Journal of Educational Research and Evaluation
Journal of Educational Research and Evaluation (JERE) is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The JERE aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.
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<![CDATA[Social Innovation in Character Learning: Supporting of Primary School Achievement ]]>
<![CDATA[Wijayanti, Okto]]>;
<![CDATA[Wiarsih, Cicih]]>;
<![CDATA[Dwiningrum, Siti Irene Astuti]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i3.31630
<![CDATA[Research focuses on the process of social innovation, innovative ideas, changes in character for the better, the involvement of the principal in innovation, and forms of innovation to support school achievement on a micro level. Positive things related to school innovation can be recommendations for other primary schools. to support the achievement and quality of primary schools. This research uses descriptive qualitative method with a case study approach. The informants in this study were principals and teachers, students and social school innovation leaders. The research data collection technique uses an empirical approach, observes, records data from interviews and studies documentation in this case. The importance of social innovation connects ideas for problem solving with problem solutions to find change, making students, teachers and school members excited to learn and work in dynamic and fun school conditions. Social innovation provides inspiration, stimulates creativity, comfort and conduciveness. The involvement of the principal as a role model, providing empathy, innovators and motivators realizes the importance of providing stimulation and being a motivator so that social school innovation in character learning can be implemented so that it can support school achievement with the synergy of all school and community parties. The leadership of the principal shows a complex understanding of organizational learning so that it can bring about change as a guide for implementing school innovation effectively and sustainably.]]>
<![CDATA[Intolerance Uncertainty as a Moderator between Religiosity and Psychological Well-Being in Unemployment ]]>
<![CDATA[Muslim, Abdul Aziz]]>;
<![CDATA[Rafica, Vivia Maya]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i3.31730
<![CDATA[A positive attitude in an individual can be formed if he has good psychological well-being. A good form of psychological well-being can organize oneself according to predetermined goals. The unemployed have very low psychological well-being so that many psychological problems. Many studies have linked religiosity with psychological well-being, with the result that there is a positive correlation between religiosity and psychological well-being. This study aims to analyze the influence of religiosity and psychological well-being defined by intolerance of uncertainty. This research subjects were 220 persons unemployed; they were 74 men and 146 women. The data of this research was collected by using some instruments, such as Orientation Scale-Revised (ROS-R), Intolerance of Uncertainty Scale (IUS-12), and Psychology Well Being Scale (PWBS). The data analysis of this research used Moderated Regression Analysis (MRA). The result of this research indicated that there was correlation between religiosity and psychological well-being (β = 0,707, p = 0,000), despite the correlation is getting weak when it is mediated by intolerance of uncertainty (β = -0,045, p = 0,046). This study proves that religiosity can directly affect the psychological well-being of individuals. This is evidenced by high religiosity, which has a positive and significant correlation to high psychological well-being. However, moderated by high yield uncertainty intolerance can weaken the relationship between religiosity on the psychological well-being of individuals.]]>
<![CDATA[Deductive Teachers’ Perception using Inductive Instruction in Teaching English Grammar ]]>
<![CDATA[Rismayanti, Luh Ayu]]>;
<![CDATA[Utami, I.G.A.L.P.]]>;
<![CDATA[Suprianti, G.A.P.]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i3.31944
<![CDATA[Learning English is essential for international students. English is an essential international language used to communicate with other people worldwide. The discussion of English cannot be separated from other aspects. Over the years, discussions of grammar have been debated and become an issue in learning English. However, there are still many students who have difficulty learning English. The purpose of this research is to analyze the perception of teachers, especially those who routinely use deductive reasoning, to the use of an inductive approach in teaching grammar. This research uses qualitative research with a case study design. In this study, the teacher's approach, especially the more routinely used deductive approach to learning approaches in teaching procedures. The research instruments used were observation, document analysis, and interview guidelines. Collecting data obtained through observation sheets, lesson plans analysis, and interviews. This study found that although English teachers generally prefer a deductive approach, it does not mean that they do not use an inductive approach at all. Findings of positive perceptions of deductive teachers towards inductive instruction in teaching grammar from the interview session.]]>
<![CDATA[Implementation of Contextual Teaching and Learning and Authentic Assessments to the Science (IPA) Learning Outcomes of 4th Grade Students of Primary Schools (SD) in Kota Kupang ]]>
<![CDATA[Uslan, Uslan]]>;
<![CDATA[Muhsam, Julhidayat]]>;
<![CDATA[Hasyda, Suryadin]]>;
<![CDATA[Aiman, Ummu]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i3.32338
<![CDATA[This study aims to discover the implementation of CTL and authentic assessment to the science learning outcomes on 4th-grade students of primary school. This study is quasi-experimental using a 2 x 2 factorial design. There are 110 students as the population, in which 60 students are appointed as the samples thru a random sampling technique. Data collection uses an objective test method. The data are analyzed using one-way ANOVA and two-way ANOVA that is followed by t-Scheffe test. The results of this study indicate that: there is a difference of learning outcomes between the students who attend the CTL with the conventional learning; there is a difference on the students’ learning outcomes who attend the performance assessment with the project assessment; there is an influence of interaction between the learning model and assessment used to the learning outcomes; there is difference of the students’ learning outcomes who attend the CTL, in which it is between the students who attend the performance assessment and the students who attend the project assessment; there is a difference of learning outcomes on the students who attend the conventional learning, in which it is between the students who attend the performance assessment and the students who attend the project assessment; there is a difference of learning outcomes on the students who attend the performance assessment, in which it is between the students who attend the CTL and conventional learning; and there is a difference of learning outcomes on the students who attend the project assessment, in which it is between the students who attend the CTL and the students who attend the conventional learning. Hence, the implementation of CTL and authentic assessments toward the science learning outcomes of 4th-grade students of primary school.]]>
<![CDATA[Scaffolding Based Treffinger To Improve Students' Critical Thinking Skills ]]>
<![CDATA[Triyanti, Putri Like]]>;
<![CDATA[Noer, Sri Hastuti]]>;
<![CDATA[Sutiarso, Sugeng]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i3.32469
<![CDATA[Critical thinking skills can encourage and develop students' learning to observe, find, and solve problems. Critical thinking skills can encourage and develop students' learning to observe, find, and solve problems. Thinking skills can be improved to improve the learning activities provided by the teacher. It is still challenging to improve critical thinking skills in student learning. Students tend to be passive in learning, often without the same thinking skills as the teacher, resulting in less development of critical thinking skills. The purpose of this study is to identify Treffinger-based scaffolding. This type of research is a meta-analysis. This article examines several international and national journals regarding Treffinger, Scaffolding, and critical thinking. The scientific studies included in this study were selected according to the criteria. This article is a study by several researchers regarding scaffolding and its effect on students' critical thinking skills and provides several recommendations for teachers and researchers regarding scaffolding and learning models. The result of the research is that scaffolding will be reduced or even eliminated in learning after students get a sufficient and correct understanding. Thus, Treffinger-based scaffolding can benefit students in critical thinking learning. Can Key Scaffolding help students solve problems and improve students' critical thinking skills. Treffinger's learning model can make students solve problems with ID and ideas chosen by students.]]>
<![CDATA[The Effort of Developing Students’ Creative Thinking Ability in Elementary School: Needs Analysis ]]>
<![CDATA[Pangestu, Widya Trio]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i3.32566
<![CDATA[Learning in elementary school is implemented by giving model, building willingness, as well as developing the students’ creativity in the learning process. Those are the attempts in preparing creative and competitive young generation in globalization era. In order to create educational aims in the elementary school, an innovation on learning model that can develop the students’ creative thinking aspect is required, so that it creates creativities that can be implemented in daily life in the society. Based on the observations on learning process that have been done there was no synergy yet between the aim and method as well as learning model that was used, moreover, learning process that was implemented was still teacher centered. The aims of this research are to find out: (1) The importance of creative thinking ability development, (2) students’ needs on learning resources, (3) students’ needs on alternative learning model, (4) students’ interest in learning model that develops creative thinking ability, (5) teachers’ needs on learning resources, (6) teachers’ needs on alternative learning model, (7) teachers’ interest on learning model that develops students’ creative thinking ability. Method that was used in this research is descriptive qualitative data gathering in form of questionnaires to teachers and students. The results of this research revealed that both the teachers and the students agreed on alternative learning model that is appropriate with the students’ needs to develop creative thinking. In relation to the development of elementary school creative thinking learning model can be considered as acceptable or approved.]]>
<![CDATA[Principal Leadership Contribution and Teacher Competence in Improving Teacher Performance ]]>
<![CDATA[Indajang, Kevin]]>;
<![CDATA[Sherly, Sherly]]>;
<![CDATA[Halim, Fitria]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i3.32879
<![CDATA[Optimizing the performance of a teacher is very important to support a quality learning process. To support the improvement of a teacher's performance, a crucial role in the leadership style of the principal, and the competence of teachers in a comprehensive manner is needed. This study aims to analyze the effect of principal leadership and teacher competence on teacher performance. This research uses a quantitative approach to causality. Data were collected through documentation and questionnaires. This study used a sample of 98 respondents with the determination of the sample size using the saturated sample formula. A partial least square is applied to examine the relationship between teacher performance, principal leadership, and teacher competence. The results of this study indicate that the principal's leadership variable has a significant contribution to improving teacher performance. Furthermore, the competencies possessed by a teacher also have a significant contribution to improving teacher performance.]]>
<![CDATA[The Teacher-Made Multiple-Choice Tests Quality for Natural Science Subject ]]>
<![CDATA[Putra, Erik Nanda]]>;
<![CDATA[Syamsurizal, Syamsurizal]]>;
<![CDATA[Lufri, Lufri]]>;
<![CDATA[Zulyusri, Zulyusri]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i3.33219
<![CDATA[The questions used as evaluations test the memory aspects of the cognitive, affective, and psychomotor domains in Bloom's taxonomy which are not optimal. Some science teachers still have difficulty formulating questions, so the instruments developed by teachers are not valid. The research objective is to analyze the quality quantitatively (reliability, discriminatory power, difficulty level, and distractor effectiveness). This study aims to This research is a descriptive study. The population in this study were all student answer sheets on the Science Assessment Exam. The sampling technique used was total sampling with a sample of 107 student answer sheets. Data analysis using ANATES ver. 4.0.2 programs. The results based on the research obtained: 1) reliability of 0.50 with criteria; 2) the distinguishing power of good and bad categories that dominates is 30% while 25% as moderate and 7.5% is very good; 3) the level of difficulty obtained with moderate criteria is 62.5%, easy questions are 15%, difficult questions are 12.5% , and challenging questions are 2.5%; 4) the effectiveness of distractors, there are 35 items or 87.5% of effectiveness distractors that work well. As for the five items, the quality of the distractors does not work, or their effectiveness is terrible. Thus, it can be said that the questions met the criteria well, but some need to be revised.]]>
<![CDATA[Challenges for Elementary School Teachers in Attitude Assessment During Online Learning ]]>
<![CDATA[Fauzani, Ratna Ainun]]>;
<![CDATA[Senen, Anwar]]>;
<![CDATA[Retnawati, Heri]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i3.33226
<![CDATA[At this time, online learning is not an innovation but a necessity, especially with the emergence of the COVID-19 pandemic at the end of 2019, which caused governments worldwide to close educational institutions to overcome the global pandemic. This study aims to explore the various challenges faced by teachers in assessing attitudes through online learning in elementary schools during Covid-19. This study used a qualitative method with a type of phenomenology. The data collection was carried out through interviews and focus group discussion (FGD) through Google Meet and WhatsApp and open questionnaires via Google Form. The technique in analyzing the data was finding specific themes and looking for the relationships between them to achieve a proper understanding. The results show that the challenges in assessing attitudes faced by the teacher included six themes, namely understanding, planning, implementing, and reflecting on attitude assessment, the condition of parents and students, and mastery of media and learning tools. These various challenges showed advices and recommendations for schools and policymakers to improve the quality in teaching practices.]]>
<![CDATA[Needs Analysis of Electronic Story Calendar Media to Improve Spirit of Nationalism ]]>
<![CDATA[Ambarsari, Ria]]>;
<![CDATA[Sartono, E Kus Eddy]]>;
<![CDATA[Mustadi, Ali]]>;
<![CDATA[Zubaidah, Enny]]>;
<![CDATA[Jhon, Winarni]]>;
<![CDATA[Rafsanzani, Muhammad Akbar]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i3.33281
<![CDATA[The coronavirus (Covid-19) outbreak which has hit countries worldwide, presents its educational landscape challenges, especially elementary schools. Therefore, online learning requires the availability of various learning facilities and infrastructure that support online learning, for example, electronic devices and internet connections. This situation makes teachers and students learn to recognize and apply various kinds of technology in online learning. Teachers and students must also be familiar with observing, exploring and playing with technology in their learning and daily activity. This study aims to identify and analyze instructional media that need to be developed and optimized for fifth-grade students in Elementary School. This research implemented a mixed-method design with a qualitative and quantitative approach and the explanatory model. We distributed a questionnaire towards 121 students through Google Forms and also interviewed nine teachers and nine students. We found that: (1) regarding needs for the development instructional media to improve reading comprehension skills, 45% teachers agreed that it was very necessary and 64% students agreed that it was necessary, (2) regarding interest towards electronic story calendar media, 56% teachers agreed that it was interesting and 49% students agreed that it was very interesting, and (3) regarding needs for the development of electronic story calendar media about the national hero, 56% teachers agreed that it was very necessary and 50% students agreed that it was necessary.]]>
