif dalam Konteks Deep Learning Terhadap Peningkatan Kualitas Argumentasi Kritis dan Solusi Kreatif Siswa. Waluyo, Ahmad; Kusumawardana, Sri Mulyawati; Dewi Lestari, Nita
Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 1 (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.v7i1.11583

Abstract

Background: 21st-century education necessitates students master Critical Thinking (Logical Argumentation) and Creative Thinking (Innovative Solutions). The Deep Learning (DL) context requires assessment tools that can capture these complex cognitive processes. Purpose: This study aims to evaluate the influence of implementing Reflective Authentic Portfolio Assessment within DL on enhancing the quality of students' critical argumentation and creative solutions. Methods: A quantitative Quasi-Experimental approach was utilized, employing a Nonequivalent Control Group Design. The sample consisted of high school students divided into an experimental group (reflective authentic portfolio) and a control group (traditional assessment). Data were analyzed using ANCOVA. Results and Discussion: The experimental group showed a significantly higher increase in both critical argumentation and creative solutions compared to the control group (p < 0.01). Reflection in the portfolio allowed students to review logic and refine solutions. Research Contribution: The main contribution is providing empirical evidence that Reflective Authentic Portfolio Assessment is an effective and valid instrument for promoting and measuring the integration of critical and creative thinking skills in a deep learning context.Latar Belakang: Pembelajaran Abad ke-21 menuntut siswa memiliki keterampilan Berpikir Kritis (Argumentasi Logis) dan Berpikir Kreatif (Solusi Inovatif). Konteks Deep Learning (DL) yang berfokus pada pemahaman mendalam memerlukan instrumen penilaian yang mampu menangkap proses kognitif tersebut. Tujuan: Penelitian ini bertujuan mengevaluasi pengaruh penerapan Penilaian Portofolio Autentik Reflektif dalam DL terhadap peningkatan kualitas argumentasi kritis dan solusi kreatif siswa. Metode: Penelitian ini menggunakan metode Quasi-Eksperimen dengan desain Nonequivalent Control Group Design. Sampel terdiri dari siswa SMA yang dibagi menjadi kelompok eksperimen (menerapkan portofolio autentik reflektif) dan kelompok kontrol (penilaian tradisional). Data dianalisis menggunakan ANACOVA. Hasil dan Pembahasan: Ditemukan bahwa kelompok eksperimen menunjukkan peningkatan signifikan pada kualitas argumentasi kritis dan solusi kreatif dibandingkan kontrol (p < 0.01). Refleksi dalam portofolio memungkinkan siswa meninjau ulang logika dan menyempurnakan solusi. Kontribusi Penelitian: Kontribusi utama adalah membuktikan bahwa Penilaian Portofolio Autentik Reflektif adalah instrumen yang efektif dan valid dalam mempromosikan dan mengukur integrasi keterampilan berpikir kritis dan kreatif dalam konteks pembelajaran mendalam.
Building Future Skills Through Online Practice-based learning in Distance Learning: Evaluation with Context‑Input‑Process‑Product‑Outcome Model Fitria Amastini; Dwi Astuti Aprijani; Amalia Sapriati; Maya Puspitasari
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

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.
Deep learning in elementary schools: bridging the gap between pedagogical concepts and field realities Adi Sanusi; Maheswari; Paisal Aripin; 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. 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
P Adaptive LMS personalization: a systematic review of AI and learning analytics integration in distance education Bahrul Alam; Abd. Malik Haerudin; Sa’duddin; Dirgantara Wicaksono
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 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.
Identifying the IPAS misconception profile of elementary school students using a gamification-based two-tier diagnostic quiz instrument Shomayya Rachmawati; Muhammad Ichsan; 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

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.
Future Digital Architects: Revolutionizing Al Bayan Students' Understanding of Coding through Scratch E-Modules Abdul Rohim; Dirgantara Wicaksono
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.v7i2.19227

Abstract

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.
Beyond the blackboard: reimagining math education through flipped classrooms, AR, and GeoGebra Prahesti Tirta Safitri; Kus Andini Purbaningrum
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.v7i2.19643

Abstract

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.

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