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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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Balinese Local Wisdom Illustrated Story E-Book "Family Medicinal Plants" to Improve Science Literacy of Fourth Grade Elementary School Students Ni Wayan Serra Yuni Ari Cahyani; 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.v10i1.111969

Abstract

The current problem is the low scientific literacy of elementary school students, which is influenced by suboptimal use of digital media and the underutilization of local wisdom. In addition, the availability of teaching materials that tend to be abstract and offer minimal visualizations makes it difficult for students to understand scientific concepts meaningfully and in ways relevant to everyday life. Based on this, the purpose of this study is to develop an illustrated e-book story based on Balinese local wisdom, "Family Medicinal Plants," to improve the scientific literacy of Grade IV Elementary School Students. This study employs a research-and-development method based on the ADDIE development model. The subjects of this study were 2 media expert lecturers and 2 material expert lecturers. The trial subjects were 3 educators and 10 students. The data collection methods were a questionnaire and an objective test. The data collection instruments used were closed questionnaires and test questions. The analysis techniques used in this study were qualitative and quantitative analysis methods. The assessment results were the average assessment results from media experts, namely 94.8% with the qualification "Very Valid". The assessment results from material experts were 94.8% with the qualification "Very Valid". The teacher's assessment results obtained an average score of 95.83%, and the students' 92.92%, thus qualifying as very practical. The effectiveness test results showed a significant difference in students' scientific literacy before and after using the illustrated story e-book media. It was concluded that the illustrated story e-book based on Balinese local wisdom, "Family Medicinal Plants," is suitable for learning.
The Problem-Based Learning Model Assisted by Multimedia Teaching Materials Enhances Students’ Critical Thinking Skills and Interest in Learning Science Gusti Ngurah Bagus Tirtayadnya; I Made Citra Wibawa; Ketut Suma
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.v10i1.111987

Abstract

The current condition of education indicates that elementary school students’ critical thinking skills in science in Indonesia have not yet developed optimally and remain a serious challenge, as reflected in science literacy achievement that is still below the international average. Therefore, this study aims to analyze the effect of a Problem-Based Learning (PBL) model supported by multimedia instructional materials on fifth-grade students’ critical thinking skills and learning interest in science. This study employed a quantitative approach using a quasi-experimental research design, specifically a pretest–posttest nonequivalent control group design. The population consisted of 313 fifth-grade elementary school students, from which a sample of 130 students was selected using random sampling techniques. Data were collected through tests and questionnaires, with research instruments comprising critical thinking tests and learning interest questionnaires. Data analysis was conducted using one-way MANCOVA with the assistance of SPSS 27.0 for Windows. The results indicate significant differences in students’ critical thinking skills and learning interest in science between those taught using the Problem-Based Learning model supported by multimedia instructional materials and those taught using the conventional Problem-Based Learning model. It can be concluded that the Problem-Based Learning model supported by multimedia instructional materials results in higher improvements in students’ learning interest in science compared to the Problem-Based Learning model. The implication of the research is that the application of PBL assisted by teaching materials can help students in learning.
Flipbook Integrating Balinese Folklore-Based Local Wisdom to Enhance Elementary Students’ Science and Social Studies (IPAS) Learning Outcomes Ni Nyoman Satriani; 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.v10i1.112030

Abstract

This study aimed to develop and examine the feasibility of a flipbook-based learning medium incorporating local wisdom from Balinese folktales for IPAS instruction, particularly for fifth-grade elementary school students. This study employed a research and development approach using the ADDIE model. The feasibility of the developed product was evaluated by two subject-matter experts and two instructional media experts. Practicality testing was conducted with five teachers and twenty-five sixth-grade students who participated in the trial and provided assessments of the flipbook. Data were collected using questionnaires and objective tests, with questionnaires serving as the primary research instrument. Data analysis techniques included quantitative descriptive analysis, qualitative descriptive analysis, and inferential statistical analysis using Analysis of Covariance (ANCOVA). The results showed that the flipbook achieved a validation score of 92.5% from media experts and 93.33% from content experts, indicating a very high level of validity. The practicality assessment yielded mean scores of 4.81 from teachers and 4.78 from students, categorizing the media as very practical for instructional use. Hypothesis testing revealed a highly significant effect on students’ learning outcomes. It can be concluded that the use of a flipbook-based learning medium integrating Balinese folktale local wisdom significantly improves the IPAS learning outcomes of fifth-grade elementary school students. The implication of the research is that the flipbook media containing local wisdom of Balinese folk tales that was developed can help students in learning.
Problem-Based Learning Model Assisted by Mind Mapping to Enhance Elementary Students’ Critical Thinking in Science Viewed from Self-Efficacy Ni Nyoman Sri Arianti; I Made Citra Wibawa; Ketut Suma
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.v10i1.112034

Abstract

The low level of students’ critical thinking skills in science learning is primarily attributed to instructional practices that are still dominated by basic question-and-answer methods and limited discussions. This study aimed to analyze the effect of the Problem Based Learning (PBL) model assisted by mind mapping on elementary school students’ science critical thinking skills in terms of their self-efficacy. This research employed a quantitative approach using a quasi-experimental design. The population consisted of 324 fourth-grade elementary school students, and random sampling was used to select the research sample. Data were collected through questionnaires and essay tests, with self-efficacy and critical thinking tests serving as the research instruments. Data analysis techniques included descriptive analysis and analysis of covariance (ANCOVA). The results indicated that: first, there were significant differences in science critical thinking skills between students taught using the PBL model assisted by mind mapping and those taught using conventional learning models. Second, there was a significant interaction effect between the PBL model assisted by mind mapping and students’ self-efficacy on science critical thinking skills. Third, there were significant differences in science critical thinking skills between students with high self-efficacy who learned through the PBL model assisted by mind mapping and those who learned through conventional models.Fourth, there were significant differences in science critical thinking skills between students with low self-efficacy who learned through the PBL model assisted by mind mapping and those who learned through conventional models.
Problem-Based Learning Model Based on Predict-Observe-Explain (POE) to Improve IPAS Learning Outcomes Bagus Bayu Budiarsa; I Made Sedana; I Nyoman Raka
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.v10i1.112070

Abstract

This research is motivated by the low mathematics learning outcomes of elementary school students, which are influenced by the limited use of interactive learning media in the learning process. The implementation of science and science learning in elementary schools is still dominated by conventional teacher-centered methods, resulting in students being less actively involved in the scientific thinking process. This study aims to analyze the effectiveness of interactive media in improving mathematics learning outcomes of fifth-grade elementary school students. This study uses a quantitative, quasi-experimental, One-Group Pretest-Posttest design. The research subjects were 27 fifth-grade students selected using a total sampling technique. Data collection was conducted through mathematics achievement tests administered before and after the implementation of interactive media. The data were analyzed using descriptive and inferential statistics, including the Paired Sample t-Test, after satisfying the prerequisite tests for normality and homogeneity. The analysis showed a significant increase in students' mathematics learning outcomes after the treatment. This finding indicates a significant difference between students' pretest and posttest results. Thus, interactive media is effective in improving mathematics learning outcomes of elementary school students. This study provides implications for the use of interactive learning media in supporting the creation of more interesting, meaningful, and student-centered mathematics learning.
Canva-Based Educational Game Media Containing Local Wisdom to Improve Elementary School Students' IPAS Conceptual Skills Ni Made Dwijayanti; I Gede Suwindia; I Nyoman Raka
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.v10i1.112071

Abstract

Elementary school students' understanding of science concepts remains relatively low because less engaging, less interactive media often dominate learning. In addition, the learning media used are not contextual and do not link the material to local wisdom in the students' surroundings. This study aims to analyze the effectiveness of Canva-based educational game media containing local wisdom on the science concept abilities of fifth-grade elementary school students. The study used a quantitative approach with a One-Group Pretest-Posttest design, involving 31 students as subjects. Data were collected through conceptual ability tests given before and after the media application. Data analysis was carried out using descriptive and inferential statistics, with the prerequisite of normality tests using the Kolmogorov-Smirnov test and homogeneity-of-variance tests, as well as hypothesis testing using the Paired Sample t-Test in SPSS version 29.0. The test results showed a significant increase in conceptual abilities, with a calculated t-value t p < 0.001, indicating a difference in students' conceptual abilities before and after treatment. The conclusion of this study shows that Canva-based educational game media incorporating local wisdom is effective in improving students' understanding of science concepts. At the same time, the implications indicate that this media can present science material interactively, contextually, and relevant to local culture, thereby supporting the achievement of learning objectives.
An Integrated Learning Model Based on the Tri Hita Karana Philosophical Concept in Improving Cultural Literacy I Wayan Ade Yantika; I Wayan Suja; 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.v10i1.112114

Abstract

This research is motivated by the low level of cultural literacy among students, as indicated by their lack of understanding, attitudes, and practices of local cultural values in daily life. Furthermore, the learning process in schools has not optimally integrated the Tri Hita Karana philosophical concept. This study aims to analyze the effects of Tri Hita Karana-based learning models on students' cultural literacy in elementary schools. This study used a pretest-posttest control-group design, involving fifth- and sixth-grade students from several elementary schools in Bali. The experimental group received Tri Hita Karana-based learning models, while the control group followed conventional learning. Data were obtained through cultural literacy tests, observations, and interviews with students and teachers. The results showed that the experimental group experienced a significant increase in cultural literacy compared to the control group. Tri Hita Karana-based learning not only improves students' local cultural knowledge but also shapes better student character, including a sense of responsibility, empathy, and concern for the environment. This study concludes that applying the Tri Hita Karana philosophy in elementary school learning can enrich cultural literacy and strengthen students' character. It has the potential to serve as an effective model for culture-based education in Indonesia. Consequently, implementing an integrated learning model grounded in the Tri Hita Karana philosophical concept can serve as a reference for teachers and schools in designing contextual, meaningful learning experiences to improve students' cultural literacy.
Sport Participation as A Determinant of Socio-Emotional Skill Acquisition Among Primary School Pupils Azeez Arisekola SALMAN; Blessing Titilayo ADEOYE
Journal of Education Reseach and Evaluation Vol 9 No 4 (2025): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i4.98343

Abstract

Inconsistent integration of socio-emotional skills in elementary education hinders children’s holistic, academic, and social development. The primary objective of this study is to critically examine the extent to which sport participation can predict and enhance the acquisition of socio-emotional skills among elementary school students. This study employed a descriptive survey research design. The sample consisted of 377 students selected from a population of 21,428 students using a multi-stage sampling technique. Data were collected using two validated research instruments: the Socio-emotional Skills Acquisition Rating Scale (SESARS) and the Sport Participation Structured Rating Scale (SPSRS). Descriptive statistics (mean, percentage, and standard deviation) were used to answer the research questions, while Pearson Product–Moment Correlation (PPMC) and t-tests were applied to test the hypotheses at a 0.05 significance level. The results indicate that 98.9% of students demonstrated a high level of sport participation and 77.5% exhibited high socio-emotional skills acquisition. A significant positive relationship was found between sport participation and socio-emotional development. Additionally, significant gender differences were observed in sport participation; however, no significant gender differences were found in socio-emotional skills acquisition. The study concludes that engagement in structured sports has a measurable impact on enhancing students’ socio-emotional skills. These findings imply that schools should strengthen structured, inclusive, and gender-responsive sports programs as part of a holistic development model to promote students’ socio-emotional well-being.
Junior High School Students’ Critical Thinking in Solving Relations and Functions Problems: A Metacognitive Approach Eka Ninda Febintatias; Mohammad Syaifuddin; Zukhrufurrohmah
Journal of Education Reseach and Evaluation Vol 9 No 4 (2025): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i4.101466

Abstract

Mathematics learning is ideally expected to foster critical and reflective thinking skills, yet international assessments such as PISA indicate that most Indonesian junior high school students remain at a basic competency level. This gap is evident in their difficulty solving problems that require analysis, evaluation, and drawing conclusions, particularly in the topic of relations and functions. This study aimed to analyze and map the critical thinking skills of junior high school students in solving relations and functions problems based on categories of metacognitive ability. A descriptive qualitative approach with instrument triangulation was employed. A total of 31 students completed a metacognitive awareness questionnaire and a critical thinking test, after which six students representing high, medium, and low categories were selected for reflective interviews. Data were thematically analyzed through cross-instrument triangulation. The findings revealed that students’ critical thinking skills did not always align with their perceived metacognitive categories; actual cognitive regulation was more decisive than declarative awareness. These findings emphasize the importance of process-based assessment that integrates tests, questionnaires, and interviews, as well as instructional practices that explicitly foster planning, monitoring, and evaluation strategies. Theoretically, this study strengthens the understanding of the interaction between metacognition and critical thinking, while practically it provides recommendations for teachers and policymakers to design learning and assessment strategies that promote cognitive regulation and address affective factors such as motivation and self-confidence.
Student-Created Video Assessment Tools to Improve Critical Thinking, Social Awareness, Adaptability, and Technology Fluency Mujahidil Mustaqim; SM. Wardatul Fauziah; Rina Patriana Chairiyani
Journal of Education Reseach and Evaluation Vol 9 No 4 (2025): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i4.101814

Abstract

Academic dishonesty has become a persistent challenge for teachers in the era of rapid advancements in information technology. When learning continues to rely on traditional written assessments, students can easily access answers using emerging technologies such as artificial intelligence. The primary aim of this study is to evaluate the contribution of student-generated video (SGV) as an assessment tool to the development of critical thinking, social awareness, adaptability, and digital and technological fluency. This study involved 81 respondents and employed regression statistical analysis. The research began with the implementation of SGV as an assessment tool in classroom instruction. The results indicate that SGV exerts a measurable influence on each of the targeted skills, as evidenced by statistical values, demonstrating that SGV is capable of stimulating the development of these four competencies, although the magnitude of its contribution has not yet reached an optimal level. The limited frequency of SGV implementation is identified as a plausible factor underlying this outcome. Nevertheless, the findings highlight that SGV can serve as a valid and reliable alternative assessment method to reduce the increasingly widespread practice of academic dishonesty among students. This form of assessment is also highly applicable to contemporary learners who have grown up in technologically advanced environments and can be implemented across disciplines. The implications of this study suggest that video-based assessment can serve as an innovative strategy in 21st-century learning.

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