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[Establishing the Delphi Technique for Validity Measure of Employability Skills in Industrial Work Practice Program ]]>
<![CDATA[Yutima, Ellydza]]>;
<![CDATA[Suseno, Muchlas]]>;
<![CDATA[Dudung, Agus]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 2 (2022): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i2.45829
<![CDATA[Research instruments in program evaluation are essential and need thorough care regarding validity, reliability, and credibility. This study aims to verify the skills required in the Industrial Job Training Program applicable to Astra Honda repair shops. The Delphi analysis technique was used in this study to reach a consensus among experts on the skills required for motorcycle engineers. The participants of this research were six panelists using the purposive technique. Data were collected through document analysis, questionnaires, and follow-up interviews. The instrument used to collect data is a questionnaire sheet. The consensus among six experts in rating skills is then calculated using SPSS 24 software to perform W analysis. The research results are, first, experts prioritize mastery of soft skills over technical skills. It can be proven by the ranking results, which place soft skills in the top 7 rankings ahead of all technical skill items. Second, among the many technical skills presented from the government's proposed curriculum and Honda's traditional skills, experts selected only the most specific and specialized skills that were most widely applied in the workplace. It was concluded that experts prefer workers who excel in soft skills compared to technical skills.]]>
<![CDATA[Minimum Competency Assessment to Measure Mathematical Literacy of Junior High School Students ]]>
<![CDATA[Syaifuddin, Mohammad]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 2 (2022): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i2.46263
<![CDATA[Referring to the results of international tests, both PISA and TIMSS, Indonesia continues to strive to improve students' mathematical literacy skills through various policies. However, most students performed better in terms of literacy than on the arithmetic test. This study aims to develop a valid and reliable minimum competency assessment instrument to measure and describe the mathematical literacy competence of junior high school students in carrying out the minimum competency assessment (MCA). This type of Research & Development (R&D) research uses the development stages of the modified Oriondo and Antonio models. This study involved 60 students. The subjects used for the trial were 15 junior high school students. The methods used to collect data are observation and questionnaires. The instrument used to collect data is a questionnaire. The data analysis technique is descriptive qualitative and quantitative analysis. The results showed that 17 questions were valid and reliable, with Alpha reliability of 0.853, and suitable for measuring the numeracy literacy competence of junior high school students. The average numeracy literacy competence of junior high school students is 53.3, categorized as 'less.' The research findings suggest that teachers can utilize the MCA test to assess students' mathematical literacy and identify areas where students need to improve classroom learning.]]>
<![CDATA[Formative Evaluation Instruments of Integrated Character Education in Thematic Learning ]]>
<![CDATA[Mertasari, Ni Made Sri]]>;
<![CDATA[Yudana, I Made]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 2 (2022): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i2.46775
<![CDATA[The social, emotional, and ethical domains receive less emphasis on all subjects, except for subjects aimed at moral development, causing many problems. However, due to various limitations, it is not uncommon for education in schools to emphasize the academic realm, which is a provision for students to find provisions for life in the future. This research aims to develop an Integrated Character Education Formative Evaluation Instrument in Thematic Learning. This type of research is development. The integrated character education assessment instrument was developed following the Gregory test development procedure. The methods used in collecting data are questionnaires and observations. The data collection instrument used a questionnaire. The technique used in analyzing the data is descriptive qualitative, and quantitative analysis. The study's results, namely the expert assessment, found that the instrument's content validity was qualitatively feasible and quantitatively. It was also feasible because the Content Validity Ratio (CVR) ranges from 0.80-0.82. The rater's reliability coefficient is 0.78 and has exceeded the eligibility threshold. It was concluded that the instrument could be used for simultaneous character and academic evaluation, both for evaluating learning activities in and outside the classroom with a performance approach.]]>
<![CDATA[Hidden of Human Potentials of Children with Down Syndrome (DS) Based on Response to Intervention ]]>
<![CDATA[Bintoro, Totok]]>;
<![CDATA[Riana Bagaskorowati]]>;
<![CDATA[Murni Winarsih]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 2 (2022): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i2.48417
<![CDATA[Every child has potential, both typical children and children with special needs, especially children with Down Syndrome (DS). Children with DS are classified as having mental retardation; a low level of intelligence indicates the most prominent characteristics. Children with DS have opportunities to grow and develop and possibilities in their human potential. This study aims to identify the hidden human potential in children with Down syndrome (DS) based on the response to the intervention. This type of research is a case study. Researchers chose three research subjects as samples to be observed. The approach used in this research is a case study with a qualitative descriptive approach through an experimental study method. Data collection methods in this study were interviews, observation, documentation, and field notes. The instruments used are observation sheets and interviews. The data used in this study is qualitative data with the Miles and Huberman model. The study results showed that three children with DS had shown the advantages of hidden human potential such as drawing and dancing. The emergence of this hidden human potential is shown by the creation of trust in their relationships with peers, parents, and teachers.]]>
<![CDATA[Project Assessment with Nationalism Insight at Elementary Schools and Its Impact Towards Students’ Social Science Achievement and Nationalism Attitude ]]>
<![CDATA[Widiana, I Wayan]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 2 (2022): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i2.48472
<![CDATA[The low of social science learning outcomes occur because teacher tends to give tests that lead to cognitive assessments and only assess students’ attitudes when doing tests without paying attention towards student skills. This study aimed to analyse the effect of learning by applying a project assessment with a national perspective on social studies learning outcomes and students’ attitudes toward nationalism. The type of research was quasi-experimental design with a non-equivalent post-test-only control group. This study’s population was all class V students by total 231 students. The amount of sample in this study is 46 people. Data collection methods were test and non-test. Instruments of learning outcomes and attitudes of nationalism were then validated in content and empirically by two experts with item validity and reliability tests. The data collected were analysed using analysis with MANOVA. The study’s results based on the calculation of the MANOVA test obtained a significant number of 0.000 which means less than 0.05 (0.000 <0.05). It means that there are differences, either partially or simultaneously, in social studies learning outcomes and students’ attitudes toward nationalism who were taught by applying a project assessment with a national perspective. It is concluded that using project assessment with a national view positively affect social studies learning outcomes and the nationalism attitude of fifth grade elementary school students.]]>
<![CDATA[Problem-Based Learning: Learning Approach Solutions in Crisis Period ]]>
<![CDATA[Mahendra, I Wayan Eka]]>;
<![CDATA[Sugiharni, Gusti Ayu Dessy]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.34575
<![CDATA[Currently, there are many schools that apply poor learning activities using conventional approaches during the Covid-19 pandemic. Moreover, it is suspected that there has been a learning loss. Therefore, a learning approach is needed that can improve student learning activities which lead to an increase in students' higher order thinking skills (HOTS). Therefore, the aim of this study is to analyze the application of online PBL in its effect on student`s thinking abilities. This research was conducted at State Junior High Schools which involving a sample of 78 students who were taken using a simple random sampling technique. The students' higher-order thinking skills (HOTS) were collected by using the test which has examined its validity and reliability coefficients. The collected data were analyzed using the t-test which has initially examined the normality of the data distribution and the homogeneity of the variants. The results of this study indicated that there was an effect of implementing a problem-based learning (PBL) approach on the students' higher-order thinking skills (HOTS).]]>
<![CDATA[Pedagogical Competence of Teachers in Planning Vocational High School Learning ]]>
<![CDATA[Ahyanuardi]]>;
<![CDATA[Efronia, Yulia]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.41556
<![CDATA[The teacher becomes the main actor in the learning process, especially in vocational education, namely productive learning which has its own characteristics that cannot be equated with adaptive and normative learning. This research aims to analyze directly the pedagogical evaluation of teachers in planning learning activities in vocational school in the field of electricity. This study used the Countenance Stake evaluation research method. This research focuses on one aspect, namely the planning aspect (antecedents) in the productive learning process. The research method used is the quantitative method. The data collection techniques used are questionnaires. Data analysis techniques are performed using descriptive quantitative. The results showed that there was a weakness in the pedagogical competence of teachers in making plans for learning activities with an average of 3.24 which was in the category quite well. Learning planning made by teachers has not been in accordance with process standards and also does not refer to a curriculum that is tailored to the abilities and needs of learners. There needs to be a review and improvement of the aspects that have not been fulfilled in the learning planning made by teachers and also the need to improve the pedagogical competence of teachers so that learning activities can be carried out properly and able to print competent vocational school graduates.]]>
<![CDATA[Characteristics of National Standardized School Examination Test Items on Biology Subject in High School ]]>
<![CDATA[Hidayah, Murti Ambarwati]]>;
<![CDATA[Retnawati, Heri]]>;
<![CDATA[Yusron, Eri]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.42656
<![CDATA[A good test instrument is required to measure students’ academic abilities. For final-year students, this ability is measured by USBN tests. This study aimed to analyses the characteristics of biology test items in the National Standardized School Examination (USBN) and analyses item tests categorized as difficult and poor. Type of study was descriptive exploratory with quantitative and qualitative approaches. Quantitative data analysis was performed using the classical test and item response theories with 1 logistic parameter model. Qualitative data analysis described why such question items are categorized as difficult and poor according to the classical test theory. The data were collected by using documentation of the answers of 193 students. The study results show that, according the classical test theory, Biology USBN item tests had the average difficulty index of 0.525 (moderate category) and the average of discrimination index obtained is equal to 0.124 (good category). Based on the item response theory, the mean difficulty index was -0.00029 (moderate category). The reliability test estimation result was 0.51, categorized as moderate. The qualitative analysis result showed that items categorized as difficult are the food web in the ecosystem, nervous system, and human excretion system.]]>
<![CDATA[The Commitment of Special School Teachers Towards The Implementation of Distance Learning During the Covid-19 Pandemic ]]>
<![CDATA[Subagya, Subagya]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.44455
<![CDATA[The COVID-19 pandemic is a challenge for teachers to keep learning. One alternative that teachers can do is distance learning. The continuity of learning is largely determined by the commitment of the teacher. The purpose of this study is to reveal the contribution of teacher commitment to the continuity of learning, as well as to find out the effective contribution and relative commitment of teachers to learning in special schools. This research approach is quantitative research. The sampling technique used is accidental sampling, where the determination of the sample is based on chance, anyone who responds to the researcher can be used as a sample. Data collection techniques using a questionnaire. The teacher commitment instrument was adapted from the commitment scale developed by Allen and Meyer which has sufficient validity and reliability. The learning instrument uses content validity, and the instrument reliability uses the interrater technique. Questionnaires were sent via WhatsApp to all teacher communities throughout Indonesia which were limited to 3 days and collected 872 respondents. The data were analyzed by multiple regression with the help of SPSS 23. The results showed that the teacher's commitment to the implementation of distance learning was influenced by the teacher's commitment by 2.5% and influenced by other variables not included in the linear regression model by 97.5%. Normative commitment has an effective contribution (1.31%) and a relative contribution (51.77%), which is the largest contribution compared to the other two aspects of commitment.]]>
<![CDATA[How Picture Storybook Improve Creative Thinking Skills and Learning Outcomes of Elementary School Students? ]]>
<![CDATA[Darmawan, Lutfi Andi]]>;
<![CDATA[Wuryandani, Wuri]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.45566
<![CDATA[The lack of creative and innovative media use can make the atmosphere of learning activities tend to be boring and students find it difficult to understand the subject matter discussed in class, so that students become less active, independence and interaction of students in the learning process is not visible so that students tend to be passive and uncommunicative. This study aims to produce an appropriate Picture Storybook, produce the practical picture Storybook, and reveal the effectiveness of the media produced to improve students’ thinking skills and learning outcomes. This research was R&D with the Borg & Gall model. The subjects in this study were fourth-grade elementary school students. Data collection in the initial study was carried out through observation and interviews. Product validation was carried out by material experts and media experts. Data analysis used independent sample t-test and MANOVA test. The results of this study are in the form of a picture storybook that is suitable for use based on the results of the validation with the "very appropriate" category. Independent sample t-test on creative thinking skills resulted in a significance value of 0.008, which means that there is a difference in the average creative thinking skills of students who use picture storybook media. Independent sample t-test on student learning outcomes resulted in a significance value of 0.001, which means that there is a difference in the average student learning outcomes using picture storybook media. The MANOVA test results show a significance value of 0.001 less than 0.05, which means that the picture Storybook media has a significant effect on creative thinking skills and learning outcomes.]]>
