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Journal of Educational Research and Evaluation

JERE
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Published by Universitas Pendidikan Ganesha

ISSN : 2597422X EISSN : 25492675 DOI : https://doi.org/10.23887/jere.v5i4.36911

Core Subject : Humanities, Health, Education, Social,

Humanities Education Public Health Social Sciences Other

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.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 807 Documents

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The Effectiveness of Education to Increase Motivation and Primary Cervical Cancer Prevention Actions Surinati, I Dewa Ayu Ketut; Widjanegara, I Gede; Suratiah, Suratiah; Ribek, Nym
Journal of Education Reseach and Evaluation Vol 4 No 4 (2020): November
Publisher : LPPM Undiksha

Cervical cancer is a type of malignancy found among women, with the second highest number of sufferers globally aged 15 to 44. However, the motivation for women to do cervical cancer prevention is still low. This study aimed to test the effectiveness of education on motivation and primary prevention measures for cervical cancer in young women. The research method used was an experimental design with a pre-test post-test control group design. The sampling technique used was a proportional random sampling of 150 respondents who met the inclusion criteria, 75 as the experimental group, and 75 as the control group. The statistical test used was Wilcoxon and Mann Whitney test. The Wilcoxon test results showed that the p score was 0.000 <0.05, which means a significant difference in motivation and action in the experimental and control groups before and after education. Test results. Mann Whitney showed a p score was 0.000 <0.05. Based on these results, it can be concluded that education effectively increases motivation and the primary prevention of cervical cancer.

The Role of Academic Supervision and Communication on Teacher Performance Wardani, Ratih Kusuma; Rahmawati, Desi; Santosa, Heru
Journal of Education Reseach and Evaluation Vol 5 No 2 (2021): May
Publisher : LPPM Undiksha

Teachers as education personnel have an important role in determining success in achieving educational goals. Schools pay special attention to teacher competence so that teachers are required to continue to develop professionalism and performance. This study aims to obtain information about the role of academic supervision and interpersonal communication. research place at public elementary schools in the administrative city of South Jakarta. This study used a survey method with path analysis techniques and a causal quantitative approach. The sample in this study was 81 teachers who were taken using simple random sampling technique or simple random sampling and the teachers who were the object of the research were determined using the sample technique formula from Slovin. The data analysis technique was performed using descriptive and inferential statistics by first doing the prerequisite analysis, namely population normality and regression analysis. The findings from the study that academic supervision activities and smooth interpersonal communication play a major role in improving teacher performance. Professional teachers will be able to manage learning activities well and will be able to provide motivation to students so that the goals of learning will be achieved and produce students who excel in their respective fields.

Improving Student Activity and Learning Outcomes by Applying the Jigsaw Type Learning Model in PPHP Skills Study Fricticarani, Ade; Maksum, Hasan
Journal of Education Reseach and Evaluation Vol 4 No 4 (2020): November
Publisher : LPPM Undiksha

Rendahnya aktivitas belajar siswa membuat guru sering menemukan siswa kebingungan, siswa tidak mengerjakan tugas sesuai langkah kerja sistematis sehingga terburu-buru dalam melakukan praktikum agar tidak terlambat untuk pembelajaran selanjutnya. keadaan ini didukung dengan banyaknya siswa yang mendapat nilai di bawah KKM yaitu sebanyak 20, 53% dan jumlah siswa yang mendapat nilai di atas KKM sebanyak 79.45%. Keterbatasan ruang dan alat menyebabkan siswa harus belajar praktikum secara berkelompok, guru mengajar dengan metode ceramah sehingga peneliti berencana untuk merubah metode pengajaran dengan menerapkan model pembelajaran tipe jigsaw. Penelitian ini bertujuan untuk menganalisis efektifitas model kooperatif tipe jigsaw terhadap peningkatan keaktifan siswa dan hasil belajar siswa. Jenis penelitian ini adalah penelitian tindakan kelas dengan model Kemmis dan Mc Taggart. Subjek penelitian ini adalah siswa kelas XI sebanyak 33 siswa. Teknik pengumpulan data melalui lembar observasi, lembar penilaian kinerja, tes essay, dan dokumentasi. Data dianalisis secara deskriptif. Hasil penelitian menunjukkan: Penerapan model jigsaw dapat meningkatkan aktivitas belajar yang dibuktikan dengan rata-rata aktivitas belajar siswa pada siklus I mencapai persentase 57,6% pada siklus II meningkat menjadi 90,9%; dan hasil belajar siswa meningkat mencapai Kriteria Ketuntasan Minimal (KKM) pada pra siklus sebesar 67%, meningkat 18% menjadi 85% pada siklus I dan meningkat 15% menjadi 100% pada siklus II. Jadi, model Jigsaw dapat meningkatkan aktivitas dan hasil belajar siswa kelas XI.

Contribution of the Facilities Completeness and Learning Interests on Student Practical Capabilities in Broad-Based Network Technology Subject Novajri, Kardimen; Maksum, Hasan; Indrawan, Eko; Irfan, Dedy
Journal of Education Reseach and Evaluation Vol 5 No 1 (2021): February
Publisher : LPPM Undiksha

Based on the preliminary observations that have been done, it was found that the students' practice skills were still low in the area-based network technology subject. Based on the agreed value standard, the minimum score in productive subjects is 80, so the results of the students' practical capability show that it has not been fully achieved. This research is qualitative research with a correlational approach, which aims to reveal how much the practical facilities completeness and students' interest in learning to practical skills in the area-based network technology subject. The population of this study was students of class XI, which consisted of 34 students. At the same time, the sample was taken from a population of 25 students. The data was collected using a questionnaire, and the value of practice and the data were analyzed using correlation and regression techniques. Based on the data analysis, it was found that: completeness of practical facilities contributed 28% to practical skills, learning interest contributed 34.2% to practical capabilities, completeness of practical facilities and interest in learning together contributed 82.3% to the ability practice.

The Implementation of Flipped Classroom Model in Teaching English to Sapta Andika Junior High School Students in Academic Year 2019/2020 Dewi, N. P. Sara Sintia; Padmadewi, N. N.; Santosa, M. Hery
Journal of Education Reseach and Evaluation Vol 5 No 1 (2021): February
Publisher : LPPM Undiksha

This research investigated (1) the implementation of Flipped Classroom for teaching English; (2) the students’ achievement; (3) the students’ opinion; and (4) the differences between the high and low achieving students’ opinion toward Flipped Classroom. There were 41 seventh grade students and one English teacher of the seventh grade investigated. In this research, interview, questionnaires and lesson plan analysis were analyzed using interactive model; meanwhile the post-test and high and low achieving students’ opinion given were statistically analyzed using SPSS 16. It was resulting that in implementing Flipped Classroom the teacher did several preparations and teaching procedures which differentiated the classroom activity and home activity; the students’ achievement was seen to be good; the students also perceived the learning positively; the differences among high and low achieving students’ opinion were not significantly seen. This research helps the teacher who wants to implement flipped classroom as a consideration in teaching.

The Implementation of English Teachers’ Authentic Assessment in Junior High School During Online Learning Putri, Ni Wayan Astri Monika; Artini, Luh Putu Putu; Sulistia Dewi, Ni Luh Putu Eka; Paramartha, A.A. Gede Yudha; Wahyuni, Luh Gede Eka
Journal of Education Reseach and Evaluation Vol 5 No 2 (2021): May
Publisher : LPPM Undiksha

Authentic assessment is assessment to define students’ reflection of their learning, achievement, motivation, and attitudes during the learning instruction. Authentic assessment will cover the educational content standard as requested in educational process standard. Implementing authentic assessment reflects real-world situation and allow students to solve problem with possible solutions. This research aimed at investigating the English teachers’ authentic assessment implementation during online learning. This research was descriptive qualitative research. The research subject was three English teacher. The research object was the English teachers’ implementation of authentic assessment. In collecting the data, this research used document study and interview. The data were analyzed through three steps; data reduction, data classification and analysis, and conclusion drawing or data verification. After analyzing the obtained data, the English teachers used five types of authentic assessment namely teacher’s observation, performance, portfolio, project, and peer-assessment. Besides, in the learning instruction, the English teachers did not implement all of the types of authentic assessment in all learning material. The English teachers did not implement all the types of authentic assessment as their lesson plans considering some problems faced by the English teachers. Limited time allotment, many students in one class, and also students’ learning materials become the teachers’ problems. Thus, the implementation of authentic assessment needs to be reviewed in order to help the English teachers in implementing the authentic assessment.

Self-regulated Learning Model Affects Students’ Mathematical Conceptual Understanding and Self-confidence in terms of Cognitive Styles Mahayani, N. P. L.; Astawa, I. W.; Suharta, I. G. P.
Journal of Education Reseach and Evaluation Vol 5 No 1 (2021): February
Publisher : LPPM Undiksha

The main problem in mathematics learning is to form students’ understanding and self confidence. The aim of this study is to analyze the impact of self-regulated learning model on conceptual understanding and self-confidence in terms of cognitive styles. This study was a quasi-experimental study which applies treatment by level design, where the treatment is learning model for students with different cognitive style level. The samples of the study are 80 students in four classes, who are selected using cluster random sampling technique. Data on conceptual understanding are collected by using conceptual understanding test in the form of essay test. While the data on the students’ self-confidence are collected using questionnaires. The data collected are anayzed using manova. The results of the study indicate that self-regulated learning has positive impact on the students’ conceptual understanding and self-confidence (F = 8,796; p < 0,05). Thus, it could be concluded that learning model and cognitive style give significant impact on the students’ conceptual understanding and self-confidence in terms of cognitive styles.

Teacher Performance Analysis in the Learning Process Wahyu, Sri; Rizal, Fahmi; Syah, Nurhasan
Journal of Education Reseach and Evaluation Vol 5 No 1 (2021): February
Publisher : LPPM Undiksha

Educational problems that occur today include the low quality of education at each level of the education unit. It is due to low teacher performance. This study aimed to analyze teacher performance in the learning planning process, learning implementation, and learning evaluation. This research method is carried out using a qualitative approach research method that produces descriptive data in written or spoken words from the teachers that can be observed. The interviewing instruments are interviews, observation, and documentation. Data analysis techniques are used through data reduction, data display, and verification (concluding). Based on this study's findings, it is concluded that the teacher's performance in lesson planning has met the criteria that must be done in learning, learning materials, learning resources, learning media, and assessment of learning outcomes. By making the lesson plan, the teacher has carried out the lesson planning well. The teacher's performance in implementing learning has been carried out well. It can be seen from the learning activities that have been created by the teacher in the classroom. Teacher performance in learning evaluation includes evaluating good learning outcomes by implementing structured remedial and enrichment.

Teaching the 21st Century Skills (4Cs) in English Literacy Activities Ratama, I Putu; Padmadewi, Ni Nyoman; Artini, Luh Putu
Journal of Education Reseach and Evaluation Vol 5 No 2 (2021): May
Publisher : LPPM Undiksha

This study aimed to investigate the kinds of 21st century skills (4Cs) in English literacy activities. The design of this research was descriptive qualitative. The subjects of this research were 120 students and 3 teachers in this school. The techniques of data collection were observation, interview, note taking, document analysis and documentation. The finding showed that there were five English literacy activities implemented in this school namely, reading response journal, news reading program, guiding object commentary, travel itinerary writing and cooperative literacy program. In the implementation of those English literacy activities, the teachers taught the 21st century skills (4Cs). In reading response journal, the 21st century skills taught were critical thinking, collaboration and communication skills. In news reading program and cooperative literacy program, all of those 21st century skills (4Cs) were taught. In, guiding object commentary, there were three 21st century skills were taught namely critical thinking, creativity and communication skills. At last, there were three skills were taught in travel itinerary writing namely critical thinking, collaboration and creativity skills. In teaching the 21st century skills, the teachers still had challenges in teaching critical thinking, collaboration and communication skills. There was no challenge in teaching creativity skill in English literacy activities. This research was expected to be beneficial for the policymaker, schools, and teachers who had big effort in implementing effective literacy program in schools. Those activities and ways of teaching the 21st century skills could be adopted in order to enhance the level of literacy program.

Visualizing Mathematics: The Use of Block Models for Strategic Problem Solving Garzon, Julius R; Casinillo, Leomarich F
Journal of Education Reseach and Evaluation Vol 5 No 1 (2021): February
Publisher : LPPM Undiksha

The ability to visually manipulate problem quantities is often the key to understand effectively the concept towards proper solution process. Modeling blocks in a problem text is a visual mathematical technique that utilizes bar models to express relationship between known and unknown numerical elements. Facing a dismal performance among students entering high school with poor basic problem-solving skills, this study is an attempt to investigate how block model approach potentially reinforce students’ heuristic skills (analytical & procedural) in solving mathematical problems. Two classes of grade 7 students in Ibarra National High School, Maasin City, Philippines were used as participants which is assigned into groups, that is, control and experimental groups. Control group was taught using conventional method while the experimental group was taught using the concept of block model. Using quasi-experimental design, the data analysis revealed significant increase in scores and significant mean difference in problem-solving skills between groups who used and did not use block model method. In conclusion, utilization of block models gives high potential in developing strategic problem-solving ability of learners. Hence, this approach should be incorporated by mathematics teachers in their teaching strategies.

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Contact Name
Rahmat Aziz

Contact Email
azira@uin-malang.ac.id

Phone
+6281805343572

Journal Mail Official
journaljere@gmail.com

Editorial Address
Journal of Educational Research and Evaluation Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Pendidikan Ganesha Jl. Udayana Kampus Tengah Singaraja, Bali, Indonesia 81116 Telp. +62362-22928

Location
Kota denpasar,

Bali

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Rahmat Aziz

Contact Email azira@uin-malang.ac.id

Phone +6281805343572

Journal Mail Official journaljere@gmail.com

Editorial Address Journal of Educational Research and Evaluation Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Pendidikan Ganesha Jl. Udayana Kampus Tengah Singaraja, Bali, Indonesia 81116 Telp. +62362-22928

Location Kota denpasar, Bali INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Rahmat Aziz

Contact Email
azira@uin-malang.ac.id

Phone
+6281805343572

Journal Mail Official
journaljere@gmail.com

Editorial Address
Journal of Educational Research and Evaluation Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Pendidikan Ganesha Jl. Udayana Kampus Tengah Singaraja, Bali, Indonesia 81116 Telp. +62362-22928

Location
Kota denpasar,

Bali

INDONESIA