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[Investigating the Application of TPCK in Javanese Language Learning: The Use of Technology and Instructive Techniques ]]>
<![CDATA[Subrata, Heru]]>;
<![CDATA[Hendratno]]>;
<![CDATA[Zuhdi, Ulhaq]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i2.86695
<![CDATA[This study investigates the application of Technological Pedagogical Content Knowledge (TPCK) in the teaching of the Javanese language, focusing on the integration of technology and pedagogical strategies in primary education. The main objective of this research is to evaluate the implementation of TPCK by Javanese language teachers and its impact on teaching practices and student engagement. A quantitative research design was adopted, using a questionnaire distributed to 58 Javanese language teachers in elementary schools. The data were collected using Google Forms and analyzed using descriptive statistical methods. The findings indicate that teachers with a strong understanding of TPCK can effectively integrate technology into their teaching practices, enhancing student interest and motivation in learning the Javanese language. The study identified several effective technological tools, including language learning applications, digital resources related to Javanese culture, and online collaborative learning platforms. However, challenges such as limited technological resources, poor internet connectivity, insufficient teacher training, and overcrowded curricula were found to hinder the full potential of TPCK in Javanese language education. The study contributes significantly to understanding the use of TPCK in Javanese language learning and offers insights for designing more effective teaching materials. The findings may also inform the development of policies and systems that support the use of technology in Javanese language education and beyond.]]>
<![CDATA[Towards Transformation: Strategies for Facing the Challenges of the PBL Learning Model in Elementary School Social Studies Courses ]]>
<![CDATA[Widiani, Ni Komang]]>;
<![CDATA[Esaputra, I Nyoman Tri]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i2.86877
<![CDATA[Educators face significant challenges in acting as facilitators, assisting, exploring deeper understanding, and supporting student initiatives in the learning process. This study aims to analyze the challenges of the PBL model in elementary school social studies learning courses. This type of research is qualitative research using qualitative descriptive research methods. The population in this study were students of the Elementary School Teacher Education Study Program (PGSD). Data analysis was carried out interactively in the study. Activities in qualitative data analysis were carried out interactively and continued until completion. The results of this study provide a reasonably comprehensive picture that both lecturers and students experience several difficulties in implementing the problem-based learning (PBL) model, especially in the context of social studies learning. From the lecturer's side, they are faced with challenges in several important aspects that are the key to the success of the PBL model. One of the main challenges is designing problems relevant to students' daily lives so that learning becomes more contextual and meaningful. On the other hand, students also experience difficulties implementing the PBL model. This indicates a need for improved learning strategies, infrastructure support, and the development of lecturer and student competencies so that the implementation of PBL can run more effectively and provide optimal results.]]>
<![CDATA[Gemar Gatra Traditional Gymnastics Training to Improve Physical Fitness of High School Students in Eastern ]]>
<![CDATA[Suryani, Sri]]>;
<![CDATA[Artanayasa, I Wayan]]>;
<![CDATA[Swadesi, I Ketut Iwan]]>;
<![CDATA[Semarayasa, I Ketut]]>;
<![CDATA[Lesmana, Kadek Yogi Parta]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i2.87818
<![CDATA[There are still many students who still need to improve their physical fitness. Students who are too lazy to exercise have an impact on their poor health. This study aims to analyze the effect of Gemar Gatra gymnastics training on improving students' physical fitness. This study is a quantitative study with a quasi-experimental approach. The study sample sample was 40 male students in grade XI of high school. The method used in data collection was a questionnaire and test. The research instrument used was the Indonesian Physical Fitness Test (TKJI) for males aged 16-19 years. The data analysis technique can be used to test hypotheses using ANOVA. The results of the study showed that Gemar Gatra gymnastics training had a significant effect on improving students' physical fitness. The paired Sample T-Test test showed a significant difference between students' physical fitness before and after participating in Gemar Gatra gymnastics training. It was concluded that Gemar Gatra gymnastics can improve students' physical fitness. This study implies that Gemar Gatra gymnastics training can be used for high school students. The implications of the research are that Gemar Gatra gymnastics exercises can be applied by teachers so that they can improve students' physical fitness.]]>
<![CDATA[Exploring Students’ Mathematical Literacy Based on Mastery of Prerequisite Material ]]>
<![CDATA[Hamda]]>;
<![CDATA[Faisal, Ahmad]]>;
<![CDATA[Alimuddin]]>;
<![CDATA[Naufal, Muhammad Ammar]]>;
<![CDATA[Hassan, Muhammad Nasiru]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i2.89037
<![CDATA[Mathematical literacy is essential for students to apply mathematical reasoning in real-world contexts, yet its development often relies on foundational knowledge. Understanding how the mastery of prerequisite knowledge influences mathematical literacy can help formulate more effective teaching strategies. This study explores the relationship between students' mathematical literacy levels and their mastery of prerequisite knowledge in grade XI of high school. This study used a qualitative approach, five students were selected based on their mastery of prerequisite knowledge and mathematical literacy. Data were collected through tests and interviews, with methodological triangulation to ensure validity. The study's findings showed varying literacy outcomes according to mastery of prerequisites. Students with high-medium ability demonstrated competence in fairly complex tasks but struggled with advanced reasoning. In contrast, students with medium-high abilities could interpret and apply information well but faced challenges in solving high-level problems. This study suggests that the development of mathematical literacy is not always linear with the mastery of prerequisites, highlighting the importance of teaching strategies that integrate conceptual understanding with literacy skills. These insights contribute to mathematics education by emphasizing the role of foundational knowledge in improving students' mathematical literacy.]]>
<![CDATA[Implementation of Sustainable Holistic-Integrative Early Childhood Education (PAUD HI) Post UNICEF Assistance ]]>
<![CDATA[Sonbai, Eflin I.]]>;
<![CDATA[Waluyo, Edi]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i2.90106
<![CDATA[Integrative Holistic Early Childhood Education (PAUD HI) is a development for early childhood that aims to meet the essential needs of children. The PAUD HI program has been implemented in many PAUD institutions in Indonesia. However, its implementation still faces various obstacles, and it is necessary to measure the role of stakeholders so that it can project the sustainability of PAUD HI in the TTS Regency. This study aims to compare the implementation of PAUD HI services, link the role of stakeholders in the implementation of PAUD HI, and project the program's sustainability after mentoring. The research method uses a mixed-method approach. The population in this study was 40 UNICEF-assisted Holistic Integrative PAUD institutions. Using purposive sampling techniques, samples were taken from 15 institutions, or around 50% of the population. Data collection methods used surveys, questionnaires, interviews, and documentation. Quantitative analysis was carried out descriptively, while qualitative analysis used data reduction, presentation, and conclusions. The study's results on quantitative data showed that education and welfare services achieved 100% achievement in all schools, but several indicators in health and protection services had 0% achievement. The care services showed 100% success in one indicator but low in the other three. The level of service achievement between HI PAUDs also varies, and this tends to be influenced by stakeholder support. The implications of this study indicate the importance of strengthening the capacity of local institutions and stakeholders in maintaining the program's sustainability.]]>
<![CDATA[Mbolo Weki of Mbojo Tribe: Discussion Culture for Cooperative Learning Model for Elementary School Students ]]>
<![CDATA[Anisaturahma]]>;
<![CDATA[Nizaar, Muhammad]]>;
<![CDATA[Haifaturrahmah]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i2.90122
<![CDATA[Indonesia is known as a country with various ethnicities and cultures, but currently, the distinctive culture of each region is starting to be forgotten by the younger generation. This research aims to reveal the discussion values contained in each stage of the mbolo wiki activity. These values are then used to design a cooperative learning design for elementary school students. This research used a descriptive qualitative approach. Data collection techniques used in-depth interviews, observations, and documentation. This research used an interactive model data analysis technique. The results showed that generally, students are quite interested in cooperative learning that has harmony with Mbolo Weki activities.Meanwhile, there is no difference between cooperative learning and Mbolo Weki activities. This research also shows that there is a strong alignment between mbolo weki activities and cooperative learning principles. Mbolo Wiki prioritizes the principles of togetherness and mutual respect in deliberation. The results of this study have implications for cultural internalization that are still implemented by the surrounding community in the learning process in the classroom. The traditional values of mbolo weki are very similar to group discussion activities in cooperative learning.]]>
<![CDATA[Science Learning in Primary Schools: A Comprehensive Analysis of Curriculum Merdeka Implementation ]]>
<![CDATA[Jamilah]]>;
<![CDATA[Astuti, Yeni Puji]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i2.91470
<![CDATA[Implementation in science learning faces challenges related to school readiness, teacher competence, and the effectiveness of competency-based evaluation methods. This study aims to evaluate science learning based on the Merdeka Curriculum in primary schools using the CIPP (Context, Input, Process, Product) evaluation approach. This research employs a mixed-method research approach, which is applied when researchers have questions that need to be examined in terms of outcomes and processes, combining both quantitative and qualitative methods in a single study. The research population is located in Sumenep Regency, with 207 primary school students comprising 105 female students and 102 male students. Data collection techniques in this study include both tests and non-test methods. Test instruments consist of skill tests, written tests, and oral tests, while non-test instruments include questionnaires. The results of the study indicate that policy support and school resources play a significant role in creating a conducive learning environment (Context). Teacher competency, particularly in designing competency-based evaluations, is a key factor in the successful implementation of the curriculum (Input). Project-based and participatory learning processes have been proven to increase student engagement (Process). In the Product dimension, learning outcomes show improvement among students in schools with strong implementation support. However, limited resources in some schools remain a challenge to optimizing science learning.]]>
<![CDATA[Indonesian EFL Learners Responses to Using ChatGPT: An Analysis Based on The TAM Model ]]>
<![CDATA[Karolina, Venny]]>;
<![CDATA[Querioz, Carla]]>;
<![CDATA[Xaixanith, Toby]]>;
<![CDATA[Farhan, Firda Islamaya]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i2.91799
<![CDATA[AI-powered tools are increasingly used in English language learning. Still, few studies have validated the Technology Acceptance Model (TAM) in assessing Indonesian students' responses to ChatGPT and the influence of academic level. This study aimed to evaluate the validity and reliability of a TAM-based questionnaire and examine the role of academic level in these responses. This study utilized a quantitative survey design. The research subjects consisted of 448 university students in West Kalimantan through stratified random sampling. The data collection method was an online survey administered through Google Forms. Confirmatory Factor Analysis (CFA) confirmed the construct validity and reliability of the TAM components. Statistical analysis showed that academic level significantly influenced Perceived Ease of Use (PEU), Perceived Usefulness (PU), Attitude Toward Use (ATU), and Behavioral Intention (BI), although with a small effect size. Senior students reported higher perceived usefulness and intention to use ChatGPT, while first-year students showed lower engagement, indicating that academic progression influences AI adoption. These findings highlight the need for structured AI literacy programs, especially rapid writing skills training, to increase student engagement.]]>
<![CDATA[The Role of Social Existence in Improving the Quality of Life of People with Disabilities: Perspectives of Involvement, Acceptance, and Social Participation ]]>
<![CDATA[Saputri, Toviyani Widi]]>;
<![CDATA[Astuti, Budi]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i2.92559
<![CDATA[This research identifies persistent barriers to social rejection and discrimination that continue to limit opportunities for participation and acceptance in society. This study investigates how specific dimensions of social presence, namely social engagement, social acceptance, and participation opportunities, affect the quality of life of individuals with disabilities. The study used a quantitative descriptive approach by collecting data from 30 students with disabilities through a structured questionnaire measuring social engagement, social acceptance, and participation opportunities. Data analysis was conducted using descriptive and inferential statistics, including Pearson correlation and simple linear regression, to assess the predictive power of social presence on quality of life. The results revealed a significant positive relationship between higher levels of social presence and improved quality of life, with social engagement emerging as the strongest predictor among the measured variables. Interventions targeted at increasing social participation and reducing discrimination can significantly improve the well-being of people with disabilities in society. This research makes an empirical contribution to the literature on disability and social inclusion. It offers evidence-based evidence for developing policies and intervention programs more responsive to the social needs of people with disabilities.]]>
<![CDATA[Mathematical Literacy Performance of Junior High School Students in Solving PISA Problems ]]>
<![CDATA[Mufidah, Siti]]>;
<![CDATA[Sudirman]]>;
<![CDATA[Muksar, Makbul]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i2.92677
<![CDATA[Mathematical literacy has been widely studied by mathematics education experts. Mathematical literacy is an individual’s competence to apply mathematics to solve real-world problems and make appropriate decisions. This study aims to explore the mathematical literacy performance of junior high school students in solving PISA problems. The research method used was qualitative, with eight students as research subjects, each with different levels of mathematical literacy. Data analysis was conducted using the framework proposed by Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The research framework was based on the eight levels of PISA mathematical literacy and Polya's problem-solving stages. The study results showed that students' abilities in understanding the problem, devising a plan, carrying out the plan, and looking back differed based on their level of mathematical literacy. Students at levels 1c, 1b, and 1a demostrated problem-solving abilities limited to basic memory capacity. Students at levels 2, 3, and 4 could only solve problems involving procedural skills. Meanwhile, students at levels 5 and 6 could solve problems with in-depth analytical reasoning and follow-up reflection. These findings have implications for teachers to design context-based learning that supports the development of students' mathematical literacy.]]>
