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[Improving Junior High School Students' Learning Discipline Through Digital Literacy: A Correlational Study on Science Learning with Dynamic Electricity Material ]]>
<![CDATA[Darmaji]]>;
<![CDATA[Astalini]]>;
<![CDATA[Kurniawan, Dwi Agus]]>;
<![CDATA[Triani, Elza]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i1.81139
<![CDATA[In this digital era, digital literacy has become an inseparable skill in the learning process. However, digital literacy is also closely related to students' disciplinary character. This study investigates the relationship between digital literacy and students' disciplinary character in junior high schools, especially in the context of dynamic electricity learning in physics subjects. This study aims to identify how much digital literacy plays a role in developing students' disciplinary character. This research method is a quantitative study with a correlational design. Data were collected using a validated Digital Literacy and Disciplinary Character questionnaire from 100 grade VIII students. Data analysis was carried out using descriptive, normality, linearity, and correlation tests. The study's main results found a significant positive correlation between digital literacy and disciplinary character, with digital literacy explaining 42% of the variation in disciplinary character. This study concludes that higher digital literacy significantly develops students' disciplinary character. These results indicate the importance of integrating digital literacy into the school curriculum to improve technical skills while developing students' disciplinary character. Further research is recommended to explore other factors, such as family environment and school policies, that may influence students' disciplinary character.]]>
<![CDATA[Socialization of AKMI Policy as a Catalyst for Enhancing Students' Reading Interest ]]>
<![CDATA[Akhmaliah Siti Nailan]]>;
<![CDATA[Ana Anisa]]>;
<![CDATA[Asri Khoirunnisa]]>;
<![CDATA[Dedeh Sariah]]>;
<![CDATA[Wahyu Hidayat]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i1.82202
<![CDATA[This research is motivated by the lack of socialization of the Indonesia Madrasah Competency Assessment (AKMI) policy which causes problems in its implementation, especially related to students' interest in reading. This study aims to determine the relationship between the socialization of AKMI policies and students' interest in reading. This study uses a quantitative method with a type of correlational research. Data was collected through interviews and questionnaires compiled based on indicators of policy socialization and reading interest. The results of the study showed that policy socialization was relatively good, with a percentage of 71.15%, and students' reading interest was also in the good category with a percentage of 65.33%. Correlation analysis showed a significant positive relationship between the socialization of AKMI policies and students' reading interest, with a correlation coefficient of 0.450 which was included in the medium category. The influence of AKMI policy socialization on students' reading interest reached 25%, while the remaining 75% was influenced by other factors such as student learning outcomes, teacher ability, and student intellectual level. In conclusion, there is a significant positive relationship between the socialization of AKMI policies and students' interest in reading. Effective implementation of AKMI policies can increase reading literacy and students' interest in reading through various literacy programs developed in madrasas.]]>
<![CDATA[Opportunities and Threats of the ChatGPT Revolution in Completing Students’ Final Assignments ]]>
<![CDATA[Mansur, Aisyah]]>;
<![CDATA[Amaliya, Winda]]>;
<![CDATA[Lestari, Widya Ainun]]>;
<![CDATA[Adiba, Fhathia]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i1.83227
<![CDATA[ChatGPT is an artificial intelligence-based chatbot that has attracted global attention due to its ability to generate coherent, systematic, and informative responses. The potential of ChatGPT to handle complex tasks, including in educational contexts, presents new challenges related to the opportunities and threats of its use in academic writing. This study aims to evaluate the effectiveness, efficiency, and impact of ChatGPT in completing students’ final assignments. The research employs a non-experimental quantitative approach with a descriptive design. The population consists of students from Universitas Negeri Makassar, with a randomly selected sample of 396 students. Data were collected through structured questionnaires and analyzed using descriptive statistics and Partial Least Squares-Structural Equation Modeling (PLS-SEM) to identify the influence of ChatGPT in academic contexts. The results indicate that ChatGPT plays a significant role in improving the quality and efficiency of final assignment completion. The use of ChatGPT helps students reduce mental burdens and stress often experienced during the writing process. However, concerns have also emerged regarding the increased risk of plagiarism and the potential for excessive dependence on this technology. The study concludes that there is a need for strict regulations from higher education institutions to ensure that the use of ChatGPT by students aligns with ethical principles and academic integrity. These findings have implications for the development of adaptive educational policies in response to advancements in artificial intelligence technology.]]>
<![CDATA[The Success of Teachers in Implementing the Curriculum in Statistics Subjects ]]>
<![CDATA[Ramatni, Ali]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i1.83766
<![CDATA[Negative mindset and attitude towards statistics lessons have an impact on interest in learning. Facts show that the teaching methods of statistics materials used by teachers in Indonesia are less than optimal. The gap between the theory of expectations and reality in the field is urgent to research to analyze the attitudes of prospective teachers towards statistics and differences in attitudes between genders. The research method used is quantitative with a Survey approach. The sample was 641 teachers spread across Sungai Penuh. Data collection techniques with Surveys with instruments. This scale uses a Likert scale from 1 strongly disagree to 7 strongly agree. The analysis technique used is descriptive statistics with the help of SPSS Version 25.0 to calculate the mean, standard deviation, and T-test. Alpha factor analysis and confirmatory Cronbach are used to test reliability and validity. The attitudes of prospective teachers and analyzed using SPSS version 25.0 and CFA was analyzed using SPSS AMOS 25.0. The results found that teachers' attitudes were in the good and positive categories towards the four components of the model. It was also found that female teachers had more positive attitudes towards statistics than male teachers. The study concludes that teachers in statistics learning are encouraged to learn independently with the preparation and training received, and teachers' attitudes and skills are increasingly developing with frequent training. The implications of this study are for the development of teacher learning processes in the classroom by attending training more often and using exercises and discussions in statistics learning.]]>
<![CDATA[A Gamified Assessment Tool to Enhance Learning Motivation in History ]]>
<![CDATA[Fahruddin]]>;
<![CDATA[Arif Saefudin]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i1.83981
<![CDATA[Low student motivation in history subjects often leads to minimal participation and superficial understanding of the material. To address this, the study aimed to develop and evaluate a gamified assessment tool designed to enhance student motivation in learning history. Gamification, incorporating elements such as points, badges, and leaderboards, has been shown to increase motivation and engagement across various fields; however, its application in history assessments remains relatively unexplored. This research followed the Research and Development method, utilizing the ADDIE model. In the Analysis phase, data were gathered through surveys and interviews with teachers and students. The Design phase focused on creating the assessment tool with gamified features. In the Development phase, a prototype was created and validated by experts in history and media. The Implementation phase involved testing the tool with 10th and 11th-grade students. Data were collected through surveys, interviews, and classroom observations. Results demonstrated that the gamified assessment tool significantly improved students' motivation, with the average score increasing from 3.2 to 4.5, notably enhancing interest, engagement, and learning satisfaction. The final evaluation confirmed that the tool not only boosted motivation but also deepened students' understanding of historical content. This tool can be adapted for use by educators in Indonesia to address similar challenges in history education and can be extended to other subjects to enhance overall educational quality.]]>
<![CDATA[Feasibility of Minimum Competency Assessment Questions (MCA) Numeracy Based on Higher Order Thinking Skills (HOTS) to Improve Student Competence ]]>
<![CDATA[Hari Sugiharto Setyaedhi]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i1.84139
<![CDATA[The Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) tests show that the mathematics achievement of Indonesian students is very low. This research aims to produce a PISA model product in the form of Minimum Competency Assessment (MCA) numeracy questions based on Higher Order Thinking Skills (HOTS) and test its suitability as a measuring tool so that it can improve student competence. The research subjects were education evaluation experts and high school students. Data collection techniques are obtained through tests, observations, interviews and questionnaires. Data were analyzed using quantitative descriptive. The development model uses ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The results of the research on MCA numeracy were declared feasible as follows: validation results by educational evaluation experts obtained a score of 97.3%, categorized as very feasible; individual trial results of 80% were categorized as feasible; small group trials of 90% were categorized as very feasible. The conclusion of the research on developing HOTS-based MCA questions is that it is very suitable to be used as a test tool to test student competency. The implications of the results of this research regarding MCA can improve student competence in high school.]]>
<![CDATA[Modelling the Relationship of Community of Inquiry and Critical Thinking Skills in Project-Based Learning with Digital Storytelling ]]>
<![CDATA[Yulian, Ryani]]>;
<![CDATA[Ruhama, Ufi]]>;
<![CDATA[Yuniarti]]>;
<![CDATA[Maulidya Raissa Insyira]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i1.84287
<![CDATA[Teaching and learning effectiveness rely on multiple factors, including cognitive, social, and teaching dimensions. Although past research has looked into how the community of inquiry (CoI) affects learning, there is still limited knowledge about how CoI connects with project-based learning and digital storytelling. This study examined the connection between the community of inquiry (CoI) framework and critical thinking skills within project-based learningusing digital storytelling. Structural equation modelling (SEM) was employed to analyze the relationships among cognitive presence, social presence, and teaching presence (components of CoI), as well as their impact on engagement and critical thinking skills. Data were collected from 100 students engaged in a digital storytelling project through self-reported questionnaires on a Likert scale. The findings revealed that cognitive and social presences significantly affect student engagement and critical thinking, in line with the CoI framework. Conversely, teaching presence showed an insignificant relationship with engagement, indicating that in contexts that emphasize critical thinking, cognitive presence is more vital. This study highlights that while teaching presence can enhance emotional engagement and lower cognitive load, its role may be less prominent in activities focused on critical thinking. The results emphasize the need for context-specific strategies in applying the CoI framework to effectively develop critical thinking skills in project-based learning settings involving digital storytelling.]]>
<![CDATA[The Influence of the TGT Learning Model Assisted by Question Cards on IPAS Learning Outcomes ]]>
<![CDATA[Istiqomah, Nur Hayati]]>;
<![CDATA[Ahmadi, Farid]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i1.84421
<![CDATA[The lack of variety in learning makes students easily bored and haveneeds help understanding the material, impacting learning outcomes. Therefore, a learning model is needed to increase students' interest and enthusiasm, such as the Team Games Tournament learning model with the help of Question Cards. The research aims to test the effect of implementing this model on students' science learning outcomes. This research is quasi-experimental in the form of a Nonequivalent Control Group Design. The subjects of this research included the entire population of fourth-grade elementary school students. The sample used was 104 students. The data collection methods used are interviews, observation, tests, and documentation. Data collection instruments with test questions, observation sheets, and interviews. The data analysis technique uses inferential statistical analysis. Data analysis uses qualitative and quantitative descriptive statistics. The results of the hypothesis test show differences in the average student learning outcomes. The results of the N-Gain test show the scores for the control class (low category) and the experimental class (medium category), meaning that there is an increase in the average of better learning outcomes in the experimental class. Based on these results, applying the Teams Games Tournament learning model assisted by Question Cards affects students' science learning outcomes.]]>
<![CDATA[Project-Based Virus Enrichment Module Local Issue Context ]]>
<![CDATA[Sri Handayani]]>;
<![CDATA[Suranto]]>;
<![CDATA[Umi Fatmawati]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i1.84501
<![CDATA[The characteristics of the independent curriculum include the implementation of project-based learning and local content, but there are still some teachers who have difficulty implementing project-based learning with local content. This study aims to determine the need for a project-based virus enrichment module with a local issue context as additional learning media for students. This study uses quantitative and qualitative descriptive methods with the research subjects being 35 grade X students and one biology teacher. Data collection techniques through questionnaires and interviews. The questionnaire was filled out by a biology teacher and 35 grade X students. Interviews were conducted with a biology educator and four students. Data analysis techniques by describing research data in the form of percentages and opinion descriptions. The results of the needs analysis show that the virus material is considered difficult because it is abstract, learning still uses textbooks and has never been project-based, while students enjoy learning that makes them do activities in a fun way and produce work. They felt the need for additional learning resources besides textbooks, especially virus development material. Therefore, learning media in the form of project-based enrichment modules on viruses in plants needs to be developed to meet the demands of the independent curriculum and improve students' 4C skills in facing the challenges of the 21st century.]]>
<![CDATA[Contextual Teaching and Learning Model with Learning Motivation on Poetry Writing Skills ]]>
<![CDATA[Rentiga Asa, Shodia]]>;
<![CDATA[Amril Amir]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i1.84569
<![CDATA[This research stems from the problem of learning poetry writing skills that still focus on completing tasks sourced from books. The dominance of the teacher's role in learning also results in a lack of opportunities for students to actively participate. In addition, limited vocabulary mastery also makes it difficult for students to develop ideas and imagination in writing poetry. This study aims to examine the effect of Contextual Teaching and Learning (CTL) learning model on poetry writing skills in students with high and low learning motivation. Furthermore, this study seeks to examine the interaction between CTL learning model and learning motivation in influencing poetry writing skills. This research used experimental method with 2x2 factorial design. Applying performance test instruments and questionnaires, this study involved 71 samples divided into an experimental group of 35 students and a control group of 36 students. Through t-test and 2-way ANOVA, this study showed that the CTL model had a significant effect on poetry writing skills, both for students with high and low learning motivation. However, the interaction between the CTL model and learning motivation did not occur significantly, meaning that the CTL learning model provides a consistent influence on poetry writing skills, regardless of the level of student learning motivation. Thus, teachers can apply the CTL model evenly and focus on applying contextual learning strategies that are relevant to students' experiences, thus helping students more easily develop their poetry writing skills.]]>
