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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 848 Documents
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Bridging Gaps in Students’ Numeracy and Critical Thinking: Is Wayground the Future of Interactive Digital Learning? Zamratul Aswad; Mahsup; Abdillah; Syaharuddin; Wasim Raza
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.107264

Abstract

The fundamental problem in mathematics learning is the low level of critical thinking and mathematical numeracy skills among students, caused by teacher-centered learning and limited use of interactive learning media that support independent exploration and understanding of concepts. Based on these problems, this study aims to analyze the effectiveness of Wayground interactive digital media in improving students' critical thinking and mathematical numeracy skills. This study is a quantitative study with a quasi-experimental design using a pretest–posttest control group model. The research subjects involved 54 ninth-grade students as samples, divided into an experimental class (27 students) and a control class (27 students). Data collection was conducted through tests and questionnaires, with instruments in the form of critical thinking and mathematical numeracy tests and a Likert-scale student perception questionnaire. The data obtained were analyzed using the Shapiro–Wilk normality test, Levene's homogeneity test, paired sample t-test, independent sample t-test, as well as learning improvement analysis through N-Gain and effect size. The results showed that the use of Wayground interactive digital media provided a more optimal improvement in critical thinking and mathematical numeracy skills compared to conventional learning, with a high improvement category in the experimental class and a moderate improvement in the control class. Based on these findings, it can be concluded that Wayground interactive digital media is effective in mathematics learning and has important implications as an innovative, interactive, and applicable learning media alternative to support the development of students' higher-order thinking skills.
Digital Classroom Services and Contribution to Strengthening Literacy Among Elementary School Students Tias Pratiwi; Aprilia Tina Lidyasari; Wuri Wuryandani
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.107373

Abstract

The advancement of digital technology has not automatically improved elementary students’ literacy, as its implementation is often unaccompanied by structured pedagogical design. Furthermore, the interplay among digital classroom services, instructional quality, and the supporting school ecosystem in strengthening literacy remains insufficiently examined. This study aims to analyze the implementation of digital classroom services in elementary education and their contribution to literacy enhancement. A qualitative case study design was employed in an elementary school implementing a digital classroom program. Participants included digital homeroom teachers, an ICT teacher, the curriculum coordinator, the principal, and digital-class students. Data were collected through semi-structured interviews, participant observations, and analysis of instructional documents and school policies. Data analysis followed the interactive model of data reduction, data display, and iterative conclusion drawing and verification, with source triangulation to ensure credibility. Findings reveal that digital classroom services operate as an integrated learning system combining synchronous and asynchronous activities via a learning management system. Literacy development was supported through structured reading strategies, metacognitive scaffolding, guiding questions, and systematic formative feedback. The study highlights the need for digital classroom development aligned with quality standards emphasizing TPACK-based instructional design, consistent formative assessment, strong school leadership, and sustainable school–family partnerships to effectively strengthen students’ literacy.
GROW-Based Academic Supervision Strategy as a Solution to Improve Learning Quality in Junior High Schools Raudhatul Hayati; Niswanto; Suparta Rasyid; Junaidah Junaidah
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.107785

Abstract

The implementation of academic supervision in junior high schools has not fully contributed to improving instructional quality, as it remains largely administrative and insufficiently reflective. This condition has limited the optimal development of teachers’ pedagogical competencies in lesson planning, instructional implementation, and learning evaluation. This study aims to analyze, evaluate, and synthesize the application of the GROW (Goal, Reality, Options, Will) model in academic supervision as a strategy for enhancing instructional quality in junior high schools. This research employed a descriptive qualitative approach with a case study design. The participants included the principal, vice principal, teachers, and students of a junior high school, involving eight teachers, several students, and school leaders as key informants. Data were collected through in-depth interviews, classroom observations, and document analysis, using interview guidelines, observation sheets, and instructional planning and evaluation documents as research instruments. The data were analyzed using thematic analysis, involving transcription, coding, categorization, and theme development to identify patterns in the implementation of the GROW model. The findings indicate that the implementation of GROW-based academic supervision enhances instructional quality, particularly in lesson planning, teaching practices, and learning evaluation, while strengthening teachers’ pedagogical competence and promoting active student participation. Overall, GROW-based academic supervision proves effective as a reflective and collaborative approach to improving instructional quality in junior high schools. The study implies the necessity of sustained coaching-based academic supervision, strengthening principals’ supervisory competencies, and fostering a reflective school culture to support continuous improvement in teaching and learning quality.
Principal Conflict Management in Improving Junior High School Teacher Performance Kamaluddin; Bahrun; Suparta Rasyid; Fitri Setiawati; Syamsul Arifin
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.107787

Abstract

The reality within school environments indicates the presence of disciplinary gaps, mismatches in teaching backgrounds, and social disparities among teachers, thereby requiring principals to demonstrate strategic managerial competence in conflict management to foster a harmonious and productive working environment. This study aims to analyze the conflict management strategies employed by principals in improving the performance of junior high school teachers. This research adopted a qualitative design with a descriptive approach. Data were collected through classroom observations, in-depth interviews, and document analysis. The research instruments included observation guidelines, semi-structured interview protocols, and documentation sheets. The informants consisted of the principal, teachers, and administrative staff. Data were analyzed using qualitative descriptive techniques. The findings reveal that improvements in teacher performance are significantly influenced by effective principal leadership implemented through several conflict management strategies. First, coordination of teaching workload distribution was conducted transparently and equitably by accommodating teachers’ aspirations. Second, the consistent application of fairness principles was implemented through objective reward and sanction mechanisms to foster teacher motivation and trust. Third, a problem-solving orientation was cultivated by promoting open communication and teamwork in conflict resolution processes. The study concludes that collaborative, fair, and adaptive conflict management contributes to the creation of a conducive working climate and enhances teacher professionalism and motivation.
The Effect of ChatGPT Use on Optimizing the Scientific Writing Process for Javanese Language and Literature Students at Unnes Amirul Nuswantara Adli; Nur Hanifah Insani; Eka Yuli Astuti
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.108652

Abstract

The use of artificial intelligence technology, particularly ChatGPT, has become increasingly widespread in academic activities and has influenced the way students compose scientific papers. However, research on the use of ChatGPT in the context of academic writing among students of Javanese Language and Literature remains very limited. This study aims to analyze the effect of ChatGPT usage on optimizing the scientific writing process of Javanese Language and Literature students. This research employed a quantitative approach with a correlational research design. The subjects consisted of 100 Javanese Language and Literature students selected randomly from a population of 366 students. Data were collected using a Likert-scale questionnaire comprising 25 items. The results of the analysis indicated that the data were normally distributed, the relationship between variables was linear, and there was a strong positive correlation between the use of ChatGPT and the optimization of scientific writing. The partial t-test showed that ChatGPT helped improve the clarity of arguments, the structure of writing, and grammatical accuracy. The findings also revealed that students utilized ChatGPT to support idea development and enhance writing efficiency. In conclusion, the use of ChatGPT significantly contributes to optimizing the scientific writing process of students, particularly in terms of idea organization, language accuracy, and time efficiency. The implications suggest the need to integrate ChatGPT as a guided and ethical learning tool in academic writing curricula to improve students’ academic literacy without compromising the originality of their work.
Global Knowledge Structures and Thematic Evolution of Community Empowerment Research: A Bibliometric Analysis of Scopus-Indexed Publications (2016–2024) Luthfi Ilham Ramdhani; Muchlas Suseno; Aip Badrujaman; Riyan Arthur; Irwanto
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.108895

Abstract

Community empowerment has emerged as a strategic paradigm in sustainable development, participatory governance, and knowledge-based social transformation. Despite the growing global volume of studies on community empowerment, comprehensive mapping of its intellectual structure, collaboration patterns, and thematic evolution remains limited. This study aims to map the global intellectual landscape of community empowerment research through a bibliometric analysis of Scopus-indexed journal publications published between 2016 and 2024. A total of 460 articles were analyzed using quantitative bibliometric methods supported by Biblioshiny (R) and VOSviewer. The findings reveal a strong annual growth rate of 10.77%, indicating a dynamically expanding and increasingly consolidated research field. Dominant research themes include community participation, public health, sustainability, collaborative governance, and participatory leadership, accompanied by a clear shift toward evidence-based approaches, social innovation, and digitally mediated empowerment models. International collaboration patterns demonstrate a core–periphery structure, with the United Kingdom, the United States, and Australia serving as central hubs, alongside rapidly increasing contributions from Global South countries, particularly Indonesia. The findings suggest that integrative policy frameworks linking higher education, research, and community engagement can significantly enhance global scholarly visibility and collaborative capacity. Community empowerment has evolved into a multidimensional knowledge system with substantial implications for academic research, policymaking, and community-oriented sustainable development practices.
A Digital Illustrated Storybook Containing Local Wisdom of Traditional Balinese Food to Improve Science Literacy Ni Luh Nyoman Wina Wahini; I Gede Margunayasa; I Wayan Kertih
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.111535

Abstract

Science learning in grade IV of elementary school is still not aligned with students' cognitive development at the concrete operational stage, due to the dominance of theoretical approaches and the lack of contextual and meaningful learning materials. These conditions contribute to low scientific literacy. The purpose of this study is to create a digital picture storybook featuring local wisdom on traditional Balinese food as a learning medium to improve scientific literacy. This type of research is Research and Development (R&D) using the ADDIE model. The research subjects used 2 learning media experts and 2 learning material experts. The practicality test was carried out by 3 educators/teachers and 10 students. The effectiveness test was carried out with 30 participants. The data collection method used tests and questionnaires. The instruments used were questionnaire sheets and test questions. The analysis techniques used in this study were qualitative and quantitative. The results of the study, namely the developed digital picture storybook, were deemed highly valid based on assessments by media and material experts. The results of the practicality test were very high, as indicated by 96.75% of teacher responses and 92.75% of student responses. The effectiveness test indicated a significant difference in students' scientific literacy before and after using digital picture storybooks featuring local wisdom about traditional Balinese food. It was concluded that picture storybook media were effective in improving elementary school students' scientific literacy.
The Relationship Between Transformational Leadership, Work Motivation, School Culture, and Work Ethic with the Performance Abid Rahman; Ni Luh Gede Erni Sulindawati; Basilius Redan Werang
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.111926

Abstract

The low level of teacher performance in one school indicates the need to identify determinant factors influencing such performance. The suboptimal roles of leadership, work motivation, school culture, and work ethic are presumed to contribute to variations in teachers’ performance outcomes. This study aims to comprehensively analyze, evaluate, and examine the relationships and contributions of transformational leadership, work motivation, school culture, and work ethic to teacher performance.This research employed a quantitative approach using an ex-post facto method with a correlational design. The population consisted of 258 teachers, with a sample of 157 teachers selected through proportional random sampling. A total of 151 completed questionnaires were returned and analyzed. Data were collected using a closed-ended Likert-scale questionnaire that had been tested for validity and reliability. Data analysis procedures included assumption testing, Spearman correlation analysis, and ordinal regression. The findings indicate that transformational leadership and work ethic have a positive and statistically significant relationship with teacher performance, with work ethic emerging as the most dominant variable. In contrast, work motivation and school culture were not statistically significant predictors in the regression model. Simultaneously, the four variables collectively contributed significantly to teacher performance. The study concludes that strengthening work ethic and transformational leadership constitutes the primary strategy for improving teacher performance. Practically, professional development initiatives should prioritize the cultivation of teachers’ work character and the enhancement of principals’ leadership quality.
The Influence of Achievement Motivation, Time Management, and Social Support on the Academic Achivement of Working Students Rachmat Sidi Mawardi; Basilius Redan Werang; Ni Luh Gede Erni Sulindawati
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.111927

Abstract

This study is motivated by the variability in academic achievement among working-class students and the suboptimal role of achievement motivation, time management, and social support in supporting learning success. In addition, limited study time due to occupational demands is presumed to influence students’ academic performance. This study aims to examine the effects of achievement motivation, time management, and social support on the academic achievement of working-class students, both partially and simultaneously. This research employed an ex-post facto design involving 162 working-class students at STIE Indocakti. Data were collected through questionnaires and documentation, and analyzed using simple regression, multiple regression, and partial correlation techniques. The results indicate that achievement motivation, time management, and social support have positive and statistically significant effects on academic achievement, both individually and collectively. These findings suggest that strengthening motivational development programs, providing time management training, and enhancing institutional and workplace social support are essential strategies for improving the academic performance of working-class students. In conclusion, the synergy between internal and external factors plays a crucial role in enhancing the academic achievement of working-class students.
A Digital Storybook with Interactive Quizzes to Improve Elementary School Students' Understanding of Sexual Education Gita Septinauli Sidabutar; I Made Citra Wibawa; Ida Bagus Putu Arnyana
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.111929

Abstract

Elementary school students have a low understanding of the concept of protecting themselves from violence or sexual harassment, even though some students are familiar with body organs and how to maintain their hygiene. One of the causes is the lack of learning media for sexual education that is appropriate to the characteristics of lower-grade students. Based on this, the purpose of this study is to develop a Digital Storybook Assisted by Interactive Quizzes to Improve Understanding of Sexual Education in Second-Grade Elementary School Students. This type of research is development research using the ADDIE model. The feasibility of the product created was tested by 2 content experts and 2 learning media experts. 10 and 25 students conducted the practical test. The subjects of this effectiveness test were 30 people. The methods used to collect data included questionnaires and objective test methods. The instruments used to collect data were questionnaires and multiple-choice questions. The analysis methods used in this study were qualitative and quantitative. The results of the study validated the digital storybook by media experts (average score of 96.5%) and material experts (96.25%; very valid). The teacher's assessment was 4.78, and the student's was 4.76 (very practical). The effectiveness test showed a difference in average learning outcomes between the control and experimental groups after controlling for initial abilities. It was concluded that the use of digital storybooks with interactive quizzes significantly improved elementary school students' understanding of sexual education.

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