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Rahmat Aziz
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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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Modelling the Relationship of Community of Inquiry and Critical Thinking Skills in Project-Based Learning with Digital Storytelling Yulian, Ryani; Ruhama, Ufi; Yuniarti; Maulidya Raissa Insyira
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.v9i1.84287

Abstract

Teaching and learning effectiveness rely on multiple factors, including cognitive, social, and teaching dimensions. Although past research has looked into how the community of inquiry (CoI) affects learning, there is still limited knowledge about how CoI connects with project-based learning and digital storytelling. This study examined the connection between the community of inquiry (CoI) framework and critical thinking skills within project-based learningusing digital storytelling. Structural equation modelling (SEM) was employed to analyze the relationships among cognitive presence, social presence, and teaching presence (components of CoI), as well as their impact on engagement and critical thinking skills. Data were collected from 100 students engaged in a digital storytelling project through self-reported questionnaires on a Likert scale. The findings revealed that cognitive and social presences significantly affect student engagement and critical thinking, in line with the CoI framework. Conversely, teaching presence showed an insignificant relationship with engagement, indicating that in contexts that emphasize critical thinking, cognitive presence is more vital. This study highlights that while teaching presence can enhance emotional engagement and lower cognitive load, its role may be less prominent in activities focused on critical thinking. The results emphasize the need for context-specific strategies in applying the CoI framework to effectively develop critical thinking skills in project-based learning settings involving digital storytelling.
The Influence of the TGT Learning Model Assisted by Question Cards on IPAS Learning Outcomes Istiqomah, Nur Hayati; Ahmadi, Farid
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.v9i1.84421

Abstract

The lack of variety in learning makes students easily bored and haveneeds help understanding the material, impacting learning outcomes. Therefore, a learning model is needed to increase students' interest and enthusiasm, such as the Team Games Tournament learning model with the help of Question Cards. The research aims to test the effect of implementing this model on students' science learning outcomes. This research is quasi-experimental in the form of a Nonequivalent Control Group Design. The subjects of this research included the entire population of fourth-grade elementary school students. The sample used was 104 students. The data collection methods used are interviews, observation, tests, and documentation. Data collection instruments with test questions, observation sheets, and interviews. The data analysis technique uses inferential statistical analysis. Data analysis uses qualitative and quantitative descriptive statistics. The results of the hypothesis test show differences in the average student learning outcomes. The results of the N-Gain test show the scores for the control class (low category) and the experimental class (medium category), meaning that there is an increase in the average of better learning outcomes in the experimental class. Based on these results, applying the Teams Games Tournament learning model assisted by Question Cards affects students' science learning outcomes.
Project-Based Virus Enrichment Module Local Issue Context Sri Handayani; Suranto; Umi Fatmawati
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.v9i1.84501

Abstract

The characteristics of the independent curriculum include the implementation of project-based learning and local content, but there are still some teachers who have difficulty implementing project-based learning with local content. This study aims to determine the need for a project-based virus enrichment module with a local issue context as additional learning media for students. This study uses quantitative and qualitative descriptive methods with the research subjects being 35 grade X students and one biology teacher. Data collection techniques through questionnaires and interviews. The questionnaire was filled out by a biology teacher and 35 grade X students. Interviews were conducted with a biology educator and four students. Data analysis techniques by describing research data in the form of percentages and opinion descriptions. The results of the needs analysis show that the virus material is considered difficult because it is abstract, learning still uses textbooks and has never been project-based, while students enjoy learning that makes them do activities in a fun way and produce work. They felt the need for additional learning resources besides textbooks, especially virus development material. Therefore, learning media in the form of project-based enrichment modules on viruses in plants needs to be developed to meet the demands of the independent curriculum and improve students' 4C skills in facing the challenges of the 21st century.
Contextual Teaching and Learning Model with Learning Motivation on Poetry Writing Skills Rentiga Asa, Shodia; Amril Amir
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.v9i1.84569

Abstract

This research stems from the problem of learning poetry writing skills that still focus on completing tasks sourced from books. The dominance of the teacher's role in learning also results in a lack of opportunities for students to actively participate. In addition, limited vocabulary mastery also makes it difficult for students to develop ideas and imagination in writing poetry. This study aims to examine the effect of Contextual Teaching and Learning (CTL) learning model on poetry writing skills in students with high and low learning motivation. Furthermore, this study seeks to examine the interaction between CTL learning model and learning motivation in influencing poetry writing skills. This research used experimental method with 2x2 factorial design. Applying performance test instruments and questionnaires, this study involved 71 samples divided into an experimental group of 35 students and a control group of 36 students. Through t-test and 2-way ANOVA, this study showed that the CTL model had a significant effect on poetry writing skills, both for students with high and low learning motivation. However, the interaction between the CTL model and learning motivation did not occur significantly, meaning that the CTL learning model provides a consistent influence on poetry writing skills, regardless of the level of student learning motivation. Thus, teachers can apply the CTL model evenly and focus on applying contextual learning strategies that are relevant to students' experiences, thus helping students more easily develop their poetry writing skills.
Students' Creative Thinking in STEM Integrated Project-Based Learning (PjBL-STEM) Raras Setyo Retno; Purnomo; Arif Hidayat; Aynin Mashfufah; Enik Chairul Umah
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.v9i1.84704

Abstract

The STEM Project-Based Learning (PjBL-STEM) model enhances students' creative thinking skills, allowing them to explore their potential and design projects accurately. This study aims to analyze students' creative thinking skills (originality) through the PjBL-STEM model, with a case study of 23 fourth-grade students at SDN Balongdowo, Sidoarjo. The research method used is qualitative to describe student activities based on creative thinking within the PjBL-STEM framework, with data collection techniques in the form of observation, interviews, and documentation. Data analysis was carried out descriptively and qualitatively. The PjBL-STEM project involved the design of a wind-powered vehicle that included activities such as understanding the mechanism of kinetic energy, energy transformation, brainstorming, and completing worksheets related to vehicle assembly for wind-powered motion trials. Students learned to design vehicles that adopted the concept of kinetic energy by utilizing wind power. The results showed that the analysis of students' creative thinking (originality) produced several findings: students independently created and designed projects with asymmetrical but accurate results, with very good criteria; students provide answers in their unique ways, perform calculation processes accurately, explore new methods, and complete projects with varying degrees of accuracy. This study concludes that the PjBL-STEM model effectively encourages students' creative thinking skills, especially in terms of originality, and has implications for improving the implementation of STEM-based learning to encourage innovation and creativity in elementary education.
The Educational Philosophy of the Pre-Service Elementary Teachers in the Teacher Professional Education Program Natalia Destiana Putri; Ouda Teda Ena
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.v9i1.85485

Abstract

High-quality teaching is a key factor in the success of a nation's education system. This study aims to identify the educational philosophies adopted by pre-service elementary school teachers and their implications for teaching approaches. This research employs a survey method involving 29 pre-service elementary school teachers enrolled in the Teacher Professional Education Program. Data were collected through an online questionnaire and analyzed using descriptive analysis with IBM SPSS software. The analysis results were interpreted based on mean scores to determine the respondents’ tendencies toward specific educational philosophies. The findings reveal that pre-service elementary school teachers exhibit the highest preference for progressivism (M = 4.31) and the lowest for essentialism (M = 3.29). Additionally, there is a stronger inclination toward modern educational philosophies rather than traditional ones. Teachers who lean toward progressivism prioritize student-centered learning, independent learning, collaboration, problem-solving, and reflective teaching practices. However, this study also indicates that pre-service teachers do not adhere to a single philosophy but rather demonstrate flexibility in their teaching approaches. These findings highlight the importance of understanding pre-service teachers’ educational philosophies for policymakers, educational institutions, and teacher educators in supporting the development of their teaching skills. The implications of this study emphasize the need for educational policies that promote flexibility in pedagogical approaches and curriculum reinforcement, equipping pre-service teachers with diverse educational philosophy perspectives to enhance teaching quality and the overall education system.
The Earthcomm Learning Model on Spatial Thinking Ability: Efforts to Strengthen the Character of Environmental Care Memmase, Joice Zhenrike; Sumarmi; Purwanto
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.v9i1.85624

Abstract

This research is motivated by the importance of spatial thinking skills and environmental care characteristics in geography learning. This study aims to test the effect of the Earthcomm learning model on spatial thinking skills and environmental care characters of grade X students at. The type of research used is a quasi-experimental study with a pretest-posttest design. The subjects of the study involved 72 students who were divided into experimental and control groups. Data were collected through three instruments: a spatial thinking essay test (10 questions), an environmental care character strengthening questionnaire (30 questions), and Student Worksheets (LKPD) compiled based on the Earthcomm model syntax. Data were analyzed using normality and homogeneity prerequisite tests, hypothesis tests with simple linear regression, simple correlation tests, and N Gain Score tests. The results showed that the Earthcomm learning model had a significant effect on spatial thinking skills and environmental care characteristics. Simple correlation analysis showed a significant relationship between spatial thinking skills and environmental care characters. However, the N Gain Score test in the experimental group showed an effectiveness of 47.9%, which is included in the less effective category. The limited time for implementing the model in the independent curriculum is one of the factors that influence these results. This study concludes that the Earthcomm model has the potential to improve spatial thinking skills and environmental care characteristics, although its implementation requires further adjustment. These findings provide implications for the development of more effective learning models in supporting both aspects, especially in the context of a dynamic curriculum.
Assessing STEM Literacy: Development and Implementation of a Geoscience Project-Based Evaluation Najah, Triwid Syafarotun; Luvia Ranggi Nastiti
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.v9i1.85764

Abstract

In the context of global environmental challenges, this study aims to identify significant gaps related to the absence of a comprehensive assessment tool to evaluate STEM literacy within the framework of a geoscience project. The subjects of the study included a population of 254 respondents, with sampling using a simple random sampling technique that resulted in a minimum sample of 155 respondents. The data collection method was carried out through a systematic problem analysis technique, including needs analysis and field research. Data collection was designed to obtain accurate and representative information by considering an error rate (e) of 0.05. The data analysis method used Confirmatory Factor Analysis (CFA) with Lisrel software, which tested the structural legitimacy of the research data. The feasibility test criteria included the Goodness of Fit Index (GFI), Adjusted Goodness of Fit Index, and Root Mean Square Error of Approximation. The results showed very strong psychometric characteristics of the instrument, with content validity reaching an Aiken coefficient of 0.99, construct validity with a good model fit index, and construct reliability (CR) of 0.83. The instrument consists of ten items covering four main STEM literacy indicators: Science, Technology, Engineering, and Mathematics. The conclusion of the study confirms that this instrument is not just an assessment tool but a transformative mechanism to develop students' interdisciplinary skills in facing the challenges of the 21st century. The contribution of this study is significant in providing an epistemological foundation for STEM education, emphasizing the importance of interdisciplinary literacy in preparing a generation that is able to compete in an increasingly complex global landscape.
Igniting Students' Passion for Mathematics: The Validity and Realibility of Instrument of Disposition Mathematics Nadya Dewinda Agustin; Syiti Mutia Hasnan; Edwita; Durotul Yatimah; M. Syarif Sumantri; Arita Marini
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.v9i1.86204

Abstract

This research is motivated by the need for a valid and reliable instrument to measure the mathematical disposition of elementary school students in Indonesia, which includes students' views, emotions, and attitudes towards mathematics and learning as a whole. The main purpose of this study is to develop and test the validity and reliability of questionnaire instruments that can be used by educators in evaluating student characteristics in learning mathematics. This study uses a development research method with a 4D model (Define, Design, Develop, and Disseminate) that has been adapted. The research subjects consisted of elementary school students in Indonesia. Data was collected through the distribution of developed questionnaires, then analyzed using validity and reliability tests. Item validity was tested by correlation analysis, while instrument reliability was analyzed using Cronbach's Alpha. The results showed that the developed instrument had high reliability, although there were some invalid items that needed to be revised. In conclusion, this instrument is considered valid, reliable, and practical to be used to evaluate students' mathematical dispositions. The implication of this study is that the instrument developed can help educators in designing more effective mathematics learning strategies based on the characteristics of student disposition.
Navigating Career Challenges in Gen Z: The Path from Parental Support to Career Adaptability through Future Work-Self Pratiwi, Anggun; Salim, Rose Mini Agoes
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.v9i1.86250

Abstract

One of the external factors that contribute to increasing career adaptability is parental support. However, previous studies have shown mixed results regarding the relationship between parental support and career adaptability, indicating the existence of internal factors that can act as mediators, namely future work-self. Therefore, this study aims to examine the role of future work-self as a mediator in the relationship between parental support and career adaptability in Gen Z students. This study uses a quantitative approach with a mediation analysis design. The research sample consisted of 159 undergraduate and diploma students aged 19–25 years (M=21.2), who were selected using convenience sampling techniques. Data collection was carried out online using the Career Adaptability Scale-5 (CAS-5), Career-Related Parent Support Scale (CRPSS), and Future Work Self Scale (FWSS), which have been tested for validity and reliability. Data analysis was carried out using mediation analysis techniques with Jamovi software. The results showed that future work-self acts as a partial mediator in the relationship between parental support and career adaptability. Parental support has a significant direct effect on career adaptability as well as an indirect effect through the mediation of future work-self. This study confirms that parental support plays an important role in increasing the career adaptability of Gen Z students, both directly and through future work. The implication is that universities can develop career guidance programs that involve parents, while students need to build a clearer career vision.

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