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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
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Journal of Educational Research and Evaluation
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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Project-Based Learning on Science Process Skills and Learning Outcomes in High School Physics: A Quasi-Experimental Study on the Topic of Fluids Luh Gede Sutaryani; Ni Made Pujani; I Nyoman Tika
Journal of Education Reseach and Evaluation Vol 8 No 4 (2024): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i4.83769

Abstract

This research was motivated by the low science process skills (KPS) and student learning outcomes on the topic of fluids at the high school level. The main purpose of this study is to examine the impact of the implementation of the Project-Based Learning (PjBL) model on improving PPP and student learning outcomes. The type of research used is quasi-experiment, involving two groups, namely an experimental class that applies PjBL and a control class that uses direct learning methods. The study population was high school students with a randomly selected sample. Data were collected through objective tests and essays to measure KPS and student learning outcomes, then analyzed using descriptive statistical analysis and Multivariate Analysis of Covariance (MANCOVA). The results show that the implementation of PjBL has a significant positive impact on improving PPP and student learning outcomes compared to direct learning methods. The conclusion of this study is that the PjBL model is an effective pedagogical approach in improving students' science process skills and learning outcomes on fluid topics. The implications of this study show that PjBL can be a recommended learning strategy to improve the quality of science education in high school.
Quality of Argumentation Questions on Excretory System Materials Using the ANATES Application Ruri Lorika; Fitri Arsih; Heffi Alberida; Irdawati
Journal of Education Reseach and Evaluation Vol 8 No 4 (2024): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i4.83905

Abstract

One of the relevant materials in this regard is the excretory system in biology learning, which requires students' deep understanding and problem-solving skills. However, developing valid, reliable, and quality argumentation questions for this material still faces challenges. This study evaluates the quality of argumentation questions on excretory system material using the ANATES application. A total of 35 grade XI students became research participants. The research instrument was in the form of 10 argumentation questions, which were analyzed using ANATES to measure the validity, reliability, difficulty level, and differentiating power of the questions. The analysis results provide a detailed explanation of the level of argumentation of questions on the material of the excretory system. In conclusion, this study underscores the critical role of item quality in accurately assessing student understanding. The findings advocate the continued use of ANATES to improve item construction. The implications of this study extend to educators and curriculum developers developing more effective assessment instruments. The findings of this study are expected to assist in creating more appropriate evaluation instruments to measure students' understanding of the excretory system material. In addition, the results of this analysis can also be used to improve and refine the types of questions to increase the validity and reliability of argumentation evaluation tools. To enhance the quality of science teaching in secondary schools, educators, curriculum designers, and educational researchers can utilize the implications of this study.
Analytical Thinking Skill and Problem Solving Skills Instruments in Biology Learning Using Rasch Model Ardianti, Riska; Razak, Abdul; Alberida, Heffi; Fadilah, Muhyiatul; Sari, Mutia
Journal of Education Reseach and Evaluation Vol 8 No 4 (2024): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i4.84026

Abstract

The low level of analytical thinking and problem-solving skills of students is often caused by the lack of teacher evaluation of these skill levels and the inadequate use of assessment instruments. To overcome this problem, it is necessary to prepare and analyze quality instruments in order to accurately describe students' abilities. This study aims to analyze students' analytical thinking skills and problem-solving skills using Rasch modeling. This study is a quantitative descriptive research with a sample of 30 grade XI students of SMA who were selected using random sampling techniques. The research instrument consisted of eight essay questions, namely four questions to measure analytical thinking skills and four questions for problem-solving skills. Data analysis was carried out using Rasch modeling to evaluate the validity, reliability, level of difficulty, and differentiation of the questions. The results of the study show that the instrument has good to excellent validity. All items meet the fit criteria, with item reliability in the good to special category, although the reliability of the person is classified as low to sufficient. The difficulty level of the questions is ideally distributed, reflecting the balance between easy and difficult questions, as well as the excellent differentiation of items. This instrument is feasible to use, but it is recommended to increase the number of question items in order to increase the reliability of the person in the separate measurement. The implication of this study is the importance of developing valid and reliable assessment instruments to support the skill-based learning and evaluation process.
Delopment and Validation of a Self-Efficacy Scale for Distance Learning Gede Suwardika; Agus Tatang Sopandi; Indrawan, Putu Oktap
Journal of Education Reseach and Evaluation Vol 8 No 4 (2024): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i4.84044

Abstract

Not all students are ready to face changes, primarily related to self-efficacy in the context of entirely technology-based learning. This study aims to develop and validate a reliable and valid Self-Efficacy Scale for Distance Learning/SESDL. This scale is designed to measure self-efficacy in students studying in the context of distance learning. This study involved 151 UPBJJ-UT Denpasar students selected using Cluster Sampling. The instrument developed consisted of 34 statement items covering three dimensions of self-efficacy, namely magnitude, strength, and generality. Validation was done through confirmatory factor analysis (CFA) and the Rasch model. The analysis showed that the SESDL instrument had high reliability, strong construct validity, and good model fit. Educators, researchers, and practitioners can use this scale to accurately measure student self-efficacy in distance learning. The implications of this study are that it significantly impacts various parties in the world of education. For educators and educational institutions, this scale can be used as an evaluation tool to understand student self-efficacy in the context of distance learning. With this understanding, educators can design more targeted strategies and methods to increase students' self-confidence in overcoming the challenges of distance learning, such as improving time management skills, learning independence, and using technology.
Improving Junior High School Students' Learning Discipline Through Digital Literacy: A Correlational Study on Science Learning with Dynamic Electricity Material Darmaji; Astalini; Kurniawan, Dwi Agus; Triani, Elza
Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i1.81139

Abstract

In this digital era, digital literacy has become an inseparable skill in the learning process. However, digital literacy is also closely related to students' disciplinary character. This study investigates the relationship between digital literacy and students' disciplinary character in junior high schools, especially in the context of dynamic electricity learning in physics subjects. This study aims to identify how much digital literacy plays a role in developing students' disciplinary character. This research method is a quantitative study with a correlational design. Data were collected using a validated Digital Literacy and Disciplinary Character questionnaire from 100 grade VIII students. Data analysis was carried out using descriptive, normality, linearity, and correlation tests. The study's main results found a significant positive correlation between digital literacy and disciplinary character, with digital literacy explaining 42% of the variation in disciplinary character. This study concludes that higher digital literacy significantly develops students' disciplinary character. These results indicate the importance of integrating digital literacy into the school curriculum to improve technical skills while developing students' disciplinary character. Further research is recommended to explore other factors, such as family environment and school policies, that may influence students' disciplinary character.
Socialization of AKMI Policy as a Catalyst for Enhancing Students' Reading Interest Akhmaliah Siti Nailan; Ana Anisa; Asri Khoirunnisa; Dedeh Sariah; Wahyu Hidayat
Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i1.82202

Abstract

This research is motivated by the lack of socialization of the Indonesia Madrasah Competency Assessment (AKMI) policy which causes problems in its implementation, especially related to students' interest in reading. This study aims to determine the relationship between the socialization of AKMI policies and students' interest in reading. This study uses a quantitative method with a type of correlational research. Data was collected through interviews and questionnaires compiled based on indicators of policy socialization and reading interest. The results of the study showed that policy socialization was relatively good, with a percentage of 71.15%, and students' reading interest was also in the good category with a percentage of 65.33%. Correlation analysis showed a significant positive relationship between the socialization of AKMI policies and students' reading interest, with a correlation coefficient of 0.450 which was included in the medium category. The influence of AKMI policy socialization on students' reading interest reached 25%, while the remaining 75% was influenced by other factors such as student learning outcomes, teacher ability, and student intellectual level. In conclusion, there is a significant positive relationship between the socialization of AKMI policies and students' interest in reading. Effective implementation of AKMI policies can increase reading literacy and students' interest in reading through various literacy programs developed in madrasas.
Opportunities and Threats of the ChatGPT Revolution in Completing Students’ Final Assignments Mansur, Aisyah; Amaliya, Winda; Lestari, Widya Ainun; Adiba, Fhathia
Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i1.83227

Abstract

ChatGPT is an artificial intelligence-based chatbot that has attracted global attention due to its ability to generate coherent, systematic, and informative responses. The potential of ChatGPT to handle complex tasks, including in educational contexts, presents new challenges related to the opportunities and threats of its use in academic writing. This study aims to evaluate the effectiveness, efficiency, and impact of ChatGPT in completing students’ final assignments. The research employs a non-experimental quantitative approach with a descriptive design. The population consists of students from Universitas Negeri Makassar, with a randomly selected sample of 396 students. Data were collected through structured questionnaires and analyzed using descriptive statistics and Partial Least Squares-Structural Equation Modeling (PLS-SEM) to identify the influence of ChatGPT in academic contexts. The results indicate that ChatGPT plays a significant role in improving the quality and efficiency of final assignment completion. The use of ChatGPT helps students reduce mental burdens and stress often experienced during the writing process. However, concerns have also emerged regarding the increased risk of plagiarism and the potential for excessive dependence on this technology. The study concludes that there is a need for strict regulations from higher education institutions to ensure that the use of ChatGPT by students aligns with ethical principles and academic integrity. These findings have implications for the development of adaptive educational policies in response to advancements in artificial intelligence technology.
The Success of Teachers in Implementing the Curriculum in Statistics Subjects Ramatni, Ali
Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i1.83766

Abstract

Negative mindset and attitude towards statistics lessons have an impact on interest in learning. Facts show that the teaching methods of statistics materials used by teachers in Indonesia are less than optimal. The gap between the theory of expectations and reality in the field is urgent to research to analyze the attitudes of prospective teachers towards statistics and differences in attitudes between genders. The research method used is quantitative with a Survey approach. The sample was 641 teachers spread across Sungai Penuh. Data collection techniques with Surveys with instruments. This scale uses a Likert scale from 1 strongly disagree to 7 strongly agree. The analysis technique used is descriptive statistics with the help of SPSS Version 25.0 to calculate the mean, standard deviation, and T-test. Alpha factor analysis and confirmatory Cronbach are used to test reliability and validity. The attitudes of prospective teachers and analyzed using SPSS version 25.0 and CFA was analyzed using SPSS AMOS 25.0. The results found that teachers' attitudes were in the good and positive categories towards the four components of the model. It was also found that female teachers had more positive attitudes towards statistics than male teachers. The study concludes that teachers in statistics learning are encouraged to learn independently with the preparation and training received, and teachers' attitudes and skills are increasingly developing with frequent training. The implications of this study are for the development of teacher learning processes in the classroom by attending training more often and using exercises and discussions in statistics learning.
A Gamified Assessment Tool to Enhance Learning Motivation in History Fahruddin; Arif Saefudin
Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i1.83981

Abstract

Low student motivation in history subjects often leads to minimal participation and superficial understanding of the material. To address this, the study aimed to develop and evaluate a gamified assessment tool designed to enhance student motivation in learning history. Gamification, incorporating elements such as points, badges, and leaderboards, has been shown to increase motivation and engagement across various fields; however, its application in history assessments remains relatively unexplored. This research followed the Research and Development method, utilizing the ADDIE model. In the Analysis phase, data were gathered through surveys and interviews with teachers and students. The Design phase focused on creating the assessment tool with gamified features. In the Development phase, a prototype was created and validated by experts in history and media. The Implementation phase involved testing the tool with 10th and 11th-grade students. Data were collected through surveys, interviews, and classroom observations. Results demonstrated that the gamified assessment tool significantly improved students' motivation, with the average score increasing from 3.2 to 4.5, notably enhancing interest, engagement, and learning satisfaction. The final evaluation confirmed that the tool not only boosted motivation but also deepened students' understanding of historical content. This tool can be adapted for use by educators in Indonesia to address similar challenges in history education and can be extended to other subjects to enhance overall educational quality.
Feasibility of Minimum Competency Assessment Questions (MCA) Numeracy Based on Higher Order Thinking Skills (HOTS) to Improve Student Competence Hari Sugiharto Setyaedhi
Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i1.84139

Abstract

The Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) tests show that the mathematics achievement of Indonesian students is very low. This research aims to produce a PISA model product in the form of Minimum Competency Assessment (MCA) numeracy questions based on Higher Order Thinking Skills (HOTS) and test its suitability as a measuring tool so that it can improve student competence. The research subjects were education evaluation experts and high school students. Data collection techniques are obtained through tests, observations, interviews and questionnaires. Data were analyzed using quantitative descriptive. The development model uses ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The results of the research on MCA numeracy were declared feasible as follows: validation results by educational evaluation experts obtained a score of 97.3%, categorized as very feasible; individual trial results of 80% were categorized as feasible; small group trials of 90% were categorized as very feasible. The conclusion of the research on developing HOTS-based MCA questions is that it is very suitable to be used as a test tool to test student competency. The implications of the results of this research regarding MCA can improve student competence in high school.

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