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[The Influence of Principal's Transformational Leadership and Work Motivation on Teacher Innovation at State Elementary Schools ]]>
<![CDATA[Haestetika, Meeka]]>;
<![CDATA[Marsidin, Sufyarma]]>;
<![CDATA[Anisah]]>;
<![CDATA[Sulastri]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i4.67348
<![CDATA[Teacher innovation is the ability of a teacher to be creative in managing the learning process with the competence they has. Based on the pre-survey in the field, it is illustrated that the innovation of public elementary school teachers is still low. This study aims to analyze the effect of the principal's transformational leadership, and work motivation on the innovation of public elementary school teachers. This research is a correlational quantitative research with associative type. The research instrument used a Likert Scale model questionnaire. The trial was carried out on a population outside the sample of 30 people.Then the research data were analyzed using the average score (Mean) for data description, requirements test, namely the normality test, homogeneity test, linearity test and multicollinearity test. Then test the hypothesis using simple linear regression and multiple linear regression testing using SPSS version 24.0. The results of the descriptive analysis of teacher innovation were 82.15%, the transformational leadership of school principals was 91.12%, and work motivation was 91.51%. The results of the data analysis show that there is a significant influence between the transformational leadership of school principals on teacher innovation by 17.4%, there is a significant effect between work motivation on teacher innovation by 33.5%, and there is a significant influence between the transformational leadership of school principals and work motivation together on teacher innovation by 35.3%.]]>
<![CDATA[The Influence of Organizational Culture and Providing Incentives on Employee Performance ]]>
<![CDATA[Novita, Lola]]>;
<![CDATA[Syahril]]>;
<![CDATA[Gistituati, Nurhizrah]]>;
<![CDATA[Sabandi, Ahmad]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i4.67479
<![CDATA[This research is motivated by the author's observations regarding the problem of low employee performance at the Office of Education and Culture of the City which shows that organizational culture and incentives are still not in accordance with what is expected and employee performance is still not optimal. The purpose of this study was to analyze positive influence of organizational culture and the provision of incentives on employee performance at the Education and Culture Office of the City. This research is a correlational quantitative research with associative type. The population in this study was all employees at the Office of Education and Culture of the City totaling 90 employees and the sample was determined using the Cohran formula with an error rate of 10% with the Proportionate Stratified Random Sampling technique obtained 63 employees. The research instrument uses a questionnaire with a Liker scale which has 5 alternative answers. Before the questionnaire was used, trials were carried out to determine its validity and reliability. Data analysis techniques were performed using multiple linear regression tests which were processed using SPSS version 24. The results of the data analysis show that there is a significant influence between organizational culture and the provision of incentives jointly on employee performance. So the multiple linear regression equation used is 32.864+0.324X1+0.427X2+e. In the determination coefficient test, the gain is r² = 0.613 which shows that the determination of the organizational culture variable and the provision of incentives on employee performance is 61.3%.]]>
<![CDATA[The Effectiveness of Learning Progression-based Biotechnology STEM Module to Improve Metacognitive Skills ]]>
<![CDATA[Muninggar, Siti]]>;
<![CDATA[Sarwanto]]>;
<![CDATA[Ramli, Murni]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i4.67502
<![CDATA[The times demand human resources that are proficient enough to face all situations and challenges confidently. These resources can be reflected in metacognitive skills. The existence of low metacognitive skills encourages the authors to use the learning progression-based biotechnology STEM module. The aim of this study is to analyze the effectiveness of the learning progression-based biotechnology STEM module to improve the metacognitive skills of the ninth-graders of junior high school in science subjects. This research is quasi-experimental research with a pretest-post-test control group design that tested the effectiveness of the module to improve the metacognitive skills of the ninth-graders of junior high school on biotechnology. The sampling technique used was simple random sampling which consisted of four ninth-grade classes. Each class consisted of 32 students. The four classes were grouped into two, namely the control group consisting of one class (32 students) and the experimental group consisting of three classes (96 students). The data were obtained by conducting tests analyze with an independent sample t-test. The results showed that the learning progression-based biotechnology STEM module had sufficient influence to improve the metacognitive skills of the ninth-graders of junior high schools.]]>
<![CDATA[Differences in Providing Education Using Poster Media and Audiovisual Media on Prevention of Rabies Transmitting Animal Bites ]]>
<![CDATA[Achjar, Komang Ayu Henny]]>;
<![CDATA[Asih, Putu Tarma]]>;
<![CDATA[Lestari, Agus Sri]]>;
<![CDATA[Gama, I Ketut]]>;
<![CDATA[Ribek, I Nyoman]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i4.67548
<![CDATA[Rabies is an acute infectious disease that attacks the nervous system in humans and warm-blooded animals caused by the rabies virus, transmitted through the saliva of rabid animals such as dogs, cats, monkeys, raccoons and bats through bites or open wounds. The aim of the research is to analyze the differences in providing education using poster media and audiovisual media on behavior to prevent bites from animals that transmit rabies. The type of research used was pre-experimental designs with a two-group pre-test and post-test without control group design. The sampling technique used is non-probability sampling, namely purposive sampling. The number of samples used in this research was 86 families divided into 2 groups, namely the poster group and the audiovisual group. This research used a questionnaire sheet to measure the behavior of preventing bites from animals that transmit rabies, which consists of 3 sub-variables, namely knowledge, attitudes and actions. Then it was analyzed using the Mann-Whitney test to analyze the differences between educational poster media and audiovisual media. The research results show that the average value for poster media before is 65.6 and after is 77. Meanwhile, the average value for audiovisual media before is 72.2 and after is 82.3. Statistical testing used the Mann-Whitney test and obtained a ρ−value of 0.001 < 0.05. The conclusion is that there is a difference between providing education using poster media and audiovisual media on behavior to prevent bites from animals that transmit rabies. Suggestions to respondents are that they can provide education to those closest to them or anyone who is advised to use audiovisual media.]]>
<![CDATA[The Effect of Academic Supervision and School Climate on Teacher Performance in Islamic Junior High School ]]>
<![CDATA[Rohmah, Siti]]>;
<![CDATA[Hadiyanto]]>;
<![CDATA[Irsyad]]>;
<![CDATA[Sulastri]]>;
<![CDATA[Nurjanah]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i4.67600
<![CDATA[This research was motivated by observations of problems regarding the low performance of teachers in junior high schools which showed that academic supervision and school climate were still not in line with what was expected and teacher performance was still not optimal. The aim of this research is to analyze the influence of academic supervision and school climate on teacher performance in junior high schools. This research is a correlational quantitative research with an associative type. The population in this study were all teachers at Islamic College Middle Schools, totaling 98 teachers and the sample was determined using a non-probability sampling technique with a purposive sampling category, namely a sampling method by determining characteristics that were in accordance with the research objectives, obtaining 63 teachers. The research instrument uses a questionnaire with a Likert scale which has 5 alternative answers. Before the questionnaire was used, a trial was carried out to determine its validity and reliability. The data analysis technique was carried out using multiple linear regression tests which were processed using SPSS version 24. The results of data analysis showed that there was a significant influence between academic supervision and school climate on teacher performance with a value of Fcount>Ftable (6.269>3.14), so there was a significant influence between academic supervision and school climate together on teacher performance. In the coefficient of determination test, r² = 0.145 was obtained, which means that the determination of the academic supervision and school climate variables on teacher performance is 14.5%.]]>
<![CDATA[Two-Factor Self-Esteem Improvement Program for Adolescents with Self-Esteem Problems ]]>
<![CDATA[Mujiati, Sri]]>;
<![CDATA[Kurniawati, Farida]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v8i1.67700
<![CDATA[Low self-esteem is a problem that often occurs in adolescent students. Another problem is that research examining the effectiveness of intervention programs still focuses on participants with clinical conditions. On the other hand, general public participation in educational contexts, for example teenage students, still needs to be improved. This research analyzes a two-factor self-esteem enhancement program for adolescents with self-esteem problems. With a single subject design, this study aims to examine the effectiveness of a two-factor intervention development program for adolescent students with self-esteem problems. The intervention program was prepared based on the intervention program from Mruk (2006) which is directed at developing feelings of worth and capability in adolescent students who have self-esteem problems. Program evaluation was carried out quantitatively and qualitatively using the Kirkpatrick and Kirkpatrick (2006) program evaluation guide. Data on changes in knowledge were measured using a questionnaire, while changes in behavior were measured using the Indonesian version of the Rosenberg Self-Esteem Scale adapted by Maroqi (2018). The research results show that this intervention program has a positive impact on the self-esteem of problematic adolescent students. There are changes in adolescent students' knowledge and behavior after participating in the intervention program. The results of this research can be a reference for practitioners who work with adolescent students, such as psychologists, school counselors and teachers, to develop further intervention programs to support the development of students' self-esteem.]]>
<![CDATA[Mathematics Teachers in Teaching 4C Skills: School-University Perspective ]]>
<![CDATA[Pikir Wisnu Wijayanto]]>;
<![CDATA[Jitu Halomoan Lumbantoruan]]>;
<![CDATA[Loso Judijanto]]>;
<![CDATA[Budi Mardikawati]]>;
<![CDATA[Nuril Huda]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v8i1.67895
<![CDATA[In the 21st century, teacher education is required to look for new ways to improve the quality of mathematics teachers. However, the facts seen from the PISA test show that the achievement of Indonesian students is always low. Additionally, the OECD reports that only 1% of students in Indonesia are able to answer questions at a low level. The research aims to identify and find out what teacher educators face in preparing mathematics teachers with 4C skills and knowing solutions to 4C difficulties. The research method is a qualitative exploratory case study with a single case study design. The subjects were teachers at schools and prospective teachers at universities. Data collection techniques using documents and interviews. Ten prospective teachers from a university perspective and ten in-service teachers from a school perspective. The data analysis technique uses the constant comparative analysis method. The research results found five common challenges: lack of learning ability and motivation among prospective teachers, pedagogical challenges, lack of capacity and conceptual understanding of 4C skills among teacher educators, lack of supporting programs and facilities, and political challenges. Another finding is that teacher capacity is the two main concerns; universities must implement new, dynamic learning systems to equip mathematics teacher graduates with resources that teach 4C skills innovatively.]]>
<![CDATA[My Indonesia is Rich in Culture: Problem-based Articulate Storyline on Social Sciences Lesson Content ]]>
<![CDATA[Ariadiny, Farah]]>;
<![CDATA[Bektiningsih, Kurniana]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i4.67978
<![CDATA[Natural and social science is content of lessons that require memorization. Therefore, in delivering material, it is necessary to use tools that can increase the success of the teaching and learning process. Articulate Storyline is one of the popular e-learning software and has several advantages that make it a good choice in developing interactive learning content. Articulate storyline has an intuitive and easy-to-use interface, enabling users to create interactive learning content without having a strong programming or graphic design background. This makes it very suitable for teachers, instructors, and learning designers. The aim of this study is to develop Articulate Storyline media based on problem-based learning in fourth grade in science content. The research method used is Research and Development (R&D) based on ADDIE research. The data collection techniques used are test and non-test. Meanwhile, the data analysis technique used is qualitative and quantitative data analysis. The research results show that the Articulate Storyline media is very suitable for use with a percentage of material experts of 92% and media experts of 91%. Meanwhile, the effectiveness of using Articulate Storyline media in learning activities was stated to be quite effective based on an average increase (n-gain) in student learning outcomes of 0.61 and an increase in the average pre-test score of 58 to 84 during the post-test. From these results, it can be concluded that problem-based learning-based Articulate Storyline media is very feasible and quite effective for use in fourth grade Science learning.]]>
<![CDATA[Comparative Test of Cronbach's Alpha Reliability Coefficient, Kr-20, Kr-21, And Split-Half Method ]]>
<![CDATA[Hari Sugiharto Setyaedhi]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v8i1.68164
<![CDATA[Final semester exams have an essential role in measuring student learning outcomes. Therefore, the tests must be of good quality. The problem is that lecturers must use reliable measuring tools to measure learning outcomes. This research aims to compare various reliability coefficients to determine which method has the highest reliability. The data collection methods in this research are observation, interviews, and tests based on student responses to the final semester exams. The data analysis technique uses the reliability of the Alpha Cronbach formula, Kuder Richardson 20, 21, and the split-half method consisting of Spearman-Brown, Flanagan, Rulon, and Hoyt. This type of research uses quantitative description. Comparative research designs are ex post facto. The research subjects were 90 undergraduate students. The research results provide several conclusions: first, the odd-even Rulon method has the highest reliability coefficient, namely 0.86; second, all reliable methods have a coefficient above 0.7 as the minimum requirement for acceptance; and third. All reliability methods have relatively the same reliability coefficient, namely around 0.8. fourth, all reliable techniques are suitable for measuring tools in the final semester exam. This research implies that lecturers are advised to use the odd-even Rulon reliability coefficient when measuring learning outcomes.]]>
<![CDATA[From Variables to Research Design: A Deep Dive into Educational Research Methodology ]]>
<![CDATA[Adeoye, Moses Adeleke]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i4.68173
<![CDATA[The systematic collection and analysis of data relevant to the field of education are referred to as educational research. Research writing is a laborious practice that methodically approaches the solution to a given research challenge. It differs from educational institutions and is typically led by a format. This study aims to analyze methodological explanation of variables, background to the study, literature review & research design as ways of promoting vigorous scholarship. This research uses the Systematic Literature Review (SLR) method. The results of this research explain many types of in-depth research methodology. These resources' main goal is to assist young academics and education professionals in learning about the background of the study, literature review, research design, and methodological explanation of variables. Educational research plays a crucial role in the development and improvement of educational practices and policies. It enables educators and policymakers to make informed decisions based on evidence and data. These offer beneficial fundamental knowledge for those who wish to pursue careers as researchers. ]]>
