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.
Articles
20 Documents
Search results for
, issue
"Vol 5 No 3 (2021): August"
:
20 Documents
clear
<![CDATA[The Test of Construct Validity for One-Factor Model ]]>
<![CDATA[yahfizham, yahfizham -]]>;
<![CDATA[Yusti, Irwan]]>;
<![CDATA[Hamzah, Muhammad Luthfi]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (319.82 KB)
|
DOI: 10.23887/jere.v5i3.33285
<![CDATA[The test in the field of education is a measuring tool used by educators and to support the process of assessing the abilities of students. However, all items contained in the instrument need to be tested. This study aims to test the construct validity of the Cognitive Abilities (CA) questionnaire instrument with the Computer-Based Test (CBT) model. The research sample of this study consists of 31 students. The method used to collect data is a questionnaire. The instrument used in collecting data is a questionnaire. The assessment of the questionnaire instrument was carried out by five experts who were invited as validators in the process of the Focus Group Discussion (FGD) technique. Checking the construct validity of the questionnaire was carried out by confirmatory factor analysis (CFA) using LISREL 9.30, with a small sample. The result confirmed that the value of approximate fit (chi-square) = 0.00 ≤ 0.03, degree of freedom (df) = 0 ≤ 2.00, the Root Mean Square Error of Approximation (RMSEA) = 0.000 ≤ 0.08 and p-value 1.000.000 > 0.80. Based on the results, the data shows a better fit with the correlated one-factor model or single item or questionnaire (content, construction, and language style). The point of view that construct validity emphasizes more on how far the questionnaire compiled is related to the theoretical measurement of the concepts that have been prepared by asking for expert judgment.]]>
<![CDATA[Mandarin Learning Strategy in Higher Education to Achieve the New Hanyu Shuiping Kaoshi Standard at Level 3 ]]>
<![CDATA[Thamrin, Lily]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (321.936 KB)
|
DOI: 10.23887/jere.v5i3.33461
<![CDATA[This study aims to examine the language learning strategies used by college students in learning Mandarin as a foreign language to achieve the New HSK (Hanyu Shuiping Kaoshi) standard at Level 3, especially regarding what strategies students used in the learning. The research was a qualitative method with a descriptive case study method involving thirty (30) students. They were students who have studied for one year or two semesters. The results showed that students were aware of the importance of using language learning strategies to master Mandarin as a foreign language, with internal and external factors that support students to learn Mandarin actively. Based on the research results obtained, two strategies often used by the students were direct learning strategies consisting of memory, cognitive, and compensation, and indirect strategies consisting of meta-cognitive, affective, and social. After the students implemented the learning strategy, students' vocabulary mastery for New HSK at level 3 increased by 67%. The most often learning strategy used by the students in learning Mandarin was the meta-cognitive strategy of 90.9% and the cognitive strategy of 66.7%. The percentage of students who have never done memory strategies was only 9,12%, while for social strategies and affective strategies was 3%. It can be concluded that there are several factors affecting students in learning Mandarin, namely internal and external factors.]]>
<![CDATA[Analysis of Teacher Performance Assessed from the Aspects of Organizational Culture, Motivation, and Competence ]]>
<![CDATA[Silalahi, Marto]]>;
<![CDATA[Simatupang, Sudung]]>;
<![CDATA[Romy, Elly]]>;
<![CDATA[Candra, Vivi]]>;
<![CDATA[Sudirman, Acai]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (272.55 KB)
|
DOI: 10.23887/jere.v5i3.33617
<![CDATA[To support the optimal implementation of education, every educational institution, including schools, strives to improve the performance of their teachers. The stimulus that can be given to make this happen can be in the form of implementing organizational culture, providing motivation, and increasing competence. The substance of this study is to determine the effect of organizational culture, motivation, and competence on teacher performance. The sample in this study amounted to 215 respondents who were determined by the purposive sampling approach. Data analysis using the SPSS application by displaying the results of data processing through test research instruments with validity and reliability, multiple regression analysis, the coefficient of determination, and hypothesis testing. The results of this study indicate that of the three developed hypotheses, all hypotheses are accepted. The first hypothesis shows that there is a significant influence of organizational culture on teacher performance. This is important for schools to pay attention to regarding the application of organizational culture. The implementation of an organizational culture that is too rigid will lead to a less than optimal work culture. Furthermore, the second hypothesis shows that motivation has a significant effect on teacher performance. To be able to increase the motivation of teachers, the school can give appreciation for their work so that teachers are more enthusiastic and can improve the quality of their work, it is better if teachers increase their enthusiasm so that whatever work is assigned can be completed with satisfactory results. Then, the third hypothesis shows that there is a significant effect of competence on teacher performance. There needs to be encouragement from the school for teachers to improve their competence. It is better if school principals need to motivate teachers, especially senior teachers, to participate in training and develop their competencies.]]>
<![CDATA[Assessment Instruments for Critical Thinking Ability in Basic Work Lessons of Industrial Engineering Class ]]>
<![CDATA[Jumhur, Aam Amaningsih]]>;
<![CDATA[Mahir, Imam]]>;
<![CDATA[Avianti, Ratu Amilia]]>;
<![CDATA[Susilawati, Risa]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (350.388 KB)
|
DOI: 10.23887/jere.v5i3.33861
<![CDATA[The quality of education for the improvement is inseparable from the application of appropriate assessments to measure the final result and a quality measuring instrument is needed so that the assessment instruments used by educational units must meet the requirements, one of which has evidence of empirical validation. This research was conducted to produce a valid and reliable assessment instrument for critical thinking skill. The research method used is Research and Development, using methods.4D development, namely 1) observation and study of literature, 2) expert validation test, 3) testing for students, 4) ready-to-use product. The results of this study obtained. the result of that type. research instrument. which is developed feasible. used with analysis indicators, interpretation, inference, evaluation, explanation, Induction, deduction. The assessment instrument developed was PG (Multiple Choice). The difficulty test shows that of the 40 questions made have a difficulty level of 0.27 to 0.44, which is in the difficult and moderate criteria, on the test results 5 questions are stated as good, 17 questions are stated as sufficient, and 18 questions are said to be bad. The instrument for assessing critical thinking skills in basic mechanical engineering subjects was declared valid for 30 out of the 40 questions made and the reliability value was 0.82, then it was declared as realistic. Conclusion, the instrument for assessing critical thinking skills in the basic engineering work course is feasible.]]>
<![CDATA[Teaching Performance Instruments of Physical Education Teachers ]]>
<![CDATA[Lumba, Andreas J. F.]]>;
<![CDATA[Blegur, Jusuf]]>;
<![CDATA[Bayu, Wahyu Indra]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (353.429 KB)
|
DOI: 10.23887/jere.v5i3.33893
<![CDATA[A teacher's teaching performance will determine the success of learning. However, the main problem in developing teacher teaching performance lies in the "complex" instrumentation. Sometimes not very objective when doing the evaluation. In addition, the research instrument used was not specifically used to measure the teaching performance of physical education teachers. One of the teaching performance instruments relevant to physical education learning is the instrument developed by Maksum in 2012. This study aims to test the validity and reliability of Maksum's teaching performance instrument. This study involved 42 physical education teachers from basic education units to senior high schools determined by the accidental sampling technique. The instrument used is an observation guide developed by Maksum (2012), consisting of 19 statement items disseminated using google form. Test the validity and reliability using descriptive analysis, product-moment correlation, and Cronbach alpha. The study results were that all items of teaching performance instrument statements were valid (˃0.304) with the highest level of reliability (0.971). It can be said that this instrument can measure the teaching performance of physical education teachers. The research implication is that evaluators and teachers can use this instrument to assess and improve their teaching performance.]]>
<![CDATA[Online Learning in Primary School during Covid-19 Pandemic: How Does It Look Like? ]]>
<![CDATA[Hikmah, Annafi'atul]]>;
<![CDATA[Wuryandani, Wuri]]>;
<![CDATA[Zubaidah, Enny]]>;
<![CDATA[Herwin, Herwin]]>;
<![CDATA[Jhon, Winarni]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (372.439 KB)
|
DOI: 10.23887/jere.v5i3.34237
<![CDATA[The Covid-19 pandemic has forced the learning system on schools to change drastically from face-to-face learning to online learning. Even though governments consider online learning as a solution to continue educational process, the sudden transformation from traditional learning into online learning has caused many challenges for teachers and students. Teachers did not have enough experience and knowledge about online learning such as online learning platforms and media. This was serious issue that needed to be solved since online learning platforms can help students and teachers to communicate and interact in online learning. This study aims to explore the online learning platform or media, challenges and strategies based on primary school teachers’ perspective. This research was a qualitative phenomenological design. This research conducted in-depth online interview towards 24 primary school teachers. Based on the result of interview, found that teachers applied varied online learning platform and media such as Whatsapp, Telegram, Google Classroom, Youtube Zoom, Google Meet, Microsoft Teams, Rumah Belajar, TVRI, and Google Form based on the consideration of its advantages, students condition and purpose of learning. However, teachers faced challenges regarding preparation, implementation, and assessment of online learning. Thus, teachers implemented varied strategies by improving their own skills and having good collaboration and communication with parents, students, and other peers.]]>
<![CDATA[Online Learning Problems for Elementary School Students ]]>
<![CDATA[Widikasih, Putu Astri]]>;
<![CDATA[Widiana, I Wayan]]>;
<![CDATA[Margunayasa, I Gede]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (286.538 KB)
|
DOI: 10.23887/jere.v5i3.34254
<![CDATA[The existence of the Covid-19 pandemic causes the implementation of learning can not be done face-to-face but only through online media with an online learning model that poses various obstacles felt by students. This study aims to examine what problems experienced by elementary school students in online learning based on these problems. The type of research used is descriptive research using quantitative data analysis techniques. The population in this study was 401,321 students. In this study, 2 sampling techniques were used: random cluster sampling and accidental sampling with the final sample count of 1,104 students. In this study, data collection was conducted by giving questionnaires to respondents, then analyzed using a percentage formula with quantitative analysis. The findings in this study show that there are 8 problems experienced by elementary school students in online learning during the pandemic, including the lack of comfort of students when attending online learning, low digital literacy skills of students, students have not been able to adapt well, students do not have adequate learning tools, lack of availability of supporting costs, students difficult to understand the subject matter, and low learning motivation. This research is expected to positively influence the improvement of the implementation of education and was expected to be a foundation in the development of science and technology education.]]>
<![CDATA[Strengthening the Reading Comprehension of Students Using a Context Clue ]]>
<![CDATA[Oclarit, Rhoderick P]]>;
<![CDATA[Casinillo, Leomarich F]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1332.33 KB)
|
DOI: 10.23887/jere.v5i3.34772
<![CDATA[One of the most important aims in education is the students’ reading comprehension to be developed. Seemingly, the goal of the curriculum emphasis on students’ constructing knowledge, higher order thinking skills and information processing skills. Hence, to improve the learners’ academic achievement, students should be exposed to a particular form of teaching strategy or intervention. A reading comprehension of a student is the understanding of what is read. The intent of this study is to determine the impact of context clue as intervention for reading comprehension. The study was conducted in 8 elementary schools where the respondents are bona fide Grade 4 learners. The study investigated the effectiveness of context clues as aid for reading comprehension through enhancing student’s vocabulary which utilizes the revised Philippine Informal Reading Inventory (Phil-IRI). Phil-IRI result of the last three years were gathered and found out to be quite low. On the other hand, result of the Phil-IRI of the current school year was also gathered and shows to have significant difference to the last three years. Moreover, the pre-test to post-test result shows to have a significant improvement to students’ reading ability. Thus, context clues have exhibit positive impact to reading comprehension of grade 4 students. It is concluded that the use of context clue increases the reading comprehension of the students. Students that are modeled context clue strategies over a period of time improve their ability to locate clues in the text and alleviate comprehension level.]]>
<![CDATA[Internalization of Economic Education for Subak Farmers ]]>
<![CDATA[Kertiasih, Luh]]>;
<![CDATA[Kusumojanto, Djoko Dwi]]>;
<![CDATA[Churiyah, Madziatul]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (444.946 KB)
|
DOI: 10.23887/jere.v5i3.35254
<![CDATA[This study aims to examine the internalization of economic education for subak farmers. This study uses a qualitative approach and the type of phenomenological research. Sources of data in this study are primary sources and secondary sources. The primary sources in the study were headman and subak farmers. Secondary sources in this research are documents related to research. The population in this study was 68 subak. The results of this study are Balinese cultural values consisting of religious values, happiness values, togetherness values, family values, and austerity values that underlie economic behavior of rationality, morality, and altruism. The form of internalization of economic education for subak farmers is economic education learning through (1) exemplary parents to their children in production, consumption, and distribution activities, (2) verbal explanations from parents to their children regarding economic activities, managing finances, economic management strategies, economic themes, (3) Discussion of relevant cases regarding expressing opinions and making decisions, family economic problems, and careful use of money. The obstacles to internalizing economic education for subak farmers are internal and external constraints.]]>
<![CDATA[Literacy Conditions of Reading, Writing and Calculating for Elementary School Students ]]>
<![CDATA[Khofifah, Siti]]>;
<![CDATA[Ramadan, Zaka Hadikusuma]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (259.667 KB)
|
DOI: 10.23887/jere.v5i3.37429
<![CDATA[The lack of interest in students in reading and writing had a low impact on literacy culture, caused by a lack of awareness of parents at home to accompany the learning process and a lack of teacher commitment in the GLS education resulting in low skin of learners. This study aimed to analyze the basic literacy (reading, writing, and numeracy) of elementary school children. The type of research used in this study was qualitative descriptive research. The data collected was obtained from the principal and three teacher homeroom methods of interviewing, observation, and documentation studies. This study used analysis techniques from Miles, and Huberman described which consists of 1) Data Collection; 2) Data Reduction; 3) Data Display; and 4) Conclusion drawing/verification. The results showed that some indicators had not been implemented 100% in basic literacy planning, caused by time problems in implementing literacy activities, reduced collection materials in the classroom at the end of the semester, and reduced teacher commitment to implementing reading habituation classroom. So, the literacy condition had not been running optimally. This can be seen from several factors that have not been implemented, such as the number of visits to the library, the number of collections supporting the GLS program. GLS constraints were the implementation time, inadequate collection amount, and lack of teacher commitment in applying literacy. Given that Literacy capability becomes a very important aspect in producing good competitiveness, this should be noted.]]>
