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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 144 Documents
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Penilaian Autentik pada Sekolah Alam Berbasis Proyek untuk mendukung pemahaman Science bagi Siswa kelas Bawah Stujanna, Endin Nokik; Kusumawati, Erna
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.v7i2.19687

Abstract

Early childhood education requires innovative assessments aligned with experiential learning, especially science in project-based natural school. The literature shows a gap in science-specific assessments in this non-traditional context. The purpose of this study was to explore the application of authentic assessments to measure early childhood science understanding. Using a qualitative exploratory case study, the study was conducted at Sekolah Alam Tumbuh Kembang, Jakarta, for one semester. The subjects were 90 observation, interviews, and student portfolio analysis; the instruments were validated by experts. Data analysis used thematic methods. The results showed that authentic assessments were effective in capturing comprehensive and multidimensional science understanding. Project-based learning significantly supported science understanding and facilitated this assessment, aligned with the philosophy of nature schools. The contribution, the development of an integrated adaptive and pedagogical authentic assessment model for early childhood science education, enriches science and technology with a humanistic and holistic evaluation framework.     Pendidikan anak usia dini memerlukan penilaian inovatif selaras pembelajaran pengalaman, khususnya sains di sekolah Alam berbasis proyek. Literatur menunjukkan kesenjangan penilaian spesifik sains di konteks non-tradisional ini. tujuan penelitian ini adalah mengeksplorasi penerapan penilaian authentic untuk mengukur pemahaman sains siswa kelas bawah. Menggunakan kualitatif studi kasus eksploratif, penelitian dilakukan di sekolah Alam tumbuh kembang, Jakarta, selama satu semester. subjek nya 90 siswa kelas satu sampai 3,4 guru sains, dan pimpinan sekolah. Data dikumpulkan via observasi partisipatif, wawancara, dan analisis portofolio siswa; instrumen validasi ahli. Analisis data menggunakan tematik. Hasil menunjukkan penilaian authentic efektif menangkap pemahaman sains komprehensif dan multi dimensional. Pembelajaran berbasis proyek signifikan mendukung pemahaman sains dan memfasilitasi penilaian ini, selaras filosofi sekolah Alam. Kontribusinya, pengembangan model penilaian authentic adaptif dan pedagogis terintegrasi untuk pendidikan sains anak usia dini, paper kayak Iptek dengan kerangka evaluasi humanis dan holistik.
Mendobrak stigma angka : perubahan persepsi guru dalam pembelajaran matematika dengan metode GASING Umam, Khoerul; Naswardi; Ahmad Said
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.v7i2.19777

Abstract

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.
Evaluasi Kebijakan Perencanaan Pembangunan Pendidikan Daerah: Penilaian Ketercapaian Standar Pelayanan Minimal (SPM) Menggunakan Model CIPP Disson Muhammad Fauzi
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.v7i2.12445

Abstract

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.Design/methodology/approach: 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.   Purpose: Mengevaluasi efektivitas perencanaan pembangunan pendidikan daerah dan pencapaian Standar Pelayanan Minimal (SPM) guna mengatasi ketimpangan kualitas layanan dasar di wilayah Jakarta Selatan.Design/methodology/approach: Penelitian kualitatif berdesain studi kasus ini menggunakan kerangka evaluasi CIPP. Data dikumpulkan pada tahun 2025 melalui wawancara mendalam, observasi, dan telaah dokumen yang melibatkan 15 informan kunci (aparatur perencana, kepala sekolah, pengawas) dari Suku Dinas Pendidikan.Findings: Secara kuantitatif dokumen SPM terpenuhi, namun evaluasi mengungkap ketimpangan input fasilitas digital dan tingginya birokratisasi pengawasan mutu (process). Hal ini memicu polarisasi luaran (product), yang secara spesifik menghambat pemerataan kompetensi literasi numerasi antara sekolah unggulan dan kawasan padat penduduk.Practical implications: Mengarahkan pembuat kebijakan untuk merealokasi anggaran secara presisi pada fasilitas teknologi pembelajaran dan mengubah instrumen audit administratif menjadi supervisi pedagogis formatif bagi para pendidik.Originality/value: Menginisiasi pergeseran paradigma evaluasi SPM dari sekadar metrik "ketersediaan sarana fisik" menuju model keadilan hasil pembelajaran (equity of outcomes), secara spesifik menyoroti dampak tata kelola makro terhadap kompetensi mikro seperti matematika.
Reinventing the AI-TPACK Frontier: The AI EdDesign Model as a Catalyst for Pedagogical Innovation Dirgantara Wicaksono; Rinanto
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.v7i2.13857

Abstract

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.

Page 15 of 15 | Total Record : 144

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