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
22 Documents
Search results for
, issue
"Vol 8 No 1 (2024): February"
:
22 Documents
clear
<![CDATA[Improving Basic Writing Competencies (Production Écrite Debutante) French Language Through the Application of Fiche De Travail Numérique ]]>
<![CDATA[Isda Pramuniati]]>;
<![CDATA[Abdul Ghofur]]>;
<![CDATA[Wahyuni Sa’adah]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jere.v8i1.70518
<![CDATA[In language learning, students must have language skills such as oral comprehension, written comprehension, oral production, and written production. However, there are still many students who have low writing skills. This research aims to analyze the application of digital worksheets to improve student's writing skills and assess the feasibility of digital worksheets in the Production Écrite Débutante course. This type of research is development. The procedure used to develop media is ADDIE (Analysis, Design, Development, Implementation, Evaluation). The methods used to collect data are observation, interviews, questionnaires and tests. The subjects of this research are material experts and learning media experts. Data collection instruments use questionnaires and test questions. The data analysis technique uses qualitative and quantitative descriptive analysis. The results of the research, namely the application of worksheets to students, showed significant changes in writing skills. The vocabulary indicator increased from 64.53 to 87.52. The grammar indicator increased from 56.83 to 87.33. The writing mechanism indicator increased from 81.69 to 92.35. The implementation results show that the average student learning outcome is 86.89. It was concluded that this digital worksheet can improve students' basic writing competencies. This research implies that the digital worksheets developed are suitable for use in learning.]]>
<![CDATA[Using English and Indonesian in Increasing Students' Understanding and Knowledge in Science Lessons ]]>
<![CDATA[Henny Sanulita]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jere.v8i1.70636
<![CDATA[The Indonesian Ministry of Education has introduced the basis for teaching Science and Mathematics in English. However, the learning outcomes obtained by students in science learning are still superior when using Indonesian compared to English. Even though English dominates all learning sources. This is an urgent matter to research because there is a gap between theory, expectations, and facts in the field. The aim is to analyze the impact of language on student achievement in science subjects by correlating two tests with different languages (English and Indonesian) on one measurement scale. The research method uses a survey. The research subjects were junior high schools, numbering 1000 people. Data collection techniques use test instruments and analysis techniques use the Test Analysis Program (TAP). Results and Findings show that changes in language policy, the Indonesian Examinations Institute, and the Indonesian Examinations Council use bilingual examinations for the learning process and assess subjects for all levels much better. It was found that student achievement on the Indonesian version of the test was still better than the English version of the test. The implications for the learning process in schools are fully using Indonesian in implementing the material taught compared to using English.]]>
<![CDATA[Obstacle Factors and Difficulty Factors for Students in Higher Education in Completing Final Assignments ]]>
<![CDATA[Wahyudin Rahman]]>;
<![CDATA[Loso Judijanto]]>;
<![CDATA[Henny Sanulita]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jere.v8i1.71067
<![CDATA[Procrastination often occurs in students in higher education. Facts in higher education in 2021-2022 from 27 students were found, and 22.22% of students had not taken part in a proposal seminar and had not completed a final assignment or thesis, 40.74% of students had attended a proposal seminar but had not completed a final assignment or thesis, and 37.03% of students had have attended a proposal seminar and have completed a final assignment or thesis. This problem is urgent to research because there is a gap between theory, expectations and reality on the ground. This research aims to analyze the factors that cause procrastination in students when completing their theses in higher education. The research method is mixed methods. The subjects were 50 students. Data collection techniques use questionnaires, interviews and direct observation of students. Analysis technique by collecting data, reducing and drawing conclusions. Data is depicted in diagrams, and the results of interviews and observations are interpreted. The results and research findings show that students working on their thesis have many difficulties caused by internal factors, namely self-control, self-efficacy, and lack of motivation. In the process of completing a final assignment or thesis, students are required to learn to motivate themselves, control themselves, and develop high self-efficacy so that students can focus more on completing their thesis.]]>
<![CDATA[Render Forest Application to Improve A1 Level Reading Comprehension for French Department Students ]]>
<![CDATA[Tengku, Tengku Ratna Soraya]]>;
<![CDATA[Nurilam Harianja]]>;
<![CDATA[Isda Pramuniati]]>;
<![CDATA[Mahriyuni]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jere.v8i1.71307
<![CDATA[There are still many students who experience difficulties in learning languages, especially French. This research aims to analyze the application of the Render Forest application to improve A1 level students' reading comprehension. The subjects of this research were even semester students of the French Department. The method used in this research is Action Research. This research uses a Kurt Lewin design which consists of four stages, namely planning, implementation, observation and reflection. Data collection methods use observation, questionnaires and tests. The instruments used to collect data were questionnaire sheets and test questions. The subjects involved were 36 students. The data analysis techniques used are qualitative and quantitative data. This research found that using the Render Forest application improved A1 level students' reading comprehension in various ways. First, students are interested in the Render Forest application as an application for reading text. Second, Render Forest is an application that is familiar to students. Students feel comfortable and easy to adapt to this application. Additionally, quantitative data supports these findings, indicating that students have made some progress. The student's pre-test score at the beginning was 44.34. After cycle I was completed, it increased to 73. After cycle II, students finally achieved the research goal, namely 85. In conclusion, the Render Forest application improved students' reading comprehension at Level A1.]]>
<![CDATA[Enhancing Collaboration Skills and Student Learning Outcomes Through the Implementation of an Ethnoscience-Based Common Knowledge Construction Model (CKCM) with Podcasts ]]>
<![CDATA[Munawarah, Sinta Al]]>;
<![CDATA[Yamtinah, Sri]]>;
<![CDATA[Utomo, Suryadi Budi]]>;
<![CDATA[Wiyarsi, Antuni]]>;
<![CDATA[Widarti, Hayuni Retno]]>;
<![CDATA[Shidiq, Ari Syahidul]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jere.v8i1.71557
<![CDATA[Responding to the challenges of 21st-century education, educators must implement innovative approaches to optimize student learning. Recognizing the importance of ethnoscience as a cultural lens that enriches traditional knowledge and constructivist learning, facilitated through the Common Knowledge Construction Model (CKCM), is essential to encourage the development of ideas. Using podcasts as a learning medium is increasingly promising in improving understanding of the material. This research analyzes the impact of ethnoscience-based CKCM with podcasts on chemical bonds. This type of research is quantitative, using a quasi-experimental design with a posttest-only control group. The sample in this study was 61 students, and it was taken using random sampling techniques. The data collection method uses tests. The data collection instrument uses test question sheets. The data analysis technique uses inferential statistical analysis. The research results show no significant difference in applying ethnoscience-based CKCM and podcasts on chemical bonds. While there are no striking differences, these findings provide avenues for future research, exploring differences in student engagement, podcast content development, and variations in teaching methodology. This exploration can contribute valuable educational insights to the ongoing discourse regarding effective strategies, providing benefits to educators and researchers aiming to improve learning outcomes in science education.]]>
<![CDATA[Project-Based Learning Model Increases Student Creativity and Learning Outcomes in Pancasila and Citizenship Education Learning ]]>
<![CDATA[Peri Pirdaus]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jere.v8i1.73525
<![CDATA[The phenomenon of a lost generation results from less than optimal education services for children during the pandemic season. It causes low student learning outcomes. This research aims to analyze the project-based learning model on students' creativity and learning outcomes in learning Pancasila and citizenship education in high school. This research is quasi-experimental or quasi-experimental with a pretest-posttest control group design. The population in this study was 386 class XI students. The sample selection for the experimental and control groups used a random sampling technique, totaling 70 students. Data collection methods use questionnaires and tests. Data collection instruments use questionnaires and test questions. The analysis test uses the independent sample T-test and descriptive analysis. The research results showed that there was a significant difference in student creativity between the experimental class and the control class. There is a significant difference between the experimental and control classes' post-test results. It was concluded that applying the project-based learning model significantly influenced the creativity and learning outcomes of class XI MIPA-1 students in high school. This research implies that teachers can apply active and reflective learning models, such as project-based learning, to make learning more meaningful.]]>
<![CDATA[Contextually Based Mathematics Learning Module Improves Students' Mathematical Literacy Abilities ]]>
<![CDATA[Machfud Fatkurochman]]>;
<![CDATA[Isnandar Slamet]]>;
<![CDATA[Ikrar Pramudya]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jere.v8i1.73940
<![CDATA[Literacy skills make a real contribution to social and economic growth and welfare for individuals or society. However, currently, students have low mathematical literacy. This research aims to develop contextual-based mathematics learning modules to improve students' mathematical literacy skills. This type of research is development research, with the development model used as ADDIE. Data collection methods use observation, interviews, questionnaires and tests. Data collection instruments used questionnaire sheets and test questions. Data analysis techniques use descriptive and inferential statistical analysis. The results of the research are that the validity of experts, including material experts, is categorized as good, with an average value of 74.84%. Media experts are 81.11% (very good). Linguist is 84.44% (very good). The practicality of the learning module based on teacher responses after going through the trial was stated to be very practical, with an average score of 87.14%. Practicality based on student responses is 85.11% (very practical). The results of the effectiveness of this learning module in increasing mathematical literacy are included in the effective category. Learning outcomes using this module are better in improving mathematical literacy than without using this module. It was concluded that the learning module developed was valid, practical and effective. This research implies that the module developed is suitable for use and utilized as a learning medium to improve students' mathematical literacy.]]>
<![CDATA[Interest and Academic Performance in Physics of Grade 10 Students amidst Pandemic ]]>
<![CDATA[Donna A. Villaceran]]>;
<![CDATA[Joji D. Linaugo]]>;
<![CDATA[Joel M. Bual]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jere.v8i1.74728
<![CDATA[Students' interest is significant in their academic performance in Physics. However, due to the pandemic, their interest and performance results still need to be higher. Therefore, this study analyzed the interests and academic achievements of 10th-grade physics students and compared them by gender. This study also investigates significant differences in their academic interests and achievements when grouped by gender. This research uses a quantitative design with a descriptive, comparative, and correlational approach. The research subjects were 108 Class 10 Physics students determined using convenience sampling. Data collection methods use questionnaires and tests. The data collection instruments are questionnaire sheets and test questions. The statistical tools used in data analysis are mean, standard deviation, Mann-Whitney U Test, and Spearman Rank Correlation. The research results show that students are generally interested in physics and do not meet expectations in terms of academic achievement. Meanwhile, there is no difference in their academic interests and achievements when grouped by gender. However, there is a significant relationship between their interests and academic performance. Given the results, continuous improvement in content delivery, teaching strategies, and assessments is necessary to ensure student interest and academic performance.]]>
<![CDATA[Proficiency Level and Challenges of Students in Disciplines and Ideas in the Social Sciences ]]>
<![CDATA[Reneth Mae A. Diaz]]>;
<![CDATA[Joel M. Bual]]>;
<![CDATA[Dennis V. Madrigal]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jere.v8i1.74730
<![CDATA[The social sciences are essential for students to function in society. Therefore, a proficiency assessment is necessary to check their acquisition of competency. This research aims to assess the level of student proficiency and challenges in Social Science Disciplines and Ideas (DISS) in private high schools. Additionally, this study investigated differences in their proficiency levels compared to gender and grades. This type of research is quantitative research. This research uses a quantitative research design, specifically a descriptive-comparative approach. The respondents for this research were 144 students who were determined using stratified random sampling. Data analysis techniques use inferential statistics. The results of this research are that students show a developing level of proficiency in DISS, which indicates that these competencies have not been fully mastered. In comparison, there were differences when grouped by gender and level, with women and those scoring 90-100 scoring higher than their peers. Meanwhile, the challenges faced by students in studying DISS are related to teachers, students, student environment, resources, facilities and subject factors. Considering the results, the anchored theory was validated. Therefore, continuous improvement is encouraged to implement content, strategies, and assessments in DISS to develop students' level of proficiency in the course.]]>
<![CDATA[Parenting and Disciplinary Behavior on Elementary School Student Learning Outcomes ]]>
<![CDATA[Ria Fajrin Rizqy Ana]]>;
<![CDATA[Frita Devi Asriyanti]]>;
<![CDATA[Leny Suryaning Astutik]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jere.v8i1.75062
<![CDATA[This research is motivated by the fact that many students still need to be more disciplined in obeying the rules. This research aims to analyze the influence of parenting patterns on student learning outcomes, the influence of disciplinary behavior on student learning outcomes, and the influence of parental parenting and corrective behavior on student learning outcomes. This research is quantitative research with a correlational type. The population in this study was all students, totaling 74 students. The sample in this study used the entire population. The data collection methods used are questionnaires and documentation. The data collection instrument uses a questionnaire sheet. Data analysis techniques use validity, reliability, classical assumption tests, multiple linear regression analysis, hypothesis testing, and coefficient of determination. The results of data analysis show that, first, parental parenting influences student learning outcomes. Second, there is no influence of disciplinary behavior on student learning outcomes partially. Third, there is a simultaneous influence of parental parenting and corrective behavior on learning outcomes. It is concluded that good parenting and corrective behavior can improve the learning outcomes of elementary school students.]]>
