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[Students' Creative Thinking in STEM Integrated Project-Based Learning (PjBL-STEM) ]]>
<![CDATA[Raras Setyo Retno]]>;
<![CDATA[Purnomo]]>;
<![CDATA[Arif Hidayat]]>;
<![CDATA[Aynin Mashfufah]]>;
<![CDATA[Enik Chairul Umah]]>
<![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.v9i1.84704
<![CDATA[The STEM Project-Based Learning (PjBL-STEM) model enhances students' creative thinking skills, allowing them to explore their potential and design projects accurately. This study aims to analyze students' creative thinking skills (originality) through the PjBL-STEM model, with a case study of 23 fourth-grade students at SDN Balongdowo, Sidoarjo. The research method used is qualitative to describe student activities based on creative thinking within the PjBL-STEM framework, with data collection techniques in the form of observation, interviews, and documentation. Data analysis was carried out descriptively and qualitatively. The PjBL-STEM project involved the design of a wind-powered vehicle that included activities such as understanding the mechanism of kinetic energy, energy transformation, brainstorming, and completing worksheets related to vehicle assembly for wind-powered motion trials. Students learned to design vehicles that adopted the concept of kinetic energy by utilizing wind power. The results showed that the analysis of students' creative thinking (originality) produced several findings: students independently created and designed projects with asymmetrical but accurate results, with very good criteria; students provide answers in their unique ways, perform calculation processes accurately, explore new methods, and complete projects with varying degrees of accuracy. This study concludes that the PjBL-STEM model effectively encourages students' creative thinking skills, especially in terms of originality, and has implications for improving the implementation of STEM-based learning to encourage innovation and creativity in elementary education.]]>
<![CDATA[The Educational Philosophy of the Pre-Service Elementary Teachers in the Teacher Professional Education Program ]]>
<![CDATA[Natalia Destiana Putri]]>;
<![CDATA[Ouda Teda Ena]]>
<![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.v9i1.85485
<![CDATA[High-quality teaching is a key factor in the success of a nation's education system. This study aims to identify the educational philosophies adopted by pre-service elementary school teachers and their implications for teaching approaches. This research employs a survey method involving 29 pre-service elementary school teachers enrolled in the Teacher Professional Education Program. Data were collected through an online questionnaire and analyzed using descriptive analysis with IBM SPSS software. The analysis results were interpreted based on mean scores to determine the respondents’ tendencies toward specific educational philosophies. The findings reveal that pre-service elementary school teachers exhibit the highest preference for progressivism (M = 4.31) and the lowest for essentialism (M = 3.29). Additionally, there is a stronger inclination toward modern educational philosophies rather than traditional ones. Teachers who lean toward progressivism prioritize student-centered learning, independent learning, collaboration, problem-solving, and reflective teaching practices. However, this study also indicates that pre-service teachers do not adhere to a single philosophy but rather demonstrate flexibility in their teaching approaches. These findings highlight the importance of understanding pre-service teachers’ educational philosophies for policymakers, educational institutions, and teacher educators in supporting the development of their teaching skills. The implications of this study emphasize the need for educational policies that promote flexibility in pedagogical approaches and curriculum reinforcement, equipping pre-service teachers with diverse educational philosophy perspectives to enhance teaching quality and the overall education system.]]>
<![CDATA[The Earthcomm Learning Model on Spatial Thinking Ability: Efforts to Strengthen the Character of Environmental Care ]]>
<![CDATA[Memmase, Joice Zhenrike]]>;
<![CDATA[Sumarmi]]>;
<![CDATA[Purwanto]]>
<![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.v9i1.85624
<![CDATA[This research is motivated by the importance of spatial thinking skills and environmental care characteristics in geography learning. This study aims to test the effect of the Earthcomm learning model on spatial thinking skills and environmental care characters of grade X students at. The type of research used is a quasi-experimental study with a pretest-posttest design. The subjects of the study involved 72 students who were divided into experimental and control groups. Data were collected through three instruments: a spatial thinking essay test (10 questions), an environmental care character strengthening questionnaire (30 questions), and Student Worksheets (LKPD) compiled based on the Earthcomm model syntax. Data were analyzed using normality and homogeneity prerequisite tests, hypothesis tests with simple linear regression, simple correlation tests, and N Gain Score tests. The results showed that the Earthcomm learning model had a significant effect on spatial thinking skills and environmental care characteristics. Simple correlation analysis showed a significant relationship between spatial thinking skills and environmental care characters. However, the N Gain Score test in the experimental group showed an effectiveness of 47.9%, which is included in the less effective category. The limited time for implementing the model in the independent curriculum is one of the factors that influence these results. This study concludes that the Earthcomm model has the potential to improve spatial thinking skills and environmental care characteristics, although its implementation requires further adjustment. These findings provide implications for the development of more effective learning models in supporting both aspects, especially in the context of a dynamic curriculum.]]>
<![CDATA[Assessing STEM Literacy: Development and Implementation of a Geoscience Project-Based Evaluation ]]>
<![CDATA[Najah, Triwid Syafarotun]]>;
<![CDATA[Luvia Ranggi Nastiti]]>
<![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.v9i1.85764
<![CDATA[In the context of global environmental challenges, this study aims to identify significant gaps related to the absence of a comprehensive assessment tool to evaluate STEM literacy within the framework of a geoscience project. The subjects of the study included a population of 254 respondents, with sampling using a simple random sampling technique that resulted in a minimum sample of 155 respondents. The data collection method was carried out through a systematic problem analysis technique, including needs analysis and field research. Data collection was designed to obtain accurate and representative information by considering an error rate (e) of 0.05. The data analysis method used Confirmatory Factor Analysis (CFA) with Lisrel software, which tested the structural legitimacy of the research data. The feasibility test criteria included the Goodness of Fit Index (GFI), Adjusted Goodness of Fit Index, and Root Mean Square Error of Approximation. The results showed very strong psychometric characteristics of the instrument, with content validity reaching an Aiken coefficient of 0.99, construct validity with a good model fit index, and construct reliability (CR) of 0.83. The instrument consists of ten items covering four main STEM literacy indicators: Science, Technology, Engineering, and Mathematics. The conclusion of the study confirms that this instrument is not just an assessment tool but a transformative mechanism to develop students' interdisciplinary skills in facing the challenges of the 21st century. The contribution of this study is significant in providing an epistemological foundation for STEM education, emphasizing the importance of interdisciplinary literacy in preparing a generation that is able to compete in an increasingly complex global landscape.]]>
<![CDATA[Igniting Students' Passion for Mathematics: The Validity and Realibility of Instrument of Disposition Mathematics ]]>
<![CDATA[Nadya Dewinda Agustin]]>;
<![CDATA[Syiti Mutia Hasnan]]>;
<![CDATA[Edwita]]>;
<![CDATA[Durotul Yatimah]]>;
<![CDATA[M. Syarif Sumantri]]>;
<![CDATA[Arita Marini]]>
<![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.v9i1.86204
<![CDATA[This research is motivated by the need for a valid and reliable instrument to measure the mathematical disposition of elementary school students in Indonesia, which includes students' views, emotions, and attitudes towards mathematics and learning as a whole. The main purpose of this study is to develop and test the validity and reliability of questionnaire instruments that can be used by educators in evaluating student characteristics in learning mathematics. This study uses a development research method with a 4D model (Define, Design, Develop, and Disseminate) that has been adapted. The research subjects consisted of elementary school students in Indonesia. Data was collected through the distribution of developed questionnaires, then analyzed using validity and reliability tests. Item validity was tested by correlation analysis, while instrument reliability was analyzed using Cronbach's Alpha. The results showed that the developed instrument had high reliability, although there were some invalid items that needed to be revised. In conclusion, this instrument is considered valid, reliable, and practical to be used to evaluate students' mathematical dispositions. The implication of this study is that the instrument developed can help educators in designing more effective mathematics learning strategies based on the characteristics of student disposition.]]>
<![CDATA[Navigating Career Challenges in Gen Z: The Path from Parental Support to Career Adaptability through Future Work-Self ]]>
<![CDATA[Pratiwi, Anggun]]>;
<![CDATA[Salim, Rose Mini Agoes]]>
<![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.v9i1.86250
<![CDATA[One of the external factors that contribute to increasing career adaptability is parental support. However, previous studies have shown mixed results regarding the relationship between parental support and career adaptability, indicating the existence of internal factors that can act as mediators, namely future work-self. Therefore, this study aims to examine the role of future work-self as a mediator in the relationship between parental support and career adaptability in Gen Z students. This study uses a quantitative approach with a mediation analysis design. The research sample consisted of 159 undergraduate and diploma students aged 19–25 years (M=21.2), who were selected using convenience sampling techniques. Data collection was carried out online using the Career Adaptability Scale-5 (CAS-5), Career-Related Parent Support Scale (CRPSS), and Future Work Self Scale (FWSS), which have been tested for validity and reliability. Data analysis was carried out using mediation analysis techniques with Jamovi software. The results showed that future work-self acts as a partial mediator in the relationship between parental support and career adaptability. Parental support has a significant direct effect on career adaptability as well as an indirect effect through the mediation of future work-self. This study confirms that parental support plays an important role in increasing the career adaptability of Gen Z students, both directly and through future work. The implication is that universities can develop career guidance programs that involve parents, while students need to build a clearer career vision.]]>
<![CDATA[Blended Learning toward the Lifelong Learning Competence in Higher Education: An Overview from the Perspective of Students with Disabilities ]]>
<![CDATA[Arini, Fitri Dwi]]>;
<![CDATA[Rahmayanti, Elsa]]>;
<![CDATA[Dalimunthe, Hanifa Laura]]>
<![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.v9i1.87122
<![CDATA[Lifelong learning (LLL) is essential for personal and professional growth. Despite its importance, research on LLL competencies is limited. This study explores the development of LLL competencies among college students with disabilities in a blended learning environment. This type of research uses a quantitative cross-sectional approach. The method used to collect data is a questionnaire. The data collection instrument uses a questionnaire sheet. This study involved 30 college students with disabilities. It used Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine four main factors influencing LLL competencies: access to information and literacy, openness to learning, self-direction, and self-evaluation. The results revealed that access to information, literacy, self-direction, and openness to learning did not significantly affect LLL competencies. However, curiosity emerged as a significant factor, highlighting its critical role in developing LLL skills. These findings suggest that fostering curiosity should be a priority in designing educational approaches for college students with disabilities. Higher education institutions can better prepare students for lifelong learning and professional success by nurturing this trait. This study underscores the importance of targeted strategies in blended learning environments to enhance the development of critical competencies among students with disabilities.]]>
<![CDATA[Are Teachers Ready for Digitalization? English Teachers’ Attitudes and Efforts in Enhancing Their Digital Competence ]]>
<![CDATA[Nurholis, Dewi]]>;
<![CDATA[Mirizon, Soni]]>;
<![CDATA[Amrullah]]>
<![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.v9i1.87227
<![CDATA[The lack of digital competence among some teachers negatively impacts their ability to manage classrooms effectively. This study aims to analyze English teachers' attitudes toward digital competence and the initiatives they undertake to improve these skills. The study employs a qualitative approach with an investigative narrative design. The Digital Competence Framework for Educators (DigCompEdu) is adopted as the foundation of the research. The subjects of the study are four English teachers. Data were collected through interviews and documentation, using questionnaires as the primary instrument. The data were analyzed using thematic analysis. The findings reveal that teachers demonstrate positive attitudes toward digital competence and the integration of technology in the classroom. They recognize the benefits of technology in enhancing student engagement, creativity, and understanding. Overall, the teachers' digital competence is assessed at the "Expert" level. Furthermore, the teachers actively engage in professional development through activities such as webinars, workshops, institutional/government support programs, and informal learning. This study concludes that developing teachers' digital competence is crucial to meeting the demands of technology integration in educational environments. These findings have implications for improving teaching effectiveness, supporting the implementation of technology-based learning, and fostering innovative learning among students.]]>
<![CDATA[Learning Media Visualisation of Distance in Augmented Reality-Based Three-Dimensional Space ]]>
<![CDATA[Baeha, Nadilah Hasfahani]]>;
<![CDATA[Zahnur]]>;
<![CDATA[Oktavia, Rini]]>
<![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.v9i1.87270
<![CDATA[One of the challenges encountered by students when studying distance in space is the difficulty in conceptualizing abstract mathematical concepts, such as determining perpendicular line segments in a cube represented in a two dimensional image. The visualization of abstract mathematical objects can be represented using augmented reality (AR) technology. This technology turns images of objects into virtual ones that appear in the real world. Previous studies showed that there is a need to enrich AR application with more multimedia content. Developing an AR system utilizing smartphones has become a prevalent endeavor recently. This study aims to develop augmented reality-based learning media to enhance students' comprehension of the concept of distance in three-dimensional space. This study employed a research and development (R&D) approach utilizing the ADDIE model, comprising five stages: analysis, design, development, implementation, and evaluation. The sample consisted of 36 students in the 12th-grade from a high school located in Indonesia, and the experiment employed a pretest-posttest control group design. The Mann-Whitney U test showed no statistically significant difference between the pretest scores of the experimental and control groups. However, the posttest results showed the experimental group had a higher mean rank score (22.36) than the control group (14.64), with a p-value of 0.017 and effect size of 0.42. This indicates that the learning media has a meaningful impact, which can significantly improve students' ability to understand the material on distance in a three-dimensional space.]]>
<![CDATA[The Implementation of Pancasila Student Profile Strengthening Program in Pioneer Elementary Schools ]]>
<![CDATA[Fathiyah Indah]]>;
<![CDATA[Muhson, 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.v9i1.87318
<![CDATA[The Pancasila Student Profile Strengthening Project (P5) is designed to shape students' character; however, the consistent implementation of P5 principles still faces various challenges. This study aims to evaluate the P5 program in elementary schools to assess the program's relevance and quality in supporting P5 objectives. This evaluative research employs a quantitative descriptive approach using the Countenance Stake model. The study involved 5 principals, 30 teachers, and 122 students from driving elementary schools selected through purposive sampling. Data were collected through questionnaires and document analysis. Prior to the evaluation, a P5 Phase B student character survey instrument was developed, consisting of 38 items. The results of the Exploratory Factor Analysis (EFA) indicated that 32 items were valid for measuring six aspects of students' P5 character. Content validity was tested using Aiken’s V formula, yielding high scores, while the instrument’s reliability was estimated using Cronbach’s Alpha, indicating high reliability. The evaluation results showed that in the readiness stage (antecedent), the human resources (HR) aspect scored 83% (very good) and the tools and materials aspect scored 75% (good). In the process stage (transaction), program implementation reached 90% (very good), while in the outcome stage, the program results scored 87% (very good), and the student character survey scored 81% (very good). These findings indicate that the implementation of P5 in elementary schools has been carried out very well, although improvements are still needed in certain areas. The study recommends facilitator training, enhanced understanding of the role of human resources, and continuous government supervision and support to optimize the implementation of P5.]]>
