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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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OPTIMALISASI MANAJEMEN PENGEMBANGAN KURIKULUM MELALUI DUKUNGAN ORGANISASI DAN SISTEM INFORMASI MANAJEMEN: STUDI ANALISIS PERAN KOMITMEN GURU Ervin Azhar; Rizki Alfath
Jurnal Penelitian dan Penilaian Pendidikan Vol. 8 No. 1 (2026)
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.v8i1.23033

Abstract

Purpose: This study addresses Grade XII students' visualization difficulties in 3D spatial geometry and mitigates traditional, mechanistic teaching practices by developing a Realistic Mathematics Education (RME) module integrated with dynamic GeoGebra software. Design/methodology/approach: Utilizing Plomp’s educational design research framework, a Hypothetical Learning Trajectory (HLT) was implemented across six instructional sessions. Empirical data were gathered from 34 Grade XII students and two mathematics teachers using expert validation rubrics, 5-point Likert practicality questionnaires, qualitative field notes, and spatial reasoning pre/post-tests. Findings: Expert validation confirmed high content validity. The module achieved exceptional practicality scores of 91.5% from teachers and 87.4% from students. Inferential testing demonstrated a statistically significant improvement in spatial problem-solving performance ($t(33) = 14.82, p < .001$), accompanied by heightened peer collaboration and dynamic 3D model manipulation. Practical implications: Provides educators with an actionable, scaffolded framework to transition from teacher-centered lecturing toward guided reinvention, simplifying complex 3D perpendicularity concepts without relying on static chalkboards. Originality/value: Offers a novel synthesis of RME principles and dynamic 3D visual technology specifically tailored for secondary spatial geometry, resolving persistent pedagogical constraints in mathematics classrooms.   Purpose: Penelitian ini mengurasi kendala visualisasi geometri ruang 3D pada siswa Kelas XII dan mengatasi metode pengajaran mekanistik guru melalui pengembangan modul Realistic Mathematics Education (RME) terintegrasi perangkat lunak dinamis GeoGebra. Design/methodology/approach: Menggunakan kerangka educational design research Plomp, Hypothetical Learning Trajectory (HLT) diimplementasikan selama enam sesi pembelajaran. Data empiris dikumpulkan dari 34 siswa Kelas XII dan dua guru matematika menggunakan rubrik validasi ahli, angket kepraktisan skala Likert 5 poin, catatan lapangan kualitatif, serta pre/post-test penalaran spasial. Findings: Validasi ahli mengonfirmasi validitas isi yang tinggi. Modul mencapai tingkat kepraktisan luar biasa sebesar 91,5% dari guru dan 87,4% dari siswa. Uji inferensial menunjukkan peningkatan signifikan pada kemampuan pemecahan masalah spasial ($t(33) = 14,82; p < 0,001$) yang diiringi penguatan kolaborasi antar-siswa dan manipulasi model 3D dinamis. Practical implications: Menyediakan panduan ber-scaffolding bagi pendidik untuk bertransisi dari instruksi berpusat pada guru menuju penemuan terbimbing (guided reinvention), mempermudah konseptualisasi ketegaklurusan 3D tanpa bergantung pada papan tulis statis. Originality/value: Memberikan kontribusi berupa sintesis baru antara prinsip RME dan teknologi visualisasi 3D dinamis yang dirancang khusus untuk geometri ruang SMA guna menjawab hambatan pedagogis dalam pembelajaran matematika.
Enhancing teaching quality through performance management in serang regency elementary schools Faizatul uyun; Rise Arisanti
Jurnal Penelitian dan Penilaian Pendidikan Vol. 8 No. 1 (2026)
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.v8i1.23049

Abstract

Purpose: Addresses suboptimal instructional quality caused by the disconnect between teacher conduct and professional capabilities. The primary objective is to analyze strategies for elevating learning quality by integrating work discipline and pedagogical competence through performance management frameworks in public elementary schools across Serang Regency. Method: Utilizing a qualitative case study design, empirical data were collected via in-depth interviews, direct classroom observations, and documentary analysis. The study involved twelve purposively selected key informants, including school principals, senior teachers, and educational administrators. Findings: Results demonstrate that performance management serves as an integrative mechanism, transforming routine administrative discipline into active pedagogical commitment through continuous observation and reflection cycles. This alignment significantly increases instructional variety, teacher accountability, and overall institutional effectiveness in achieving learning objectives. Practical implications: Provides school administrators and educational policymakers with a concrete framework to balance digital performance oversight with supportive, coaching-based leadership, fostering sustainable professional development and improved primary classroom instruction. Originality/value: Bridges a critical gap in educational human resource management literature by establishing an integrative model that harmonizes behavioral discipline with pedagogical enhancement, demonstrating how digital administrative tools and instructional leadership synergize in public primary education.
INSTRUMEN EVALUASI DAN PENILAIAN PEMBELAJARAN Mata Pelajaran Sejarah Kebudayaan Islam Winarni Puji Wahyuni; Ismah
Jurnal Penelitian dan Penilaian Pendidikan Vol. 8 No. 1 (2026)
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.v8i1.9103

Abstract

Purpose:This study aimed to address low student engagement and conceptual understanding of the hydrological cycle in fifth-grade science instruction caused by traditional static pedagogy, by evaluating the effectiveness of a gamified Spin-Wheel learning medium. Method:Utilizing a four-week quasi-experimental non-equivalent control group design, the study involved  fifth-grade students (  experimental group;  control group). Data were collected using the Hydrological Cycle Conceptual Assessment (HCCA) (CVI ; KR-20 ) and the Student Engagement in Science Scale (SESS). Data were analyzed using ANCOVA and -tests. Findings:ANCOVA results revealed a statistically significant increase in conceptual mastery within the experimental group compared to the control group, controlling for baseline knowledge. The Spin-Wheel medium proved highly effective and practical in reducing cognitive load while integrating real-time feedback. Student responses were overwhelmingly positive, evidenced by high behavioral, emotional, and cognitive engagement scores. Practical implications:The Spin-Wheel interface provides elementary educators with an actionable framework to transform abstract Earth science concepts into low-cost, highly interactive classroom activities without relying on expensive digital infrastructure. Originality/value:This study offers novel empirical evidence on leveraging accessible, low-threshold gamification mechanics to mitigate the "novelty effect" and foster sustained multi-dimensional student engagement in primary science education.

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