cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rahmat Aziz
Contact Email
azira@uin-malang.ac.id
Phone
+6281805343572
Journal Mail Official
journaljere@gmail.com
Editorial Address
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
Location
Kota denpasar,
Bali
INDONESIA
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 870 Documents
 83   84   85   86   87 
The Contribution of Instructional Leadership, School Management, School Committee, and Working Commitment on Primary Teachers’ Performance I Wayan Andika; Kadek Rihendra Dantes; Putu Wisna Ariawan
Journal of Education Reseach and Evaluation Vol 10 No 2 (2026): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i2.112820

Abstract

Preliminary observations revealed variations in teacher performance, particularly in teachers’ ability to plan lessons, implement student-centered learning processes, and evaluate and follow up on student learning outcomes. Academic supervision findings also indicated that not all teachers consistently applied innovative instructional strategies or engaged in continuous reflection on their teaching practices. This study aimed to analyze the contribution of instructional leadership, school management, the role of the school committee, and work commitment to teacher performance, both partially and simultaneously. The study was conducted among elementary school teachers using a quantitative research approach. Data were collected through Likert-scale questionnaires and analyzed using statistical techniques, including descriptive analysis, prerequisite tests, and simple and multiple regression analyses. The results showed that instructional leadership, school management, the role of the school committee, and work commitment each made a significant contribution to teacher performance, both individually and collectively. The findings suggest that improving teacher performance can be achieved through strengthening principals’ instructional leadership, implementing effective school management practices, optimizing the role of school committees, and fostering teachers’ work commitment on a continuous basis. These results provide important implications for educational stakeholders seeking to enhance the quality of teaching and learning in elementary schools.
Transformational Leadership, Work Ethic, Work Discipline, And Job Satisfaction as Key Predictors of Teachers’ Organizational Commitment I Wayan Narta; Ni Luh Gede Sulindawati; Dewa Gede Hendra Divayana
Journal of Education Reseach and Evaluation Vol 10 No 2 (2026): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i2.112821

Abstract

Teachers’ organizational commitment is a key determinant of educational quality; however, previous studies indicate that the psychological and managerial factors influencing it have not yet been comprehensively integrated within a single analytical framework. This study aimed to analyze and examine the contributions of transformational leadership, work ethic, work discipline, and job satisfaction to teachers’ organizational commitment, both individually and collectively. The study employed a quantitative approach using an ex post facto research design. The participants consisted of 121 elementary school teachers selected through random sampling based on the Krejcie and Morgan sampling table from a population of 175 teachers. Data were collected using Likert-scale questionnaires that had met validity and reliability requirements. Data analysis was conducted through descriptive statistics, prerequisite tests, simple regression, multiple regression with four predictors, and analyses of effective and relative contributions using SPSS 20 software. The results revealed that all four independent variables made significant contributions to teachers’ organizational commitment, both partially and simultaneously. These findings indicate that the integration of leadership dimensions and individual internal factors can synergistically strengthen organizational commitment. The implications of this study underscore the importance of a holistic approach to human resource management in education and provide a conceptual contribution to the development of models for enhancing teachers’ organizational commitment.
The Contribution of Transformational Leadership, Academic Supervision, Organizational Commitment and Working Ethics on Junior High School Teachers’ Performance L.G.A Kumara Dewi; A.A Gede Agung; P Wisna Ariawan
Journal of Education Reseach and Evaluation Vol 10 No 2 (2026): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i2.112823

Abstract

The suboptimal performance of teachers in the implementation of education indicates the need for empirical studies to identify the factors that influence it. This study aims to analyze the contribution of transformational leadership, academic supervision, organizational commitment, and work ethic to teacher performance. This research uses a quantitative approach with an ex post facto design. The research subjects involved 218 teachers selected from a population of 348 people using the Slovin formula. Data were collected through a Likert-scale-based questionnaire that had passed validity and reliability tests. Data analysis was conducted statistically, including descriptive analysis, prerequisite tests for analysis, simple regression, and multiple regression with four predictors at a significance level of 0.05, supplemented by an analysis of effective and relative contributions. The research results indicate that transformational leadership, academic supervision, organizational commitment, and work ethic contribute significantly to teacher performance, both partially and simultaneously. These four variables have been proven to be strong predictors in improving teacher performance. The implication of this research emphasizes the importance of strengthening leadership, optimizing supervision, and enhancing commitment and work ethic as strategies in efforts to sustainably improve the quality of teacher performance.
The Application of the Cooperative Learning Model in Improving Students’ Learning Outcomes in Civic Education Ni Nyoman Sulandhari Dewi; Dewa Bagus Sanjaya; I Nengah Suastika
Journal of Education Reseach and Evaluation Vol 10 No 2 (2026): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i2.113324

Abstract

Civic Education (PKn) learning still faces challenges, particularly the low level of students’ learning outcomes. Based on this issue, this study aims to analyze various research findings regarding the implementation of cooperative learning models in improving PKn learning outcomes. This study employed a Systematic Literature Review (SLR) method following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Relevant studies were collected from several academic databases, including Google Scholar, ERIC, Scopus, and ScienceDirect, using keywords such as cooperative learning model, pembelajaran kooperatif, civic education learning, PKn learning outcomes, and cooperative learning in civic education. All retrieved articles were screened based on inclusion and exclusion criteria through stages of identification, screening, eligibility assessment, and quality appraisal using the Critical Appraisal Skills Programme (CASP) instrument and the Joanna Briggs Institute (JBI) guidelines. From an initial search yielding 1,150 articles, 15 articles met the inclusion criteria and were analyzed using a narrative synthesis approach. The findings indicate that the implementation of cooperative learning models such as Student Teams Achievement Division (STAD), Jigsaw, Think Pair Share, and Group Investigation can enhance student engagement, group collaboration, and understanding of civic concepts. The results also demonstrate that cooperative learning significantly improves students’ learning outcomes in cognitive, affective, and social domains. The implication of this study suggests that cooperative learning models can serve as an effective instructional strategy to create more active, collaborative, and meaningful PKn learning processes.
Revitalizing Civic Education to Enhance Civic Engagement Among Elementary School Students: A Systematic Literature Review in the Society 5.0 Era Qonita Al-Ishmah; Dewa Bagus Sanjaya; I Nengah Suastika
Journal of Education Reseach and Evaluation Vol 10 No 2 (2026): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i2.113327

Abstract

Civic Education (PKn) learning still tends to be normative and teacher-centered. The learning process places greater emphasis on mastering content rather than on meaningful learning experiences. This study aims to analyze the revitalization of Civic Education as democratic education in fostering elementary school students’ civic engagement in the Society 5.0 era through a Systematic Literature Review (SLR) approach. The research method employs a qualitative approach based on PRISMA guidelines. Data were collected from various academic databases within the 2021–2025 period. A total of 60 articles were identified at the initial stage, then reduced to 45 articles after duplicate removal, 30 articles at the screening stage, and 20 articles that met the inclusion criteria for further analysis. The results indicate that Civic Education learning remains largely normative and teacher-centered, thus not yet optimal in promoting student engagement. Revitalization is needed through student-centered, experience-based learning approaches integrated with technology. In addition, the implementation of innovative learning models has been shown to enhance students’ participation in democratic practices. Therefore, Civic Education plays a strategic role in developing students’ civic engagement from the elementary level as a foundation for future democratic life. The implications of this study suggest that elementary school teachers need to develop more innovative and participatory Civic Education strategies by utilizing technology as a supporting tool.
The Government Procurement Training Program Using the Four-Level Kirkpatrick Model Axel Diandra Bramasta; Anak Agung Gede Agung; Ni Luh Gede Erni Sulindawati
Journal of Education Reseach and Evaluation Vol 10 No 2 (2026): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i2.113562

Abstract

This study is motivated by the limited effectiveness of procurement training programs, which are often evaluated only at the reaction and learning levels, resulting in insufficient measurement of behavioral change and organizational impact. This study aims to analyze the effectiveness of a procurement training program using the Four-Level Kirkpatrick evaluation model, including reaction, learning, behavior, and results. This research employs an evaluation research design with a quantitative approach. The participants consisted of 53 training attendees selected through purposive sampling. Data were collected using questionnaires and documentation of pretest–posttest results. The research instrument was validated through expert judgment for content validity and tested for reliability using internal consistency analysis. Data analysis was conducted using descriptive and inferential statistical methods, including Importance–Performance Analysis (IPA) to assess the alignment between expectations and perceptions at the reaction level, and t-tests to examine differences before and after training at the learning, behavior, and results levels. The findings indicate that the training program is generally effective, as reflected in high participant satisfaction, improved knowledge and skills, positive behavioral changes, and enhanced organizational performance. This study concludes that the Kirkpatrick model provides a comprehensive framework for evaluating training effectiveness. The implications highlight the importance of strengthening training implementation quality and integrating evaluation across all levels to support sustainable organizational performance improvement.
A Game-Based Learning Model Using Visual Media with a Gamification Approach to Enhance Students’ Interest and Learning Outcomes in Science Among Fourth-Grade Elementary School Students Ni Made Eri Mulyaningsih; Putu Sanjaya; Ni Nyoman Lisna Handayani
Journal of Education Reseach and Evaluation Vol 10 No 2 (2026): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i2.113973

Abstract

The low interest and learning outcomes of students in science shows that the learning process is still dominated by conventional approaches that are less able to actively involve students and create meaningful learning experiences. This condition requires the application of innovative learning models that are able to increase student involvement, motivation, and understanding through interactive and enjoyable learning activities. This study aims to analyze the effect of the Game-based learning model assisted by image media with a gamification approach on the interest and learning outcomes of elementary school students in science. This study is a quantitative study with a quasi-experimental type using a posttest-only control group design. The study population consisted of 100 fourth-grade elementary school students with a sample of 62 students selected using a simple random sampling technique. Data collection was carried out through questionnaires and multiple-choice objective tests with instruments in the form of a learning interest questionnaire and a science learning outcome test that have met the validity and reliability tests. Data analysis used the MANOVA test to test the effect of the learning model on both variables simultaneously. The results showed that the application of the Game-Based Learning model assisted by image media with a gamification approach has a positive influence on students' interest and learning outcomes in science. This research has implications for the development of innovative learning that supports active, interactive, and student-centered learning.
EVALUASI BURSA KERJA KHUSUS SMK Performance Assessment of Special Job Exhibitions for State Vocational High Schools Samuel Marbun; Zainal Arifin
Journal of Education Reseach and Evaluation Vol 10 No 2 (2026): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i4.115092

Abstract

The performance of the Special Job Fair in Vocational High Schools has not been fully able to optimize the placement of graduates into the workforce despite its strategic role in building links with the business world and industry. This problem indicates the need for a comprehensive evaluation of the Special Job Fair performance, relationships with industry, and partnerships with the Manpower Office as a basis for improving service effectiveness. This study aims to evaluate the performance of the Special Job Fair in Vocational High Schools the quality of its relationship with industry, and the relationship between the Special Job Fair and the Manpower Office. The study used an evaluative approach with a Discrepancy Evaluation Model design. The research subjects consisted of 50 principals and Special Job Fair managers from eight public vocational high schools in Yogyakarta City and 287 grade 12 students. Data were collected through questionnaires, interviews, and documentation with instruments that met content validity using Aiken's V and reliability using the Intraclass Correlation Coefficient (ICC). Data were analyzed using quantitative descriptive analysis based on evaluation categories. The results showed that the Special Job Fair performance was in the good category, while the Special Job Fair relationship with industry and the Manpower Office was in the very good category. Despite this, challenges remain, including limited human resources, suboptimal tracer study implementation, limited career guidance services, and uneven distribution of industry partnerships. It was concluded that the Special Job Fair has performed its functions effectively, but still requires institutional strengthening and service management. The implications of this research serve as a basis for policy development to improve the quality of partnerships, career services, and placement of vocational high school graduates.
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.

Page 85 of 87 | Total Record : 870

 83   84   85   86   87 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 10 No 2 (2026): May Vol 10 No 1 (2026): February Vol 9 No 4 (2025): November Vol 9 No 3 (2025): August Vol 9 No 2 (2025): May Vol 9 No 1 (2025): February Vol 8 No 4 (2024): November Vol 8 No 3 (2024): August Vol 8 No 2 (2024): May Vol 8 No 1 (2024): February Vol 7 No 4 (2023): November Vol 7 No 3 (2023): August Vol 7 No 2 (2023): May Vol 7 No 1 (2023): February Vol 6 No 4 (2022): November Vol 6 No 3 (2022): August Vol 6 No 2 (2022): May Vol 6, No 1 (2022): February Vol 6 No 1 (2022): February Vol 5, No 4 (2021): November Vol 5 No 4 (2021): November Vol 5, No 3 (2021) Vol 5, No 3 (2021): August Vol 5 No 3 (2021): August Vol 5, No 2 (2021) Vol 5 No 2 (2021): May Vol 5, No 2 (2021): May Vol 5 No 1 (2021): February Vol 5, No 1 (2021): February Vol 4, No 4 (2020) Vol 4 No 4 (2020): November Vol 4, No 3 (2020) Vol 4 No 3 (2020): August Vol 4 No 2 (2020): May Vol 4, No 2 (2020) Vol 4 No 1 (2020): February Vol 4, No 1 (2020) Vol 3, No 4 (2019) Vol 3 No 4 (2019): November Vol 3 No 3 (2019): August Vol 3, No 3 (2019) Vol 3, No 2 (2019) Vol 3 No 2 (2019): May Vol 3, No 1 (2019) Vol 3 No 1 (2019): February Vol 2 No 4 (2018): November Vol 2, No 4 (2018) Vol 2, No 3 (2018) Vol 2 No 3 (2018): August Vol 2, No 2 (2018) Vol 2 No 2 (2018): May Vol 2, No 2 (2018) Vol 2, No 1 (2018) Vol 2 No 1 (2018): February Vol 1, No 4 (2017) Vol 1, No 4 (2017) Vol 1 No 4 (2017): November Vol 1, No 3 (2017) Vol 1 No 3 (2017): August Vol 1, No 2 (2017) Vol 1 No 2 (2017): May Vol 1 No 1 (2017): February Vol 1, No 1 (2017) More Issue