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[The Transition from Task Taker to Co-Designer in Dialogic CLIL Speaking: Students’ Perspectives ]]>
<![CDATA[Aflahatun, Nur]]>;
<![CDATA[Mujiyanto, Januarius]]>;
<![CDATA[Fitriati, Sri Wuli]]>;
<![CDATA[Pratama, Hendi]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i3.97802
<![CDATA[This study was motivated by a lack of understanding of how students experience the role transition from task taker to co-designer in a dialogic CLIL learning context. This study investigated civil engineering students' perceptions of their challenges in dialogic speaking tasks within a CLIL (Content and Language Integrated Learning) context. Using an explanatory sequential mixed methods design, data were collected through closed ended questionnaires from 32 participants, open ended questionnaires from 8 selected participants, and in-depth interviews with 3 participants. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis. Findings revealed key challenges faced by students, including the need for clearer instructional support, emotional anxiety, technical difficulties, and linguistic barriers. Students reported a moderate need for more explicit guidance and examples, with anxiety emerging as the most significant affective challenge. Technical issues, such as difficulties in recording and uploading assignments and time management, were also identified as barriers to effective participation. This study emphasizes the importance of providing appropriate scaffolding, emotional support, and improving technical facilities to enhance student engagement. In conclusion, active student engagement as co-designers in dialogic CLIL practices encourages a shift in students' roles from mere task implementers to reflective and collaborative participants. Integrating quantitative and qualitative insights in this study provides important implications for educators, highlighting the need for deliberate task design and tailored support to foster student agency and facilitate deeper learning outcomes in dialogic CLIL environments.]]>
<![CDATA[Transformation of Basic Education: The Effectiveness of the Integrated Thematic Approach on Students' Literacy and Numeracy Science ]]>
<![CDATA[Amran, Muhammad]]>;
<![CDATA[Sahabuddin, Erma Suryani]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i3.97637
<![CDATA[The current problem is the low level of literacy and numeracy science proficiency among Indonesian elementary school students, as indicated by various national assessment results. Based on this, the purpose of this study is to analyze the effectiveness of an integrated thematic approach in improving these basic skills among fifth-grade students. Using a quantitative approach, this study implemented a quasi-experimental method with an Unequal Control Group Design. The study involved a total of 60 fifth-grade students, who were divided into an experimental group and a control group, each consisting of 30 students. Data collection methods included pretests and posttests to assess literacy and numeracy skills, along with observations of learning activities and documentation of classroom teaching. Data analysis was conducted using an independent t-test to determine the statistical significance of differences in learning outcomes between the two groups. The findings showed a significant improvement in learning outcomes for the experimental group, with average scores in literacy and numeracy ranging from 16.6 to 17.4 points, compared to an increase of only 5.4 to 6.1 points for the control group. An independent t-test showed a statistically significant difference (p < 0.05) between the two groups. In conclusion, this study demonstrates that an integrated thematic approach is effective in improving literacy and numeracy competencies among elementary school students. Implementing such an approach can be beneficial in addressing the learning challenges faced by students in the 21st century.]]>
<![CDATA[Flipbook Literacy Narrative Local Wisdom Palembang Assisted by PQ4R Method in Reading Comprehension of Students ]]>
<![CDATA[Nofa, Heny Puspita Dia]]>;
<![CDATA[Purwati, Panca Dewi]]>;
<![CDATA[Sabilillah, Nugraheti Sismulyasih]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i3.90262
<![CDATA[The low reading comprehension ability of fourth grade students in reading elements. Students have not determined the main idea and supporting ideas in narrative texts. This study aims to develop digital based learning media to improve the reading comprehension ability of high grade students. The research method is research and development (R&D) with the Borg and Gall model. The subjects of this study were material experts and learning media experts. The subjects of the product trial were teachers and 25 fourth grade students. The data collection methods were observation, interviews, questionnaires, documentation, and tests. The instruments used in collecting data were questionnaire sheets and test questions. The techniques used to analyze data were qualitative and quantitative descriptive analysis. The effectiveness of the media was based on the pretest and posttest scores of students tested using the N-Gain test. The results of the study were the feasibility of learning media through the assessment of media experts obtained a score of 92.59 (very feasible), and material experts obtained a score of 77.58 (feasible) with an average score of 85.08 (very feasible). The results of the media effectiveness test obtained data showing an increase in students' reading ability by 47.37 in the small group product trial and 50.04 in the large group product trial. The pretest value experienced an average increase (N-gain) of 0.81 with high criteria, and the posttest value experienced an average increase (N-gain) of 0.80 with high criteria. It was concluded that flipbook media is feasible and effective for improving the reading comprehension skills of grade IV students.]]>
<![CDATA[Hypermedia Based Science Project Teaching Materials for First Grade Vocational High School ]]>
<![CDATA[Naimah, Auliya]]>;
<![CDATA[Situmorang, Robinson]]>;
<![CDATA[Kusumawardani, Dwi]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i3.94299
<![CDATA[Science learning should develop critical thinking, collaborative, and problem-solving skills, but it is often still delivered conventionally, so it has not optimally aroused students' interest in learning. The purpose of this study is to develop hypermedia-based learning materials for Natural and Social Sciences (IPAS) projects in vocational high schools for grade X. This study uses the Research and Development (R&D) method using the Dick and Carey development model and the Lee & Owens model. The subjects of this study are material experts, instructional design experts, and learning media experts. The trial subjects are 30 grade X students. The methods used to collect data are observation, interviews, questionnaires, and tests. The instruments used to collect data are questionnaires and tests. Data analysis techniques use qualitative and quantitative descriptive analysis. The media effectiveness test is carried out by calculating the N-Gain value. The results of this study indicate that the developed learning materials effectively increase student engagement and understanding of the learning materials. Validity tests conducted by material, media, and language experts indicate that these learning materials are in the "very valid" category and suitable for use. Thus, hypermedia-based learning materials are effective in improving the quality of learning. The implications of this research indicate that the development of hypermedia-based science and science project teaching materials can effectively improve the quality of learning in vocational schools, especially in accommodating the needs of students who are more active, visual, and accustomed to digital technology.]]>
<![CDATA[Teacher Knowledge Skills in Class to Manage Student Behavior in Facing Challenges and Increasing Learning Success ]]>
<![CDATA[Wiyono, Hadi]]>;
<![CDATA[Ramadhan, Iwan]]>;
<![CDATA[Imanulyaqin, Muhammad Nur]]>;
<![CDATA[Yas'a, M. Dissha Najiah Al]]>;
<![CDATA[Zatalini, Adhalia]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i3.94521
<![CDATA[The lack of interpersonal skills among teachers remains a barrier to encouraging students to achieve optimal academic achievement. Although these skills are considered important in 21st century learning, their implementation in the field has not shown adequate results. This study aims to analyze the level of teachers' interpersonal skills and evaluate their relationship with student academic achievement. This study used a quantitative approach with a survey design. The subjects were 557 high school students randomly selected as a sample. The data collection technique used a questionnaire developed based on indicators of leadership, teacher attention, understanding, distrust, dissatisfaction, warnings, and assertiveness, with a Likert scale of 1 to 5 as the measurement instrument. Data were analyzed using descriptive and inferential statistics with the help of SPSS software version 29.0. The study results indicate a significant relationship between teacher interpersonal skills and student academic achievement, influencing students' mastery of basic skills. The conclusion of this study confirms that improving teacher interpersonal skills contributes positively to student learning experiences and achievements. These findings indicate the importance of integrating interpersonal skills training into teacher professional development to improve learning effectiveness and the quality of educational outcomes.]]>
<![CDATA[Digital Based Character Card Media to Improve the Character of Pancasila Students’ Profile in Elementary School ]]>
<![CDATA[Rahayu, Suci]]>;
<![CDATA[Harjito]]>;
<![CDATA[Dini Rakhmawati]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i3.94534
<![CDATA[The issue of character development in Indonesia reflects the fact that character education has not yet been fully successful. This is due to various factors, including the influence of technological advancement, lack of supervision from parents and teachers, and the unavailability of effective media to support character formation. The aim of this study is to enhance the character traits of students as outlined in the Pancasila Student Profile through the development of an innovative, digital based character card media. The study employed the ADDIE development model. The research subjects included two media experts and two subject matter experts, while the product trial involved 49 students from classes VA and VIB. Data collection methods included observation, character survey tests, interviews, and questionnaires. The instruments used were questionnaire sheets and interview forms. Qualitative data analysis was applied in this study. The results showed that the average score given by media experts was 91%, indicating the media was "highly feasible." Content validation by subject matter experts yielded an average score of 92%, also categorized as "highly feasible." The normalized gain analysis for students' development of the Pancasila Student Profile produced an average N-gain score of 0.73, which falls into the "high" category. The Wilcoxon test showed a significance value of 0.000 < 0.05, indicating a significant difference between the pretest and posttest groups. Therefore, it can be concluded that the use of digital-based character card media effectively enhances the character traits of elementary school students in alignment with the Pancasila Student Profile. The implications of the research are that digital based character card media is suitable for use in learning.]]>
<![CDATA[Monopoly Media “Unggah-Ungguh Basa” on Speaking Skills of “Bahasa Jawa Ragam Krama” in Junior High Schools ]]>
<![CDATA[Setiawan, Bambang]]>;
<![CDATA[Insani, Nur Hanifah]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i3.94870
<![CDATA[The process of learning Javanese language on the material of politeness for speaking skills of Javanese krama variety still uses conventional media models (speech/lecture) through the use of textbooks and blackboards without any renewal of the learning model. This has an impact on the low speaking skills of the Javanese krama variety in students. The study aims to test the effectiveness of learning media by implementing the media of politeness monopoly for grade VIII junior high school students. The type of research applied in this study is Quasi-Experimental Design through the Nonequivalent Control Group Design. The research sample amounted to 62 students, with 30 students (experimental) and 32 students (control), using random sampling techniques. Data collection techniques in this study include interviews with class teachers, observation, documentation, and written tests. Data collection instruments use questionnaire sheets and test questions. This study applies analysis techniques through the Independent sample T-test and N-Gain tests. The results of this study showed that there was a difference in the average between the learning outcomes of speaking skills on the material of politeness in the experimental class and the control class. Learning models by applying creative innovative media using language monopoly media is stated to be effective significantly by 85% in the experimental class, while 37% in the control class to improve Javanese language speaking skills in the krama variety. It is concluded that language monopoly media can help students in learning the Javanese language in the krama variety, so that they can improve their language speaking skills in the krama variety. The implication of the research is that language monopoly media can be used in learning.]]>
<![CDATA[Evaluation of Educational Management in Improving Teacher Competence to Achieve National Elementary School Education Standards ]]>
<![CDATA[Susanto, Ratnawati]]>;
<![CDATA[Agustina, Noni]]>;
<![CDATA[Yulhendri]]>;
<![CDATA[Nasution, Evi Syafrida]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i3.96205
<![CDATA[The competency of elementary school teachers does not all meet national standards, thus affecting student learning outcomes and the achievement of national education standards. The urgency of this research is the need for effective and sustainable education management strategies to improve teacher competency comprehensively. This study aims to analyze the framework of adaptive and sustainable education management strategies, analyze the factors that support success, and formulate appropriate policy recommendations. The research method used a quantitative approach with descriptive regression analysis on data from 230 randomly selected teachers in Jakarta. Data collection techniques included questionnaires, interviews, and documentation, then analyzed using descriptive statistics and multiple regression. The study results indicate that effective learning management strategies, transformational leadership support, and resources significantly improve teacher competency. These findings indicate the need to strengthen continuous professional development programs and transparent performance evaluations. It is concluded that comprehensive and adaptive education management strategies can improve teacher competency, support the achievement of national education standards, and improve the quality of education in Indonesia. Suggestions are provided to the government and educational institutions to promote innovation and collaboration in the continuous development of teacher competency.]]>
<![CDATA[Balancing Fluency and Accuracy: A Comparative Analysis of Error Tolerance in English for Food and Beverage Service from Recruiters’ and Instructors’ Perspectives ]]>
<![CDATA[Yuliasri, Issy]]>;
<![CDATA[Wedhanti, Nyoman Karina]]>;
<![CDATA[Ana, I Ketut Trika Adi]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i3.96364
<![CDATA[English communication in multilingual and multicultural environments, such as cruise ship hospitality, often presents challenges due to differences in english proficiency, first language influences, and cultural factors among the speakers involved. This study aims to compare the perspectives of two cruise ship hospitality industry stakeholders: english instructors at a job training institution and cruise ship staff recruiters, to investigate the types of speech errors tolerated in a professional environment. This study was qualitative. The subjects were three english instructors and three recruiters. Data was collected through interviews and documentation. The collected data were analyzed using thematic analysis. The study found significant differences in perspective between the two groups. On the one hand, recruiters focused on real world performance, they were more tolerant of errors as long as the message remained clear, confident, and communicative. On the other hand, english instructors emphasized grammatical accuracy, appropriate vocabulary, and correct structure, considering errors as indicators of insufficient english language competence. Thus, recruiters and English instructors have different views on errors in english communication in a professional environment.]]>
<![CDATA[Communication Patterns Between Students, Teachers and Dormitory Supervisors in Junior High Schools ]]>
<![CDATA[Dahlia, Fitri]]>;
<![CDATA[Khaidir, Afriva]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v9i3.96370
<![CDATA[A current problem is the tendency towards passive communication patterns among students. Students express difficulty understanding the subject matter but feel embarrassed to ask questions in class. This study aims to analyze communication patterns in junior high schools, focusing on communication patterns between students and teachers, students and dormitory supervisors, and the factors that influence these communication patterns. The study used a qualitative approach and adopted Interpersonal Communication Theory and Symbolic Interaction Theory as theoretical bases. Data collection methods involved interviews, observations, and document analysis using purposive sampling techniques for informant selection. Triangulation of sources and methods was used to ensure the validity of the data. The study results indicate four communication patterns of students with teachers and dormitory supervisors. The first is a passive communication pattern (less talking, minimal eye contact, reluctant to ask questions). The second is an aggressive communication pattern (dominating, sometimes rude, disrupting harmony). The third is a passive aggressive communication pattern (delaying with aggressive motivation, inhibiting cooperation), and the fourth is an assertive communication pattern (self-confident, able to express opinions clearly and openly, dominant among high achieving students). Factors influencing these communication patterns include internal factors (self-concept, interpersonal relationships, past experiences) and family factors (habits of interacting and discussing at home). The implications of this research highlight the importance of promoting assertive communication among students.]]>
