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
807 Documents
<![CDATA[Classroom Communication in Early Childhood Education ]]>
<![CDATA[Gita Swari, Sarasvati]]>
<![CDATA[ Journal of Education Research and Evaluation Vol 4, No 4 (2020) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v4i3.27097
<![CDATA[This study aims to investigated the speech act types and communication strategies in early childhood education. This research was a classroom research. Data were collected through unobtrusive observation during learning interactions. The obtained data were analyzed qualitatively. The recorded children’s and teachers’ speech acts were totaled 360. The research findings are as follows. Firstly, the recorded speech consisted of four types, they are: directive, expressive, declarative, and assertive acts. Directive acts were the most frequently used (93.3%), followed by expressive acts (5%), assertive acts (1.4%), and declarative acts (0.3%). The telling speech acts dominated the verbal interactions (44.4%) followed by request speech acts (32.2%). Secondly, 360 communication strategies were found. The telling and request sub-speech acts were delivered using compensatory strategies (96.11%). The teachers used 280 code-switching strategies (77.78%) while the children used none (0%); 14 non-linguistic forms strategies (3.89%) were used by the teachers while 6 self-repairs strategies (1.67%) by the children; 14 all-purpose words strategies (3.89%) were used by the teachers while none (0%) by the children; 14 asking for repetitions strategies (3.89%) were used by the teachers while none (0%) by the children; none filters/hesitation devices strategy (0%) was used by the teachers while 8 (2.22%) by the children; none (0%) literal translation strategy was used by the teachers while 12 (3.33%) by the children. The most frequently directive acts imply towards the effectiveness of the children’s communicative skill.]]>
<![CDATA[Investigating the Implementation of Online Learning in Remote Learning Context ]]>
<![CDATA[Nyudak, Dwi Tahamata]]>;
<![CDATA[Putra, I Nyoman Adi Jaya]]>;
<![CDATA[Santosa, Made Hery]]>
<![CDATA[ Journal of Education Research and Evaluation Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i2.32857
<![CDATA[This research aimed at (1) identifying teacher’s cognition towards online learning; (2) identifying the implementation of online learning; (3) identifying the consistency of teacher’s cognition and implementation of online learning; (4) identifying teacher’s perception toward online; (5) identifying students’ perception toward online learning; and (6) identifying parents’ perception toward online learning. In collecting the data, questionnaires, interview and observation checklist analysis were done. The result showed that (1) the teacher had high cognition towards online learning; (2) the teacher did several preparations and there were some procedures applied in online learning in remote learning context; (3) teacher’s cognition and the implementation were consistent; (4) The teacher perceived online learning positively; (5) the students perceived online learning positively with some surprising information from the open-ended questionnaire which was in different side from the closed ended questionnaire; (6) the parents perceived online learning in a balance view at first but the open-ended questionnaire stood on negative side.]]>
<![CDATA[Curriculum Evaluation of Light Vehicle Engineering Department with Discrepancy Model as Per Industry Needs ]]>
<![CDATA[Aprianto, Anggi]]>;
<![CDATA[Rizal, Fahmi]]>;
<![CDATA[Lapisa, Remon]]>;
<![CDATA[., Ambiyar]]>;
<![CDATA[Wakhid, Wakhinuddin]]>;
<![CDATA[., Sukardi]]>;
<![CDATA[Riyanda, Afif Rahman]]>
<![CDATA[ Journal of Education Research and Evaluation Vol 4, No 4 (2020) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v4i4.28978
<![CDATA[The implementation of the curriculum as per industrial needs should be improved in terms of qualifications of teachers, tools, practicum materials, and the use of learning models as per industry needs. This study aims to evaluate the used curriculum of light vehicle engineering department as per industry needs. This study uses discrepancy evaluation model (design, installation, process, product and comparison) that describes the implementation of curriculum according to the industry needs from various aspects, namely: design, installation, process, product and comparison. The study results concluded that achievement level of curriculum implementation as needed in the design component obtained an average score of 4.28 (83.17%) classed in a good category; installation components get an average score of 3,502 (78.47%) classified in sufficient categories; process components get an average score of 4.05 (81.75%) classed in a good category; and product components that scored an average of 4.02 (81.26%) classified in a good category. As well as in the comparison component that obtained an average score of 3,324 (74.27%) classified in sufficient categories. The implementation of vocational school curriculum majoring in light vehicle engineering as a whole is categorized as sufficient. Therefore, it needs a follow-up from the relevant parties for a better implementation.; one of which is by revising the curriculum to fit the needs of the industry.]]>
<![CDATA[The Effect of E-Portfolio in Project-Based Learning toward Learner Autonomy and Writing Competency ]]>
<![CDATA[Devi Ariningsih, Ni Ketut]]>;
<![CDATA[Artini, Luh Putu]]>;
<![CDATA[Marsakawati, Ni Putu Era]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5, No 1 (2021): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i1.29982
<![CDATA[The National Education objectives can be achieved through learning process and a valid assessment process. Assessment has a strong involvement in the learning process. The purpose of this study is to investigate the effect of e-portfolio in project-based learning toward learner autonomy and writing competency experienced by X MIPA students of SMA Negeri 7 Denpasar. The research design was post-test only control group design. The research instruments used were questionnaire and writing test. Questionnaire was used to test learner autonomy, while writing test was used to test students’ writing competency. Data were analyzed by employing One-way Anova and Manova. The results of this study showed that there is a significant effect of E-portfolio in Project-Based Learning toward learner autonomy and writing competency of X MIPA students of SMA Negeri 7 Denpasar. The mean score of students who were taught by using e-portfolio in project-based learning strategy is higher than the mean score who were taught by using conventional strategy. E-portfolio in Project-Based Learning also revealed potentially promotes students’ creativity, problem solving skills, and communication through technology skills. ]]>
<![CDATA[Interpersonal Function of Joe Biden’s Victory Speech (Systemic Functional Linguistics View) ]]>
<![CDATA[Darong, Hieronimus Canggung]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5, No 1 (2021): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i1.31420
<![CDATA[Text analysis was mainly concerned with the ideational function and textual function. Besides, macro aspect has been regarded as the most text structure examined in previous studies. Regardless of those three aspects, this study focused on the interpersonal function analysis of political speech text, by taking an example of Joe Biden’s victory speech. The purposed theory namely Systemic Functional Linguistics theory (SFL) was then applied to analyze the text. The analysis was conducted by modifying the speech text into clauses which were subsequently analyzed in accordance with the goal of the analysis. Data analysis revealed that the speech established an intimate relationship and a close distance with the audience. As such, the speaker enables to gain support and exchange information through the use of linguistics resources namely declarative clause in the mood structure, modality, and pronoun "we". As a conclusion, different use of mood, modality, and personal pronouns might determine the different level of interpersonal function of a text. This study has a great impact on language teaching and learning in terms of maintaining social relationships and exchanging meanings between teachers and students by taking into account the link between linguistic resources and the nature of texts.]]>
<![CDATA[DEVELOPMENT OF CATHOLIC RELIGIOUS LEARNING WITH THE PROJECT BASED LEARNING (PjBL) APPROACH ]]>
<![CDATA[Mite, Agustina Dede]]>;
<![CDATA[Eveline, Siregar]]>;
<![CDATA[Robinson, Situmorang]]>
<![CDATA[ Journal of Education Research and Evaluation Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i2.32300
<![CDATA[The main purpose of this research is to develop Catholic Religion learning approach based -on project-based learning (PjBL) on the 7th Grade Junior High School Students of Saint Marie which is hoped can help teachers and students in the learning process as one of strategic learning to solve the problem teachers have faced which only focus on the result of cognitive aspect. The procedure in improving Catholic Religion uses developing MPI model with project-based learning (PjBL) on learning step design. Data collection technic is taken by observation, interview, and questionnaire. Data analysis technic which is used for this research is qualitative and quantitative. According to qualification analysis result from the resource expert for the attainment level is 95,4% with very good qualification and can be used without revision and according to qualification analysis result from design learning expert for the attainment level is 91,2% with very good qualification and can be used without revision too. Learning development by using project-based learning approach will be very effective to achieve learning objectives in affective aspect optimally. This result of this research implies that learning development by project-based learning is very useful in learning Catholic Religion especially in affective aspect. In conclusion, learning objective either cognitive and affective aspect can be achieved and every student personally will get the result of learning process well.Keywords: Project based learning, Catholic Religion learning, MPI model.]]>
<![CDATA[A Comparative Study of The Students’ Critical Reading Competency on High Order Thinking Items in A Junior High School ]]>
<![CDATA[Rini, N.K. Ratna Kusuma]]>;
<![CDATA[N.L.P, D.K. Tantra,]]>;
<![CDATA[Dewi, Eka Sulistia]]>
<![CDATA[ Journal of Education Research and Evaluation Vol 4, No 4 (2020) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v4i4.28011
<![CDATA[This study aims to analyze and describe the students’ reading competencies and comparing simultaneously the students reading competencies on high order thinking items across classes, text genres, and reading indicators. The design implemented was descriptive in order to answer the first research question and comparative research in order to answer the second research questions. The instrument used for data collection was reading competency test. The data were then analyzed descriptively and inferentially by implementing a parametric statistic, namely: central tendency measures; measures of dispersion; and simultaneous comparison. The present study was applied one-way ANOVA as the inferential analysis. The result showed, the significant value of one-way ANOVA on the students Reading Competency was 0.75. The significant figure was higher than 0.05. As a result, the students reading competency in high order thinking items was not significant. Therefore, the null hypothesis was accepted. It can be drawn a conclusion that the students reading competencies on high-order-thinking items across classes, text genres, and reading indicators are in below average.]]>
<![CDATA[Positive Contribution of Creativity and Independence to Student Learning Outcomes in Digital Communication Simulation ]]>
<![CDATA[Suryani, Irma]]>;
<![CDATA[Maksum, Hasan]]>
<![CDATA[ Journal of Education Research and Evaluation Vol 4, No 4 (2020) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v4i4.29932
<![CDATA[This study aims to measure and analyze the contribution of creativity and independence to student learning outcomes in the tenth-grade digital communication simulation subject in the Department of Tourism. This type of research is quantitative with a correlational approach. The population of this research is 287 people. Sampling in this study was carried out using a proportional random sampling technique. Samples were taken randomly, as much as 20% of the total population. So that 57 respondents were obtained as a sample. The data collection instrument used a questionnaire using a Likert scale. The data analysis technique in this study used simple regression analysis and multiple regression. The results showed the regression equation, Y = 20,211+0,274X1+0,292X2. The data analysis result also showed that learning creativity contributed to learning outcomes by 32.4%. Learning independence contributed to learning outcomes by 42.7%, and learning creativity and learning independence contributed to learning outcomes by 49.5%. Based on these results, learning creativity and learning independence contribute to student learning outcomes in the tenth-grade digital communication simulation subject of the Tourism Department.]]>
<![CDATA[Physics Teachers’ Perspectives on The Availability of The Integration of E-Formative Assessment in E-Learning based on Website (EFA in ELboW) during Covid-19 Pandemic ]]>
<![CDATA[Romadhon, Utoro]]>;
<![CDATA[Sukarmin, Sukarmin]]>;
<![CDATA[Budiawanti, Sri]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5, No 1 (2021): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i1.31643
<![CDATA[In the field of education, the COVID-19 demands changes in the learning process. It is important to know the changes that have occurred so that we can take some actions to face the changes that occurred, and help teachers prepare for the changes that occur in the learning process, especially in the physics learning process. This study aims to determine changes in the teaching, assessing, and using validated instrument aspect due to the COVID-19 pandemic. Also, gathered teacher perspectives on the availability of E-Formative Assessment in Web-based E-Learning (EFA on ElboW) integration. The sampling technique used in this study was quota sampling. Data were collected from 33 physics teachers from various districts in Indonesia and analyzed using quantitative descriptive. As a result, the significant value of paired sample test for teaching, assessing and using validated instrument aspect before and during COVID-19 successively are 0.000, 0.003, and 0.183. Then all respondents agreed that the Integration of E-Formative Assessment in Website-Based E-Learning (EFA in ELboW) was needed by physics teachers during the COVID-19 Pandemic. It can be concluded that there are changes in the teaching and assessing aspect. Also, the Integration of E-Formative Assessment in Website-Based E-Learning (EFA in ELboW) was needed by physics teachers to prepare them to deal with the changes that occur in learning due to the COVID-19 Pandemic. Of course, this article has great implication for teachers and researchers.]]>
<![CDATA[Students’ Reading Competency on High Order Thinking Items in The Junior High Schools ]]>
<![CDATA[Riadi, I. K. Sutra]]>;
<![CDATA[Tantra, D. K.]]>
<![CDATA[ Journal of Education Research and Evaluation Vol 4, No 3 (2020) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v4i3.27621
<![CDATA[The aimed of this study was to describe and compare the students’ reading competency in answering high order thinking items across classes, text genres, and reading indicators. In the present study, critical reading is defined as reading for comprehension of high-order-thinking items which are focused on the four indicators of reading competency, namely: main idea, specific ideas, textual references, and word meanings. This research was conducted quantitatively and focus on year seven students. To reach such purpose, a purposive sampling technique was used to choose the sample. The subjects of this study were 238 students. The instruments used to collect the data was a Reading Competency Test. The collected data were analysed quantitatively and interpreted descriptively. The first finding of this research shows that the level of the students’ reading competency in answering high order thinking items are categorized weak or low level on both the descriptive texts and recount texts which is the descriptive text and finding main idea are the highest mean score. The second finding shows that there is no significant difference of students’ reading competency in answering high order thinking items across classes, text genres, and reading indicators which is analysed by using One Way ANOVA with significant score is 0.054. > 0.05, thus Ho is accepted and H1 is rejected. The result of the study is an important information about the students’ reading competency in answering HOTS items. it is necessary to do next research in order to design future effective educational strategy or educational policy in learning.]]>
