Journal of Research and Educational Research Evaluation
Journal of Research and Educational Research Evaluation is a fully refereed international journal publishing original academic articles that promote educational processes and outcomes that are both well-informed and evidence-based. The journal is deliberately multi-disciplinary and broad in its scope, and addresses rigorous research and evaluation at all levels, and in all sectors and ages of education. The journal publishes papers which report results of: original research and evaluation studies; secondary analyses of existing (international) data sets; meta-analyses and reviews synthesizing evidence and guidelines for practice. Journal of Educational Research and Evaluation also invites articles about the use and evaluation of evidence in practice, theoretical, conceptual, methodological and substantive issues in research and evaluation, as well as position papers related to issues about evidence-based education.
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285 Documents
<![CDATA[Development of Assessment Instruments Mathematic Creative Thinking Ability on Junior High School Students ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v8i1.32242
<![CDATA[The development of creative thinking skills is one focus in learning mathematics. The ability to think creatively is needed in solving mathematical problems including the steps in the formulation, interpretation, and resolution of models or problem solving. This study aims to develop an instrument of assessment of creative thinking skills in mathematics in junior high school subjects. Research using the Borg & Gall development method. Data collection through the provision of test descriptions. The test instruments were validated by 7 experts who were analyzed using the Aiken'V formula and the field test of creative thinking ability was analyzed using the construct validity of Confirmatory Factor Analysis (CFA), reliability was analyzed using Alpha Cronbach. The results of the validation from the experts show validity ≥ 0.75 Aiken’s table that all items are valid, Test the validity of the items from the 4 item test items tested, all 4 item description items are valid with a coefficient> 0.3, and the value of the reliability coefficient > 0.6, construct validity value of KMO of 0.831 with a significance of 0,000 for 4 items that make up 4 factors according to the dimensions of aspects of creative thinking namely fluency, flexibility, authenticity and detail. The profile of mathematical creative thinking abilities in small and large scale trials is quite creative. The final product of the research is a valid, reliable and practical mathematical creative thinking appraisal instrument. The assessment of mathematical creative thinking can be used by the teacher to get information about how the creative thinking abilities possessed by each of the eighth grade students of Junior High School.]]>
<![CDATA[Development of Test Instrument TIMSS Model to Measure Mathematical Ability VIII Grade Students ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v8i1.32488
<![CDATA[The teachers are still lack found practice tests that have characteristics such as the Trend in International Mathematics and Science Study (TIMSS) in Junior High School mathematics textbooks. This study aims to develop a TIMSS test instrument model that refers to the cognitive domain and the content domain for class VIII students. The respondents of this study were 5 people in the expert test, 10 people in the one to one test and 53 people in the small-scale test. This research is development research conducted following the development model of Borg & Gall. This step is only taken until the ninth step with a few modifications. Modifications are made by adding a one to one test copy from Tessmer. In content validity, as many as 5 items out of 35 items developed are not yet valid with a coefficient range of 0.6-0.79. Items were then revised to be tested in the small-scale test stage. One to one test results showed the instrument readability level was 81%. The validity test of the criteria shows a coefficient of 0.84 which means that the product developed is comparable to the original product. Interrater reliability was 0.661 and Alpha Chronbach reliability testing was a small scale at 0.854. The results showed that the instrument developed was valid in terms of content and criteria as well as reliable for use. The benefit of this research is that the developed test instrument can be used as a tool to measure the mathematics abilities of eighth-grade students.]]>
<![CDATA[Development of Tolerance Attitude Assessment Instruments on Learning PPKn Based Android ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v8i1.32968
<![CDATA[Needs analysis in developing tolerance attitude assessment instruments on Android-based PPKn learning is carried out with the aim of identifying teacher needs about tolerance attitude assessment instruments in the form of manuals and Android applications. The problem found by researchers is the assessment of tolerance in PPKn learning has not been implemented. At the time of observation it was found that there were no attitude assessment sheets and assessment rubrics in the Learning Implementation Plan (RPP). The results of the interview stated that teachers had difficulty in making attitude assessment instruments so that teachers needed the development of tolerance attitude assessment instruments on learning PPKn based Android. Android application made with simple codding. The research method used is research and development (R&D). Qualitative data analysis is used to describe triangulation of data sources, while quantitative data analysis is used to test validity, reliability and practicality. The results of the needs analysis of 20 statement items filled by fifth grade elementary school teachers in Pabelan District amounted to 8 teachers obtained validity, each statement item is greater than rtable, 0.707 and is declared valid. Reliability obtained 0.973 and declared reliable. Guidebooks and Android applications that can be accessed through Google Drive and Play Store can be used by teachers to assess student tolerance. The practicality of a guidebook is done after the assessment instruments are valid and reliable. Teachers can use the instrument of tolerance attitude assessment books on learning of PPKn based Android in classroom learning.]]>
<![CDATA[Need Analysis for Development of a Cube and Beam Volume Assessment Instrument in Macromedia Flash Based Elementary Mathematics Learning ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 8 No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v8i2.32970
<![CDATA[The background of this study was that teacher has difficulty in overseeing the evaluation net, so that the potential for collaboration among students in evaluating was discovered, and the instruments used by teachers were still using classical assessment instruments. The purpose of this study was to determine the form of assessment instruments used by teachers in conducting evaluations, and to find out whether teachers need a Macromedia Flash-based research instrument handbook in evaluating learning. The sample used in the study was saturated or non-probability sampling where the sample was taken from SDN Bangetayu Wetan 02 class 5, the method used was quantitative and qualitative techniques, quantitative was used to calculate needs analysis and qualitative was used to collect data from samples, Data collection techniques used were using tests and non-tests where tests used cognitive assessment sheets and non-tests using data triangulation through collecting data, observations, interviews and documentation studies, the tools used were observation sheets, interview sheets, and documentation studies. The results obtained from the analysis of the needs of the cube and beam volume assessment instruments in learning Macromedia Flash based elementary school mathematics through the calculation of validity obtained Mean Square 0.956 and declared valid, as well as through the reliability test ebel obtained 0.414 so that it was declared reliable, so the needs analysis was declared valid and reliablethe development of cube and beam volume instruments in Macromedia Flash-based elementary mathematics learning is urgently needed. Manfat for the community is the community will better understand how important the use of Macromedia Flash application technology in the world of education, while for science to help overcome problems in the field of assessment.]]>
<![CDATA[Three Tier Multiple Choice Test Instrument Design For Analysis Of Student Misconceptions In The Subject Of PPkn ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 8 No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v8i2.33507
<![CDATA[Weaknesses and strengths of mastery of the material students in the learning process can be identified using diagnostic tests. This study aims to determine the appropriateness of the contents of the test instrument three tier multiple choice (3TMC) for students' misconceptions analysis. The method used is Research and Development (R&D) with a 4D model consisting of define, design, development and desemination. The analysis technique used is the content validity, content reliability, different power and difficulty level. Analysis of the content validity of the 3TMC test instrument uses the Aiken formula, the reliability test of the 3TMC test instrument uses Interclass Correlation Coefficient (ICC), while the difference power test and difficulty level use Anates. Content validation data was obtained from 5 validators consisting of 3 expert lecturers and 2 PPKn teachers. The results of expert validation of the 3TMC test instruments obtained 20 valid 3TMC items with 19 items having a value of v of 1.00, 1 item with a value of v of 0.60 in item 14. The results of inter-rater reliability analysis showed an Alpha value of 0.938 with avalue Single Measures of 0.750 ≥ 0.5, so it can be seen that the rater agreed in providing an assessment with the criteria of High Reliability. Based on the results of the study it was found that the developed 3TMC test products are valid with little revision and are reliable for use, so that the 3TMC test instrument can be used for the analysis of students' misconceptions on PPKn subjects.]]>
<![CDATA[Mathematics Creative Thinking Skill Viewed from the Student Life Skill in SAVI Model Based ICT ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 8 No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v8i2.34862
<![CDATA[The background of the research was poor response of students toward the given stimulus by teacher in the form of exercise question and the answer of the question. This condition required teacher to think and act creatively to solve the students’ difficulties. One of them could be done by using learning model to facilitate students in sharing responses dealing with materials or tasks given by the teacher in the form android application. It would facilitate students to think and present creative answers. The objective of this research was to analyze the effectiveness of SAVI model based ICT toward mathematics creative thinking skill of students seen from their life skill. This mix method research was typed sequential explanatory. The procedures to collect the data were qualitative and quantitative. The population consisted of all fifth graders of SD Islam Al–Azhar 25 Semarang. The samples were selected by purposive sampling. There were VA and VB students of the school, consisting of 60 persons as experimental group. While, VC and VE students of the school, consisting of 60 students were grouped as experimental group. The technique of collecting the data was test. The findings showed that mathematics creative thinking skill of experimental group was better than control group. Mathematics creative thinking skill and their life skills were categorized high, moderate, and poor. The categorization showed that mathematics creative thinking of the students had different mastering indicators seen from their life skills.]]>
<![CDATA[Developing Assessment Instrument on Writing on Descriptive Paragraph Based on Picture of Junior High School Students ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 8 No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v8i2.36086
<![CDATA[This research is motivated by the absence of writing assessment instruments on descriptive material based on picture, especially students of class VIII. The writing assessment instruments on paragraph descriptive material based on the picture used are still holistic. This study aims to develop Writing assessment instruments on Descriptive Material Based on Middle School Class VIII Students. The method used is instrument development research with 9 development steps. Content validation by experts was analyzed using the Aiken formula, the reliability of the experts was analyzed using Two way ANOVA and analyzed using the Hoyt formula. The construct validity was analyzed using Exploratory Factor Analysis (EFA) analysis. The results of the development research show that the validity of writing appraisal content instruments on descriptive material based on picture specially students of class VIII through Expert Judgment produces a reliability coefficient of> 0.3, meaning that it can be said that writing appraisal on descriptive material has high validity. Also, the reliability results of the instrument using interrater with the Hoyt formula showed that 0.89. Analysis of the data in the field trials can be seen in the KMO which shows a KMO value> 0.5 which means that the instrument indicators can be further analyzed. In writing assessment produces component factors that are formed and can represent all indicators. The factors are the main ideas, organization, and mechanic. While the reliability obtained a coefficient> 0.5 which means that the writing assessment has good reliability. Based on the results of the study, it is recommended that all lecturers, teachers and other educators use valid and reliable instruments. Thank you to all the teams especially the lecturers who have given good direction and participation so that this journal can give best contributes in theory and practice.]]>
<![CDATA[the Developing Assessment Instrument In Critical Thinking Ability For Fifth Grade Of Elementary School In Thematic Learning ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 8 No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v8i2.36685
<![CDATA[The background of this study is about the availibility of the test assessment instrument to measure the critical thinking ability of fifth grade elementary school students which is limitted. Therefore, it needs to be developed. This development research used the Borg & Gall development method. The purpose of this study was to develop an assessment instrument in essay. The assessment instrument was validated by 5 Experts Judgment by using the Aiken'V formula. The results of trials using the construct validity of the Confirmatory Factor Analysis (CFA), interater reliability used Two Ways Anova proved by the Ebel formula and internal consistent reliability with the Alpha Cronbach formula. The result of expert judgment validation showed that ≥0.8 which mean that 10 items were in valid category, construct validity results from large-scale test analysis by using LISREL 8.8 namely Confirmatory Factor fulfilled the testing of goodness of fit GFI value 0,93, CFI=0,97 and NFI=0,91. The three assessment criteria have value > 0,90. It can be concluded that the construct validity is met. The construct validity is also evidenced by the loading factor of 10 items. All of which have a price of > 0,3. The interrater reliability assessment instruments based on Expert Judgment coefficient value was 0,62. The expert agreement indicated that the rating given by each rater is reliable or consistent between one another and internal consistency of small scale test results of coefficient value of alpha 0,861, large scale 0.813. Practicality of assessment instruments based on expert judgment had mean 37.2 and included in practical category. The profile of critical thinking skills of fifth grade elementary school students category “Mediumâ€. The Conclusions was the assessment instruments in critical thinking skills of fifth grade students on thematic learning were tested in validity, reliability and suitable to be used.]]>
<![CDATA[Teacher Evaluation in Determining Ability Minimum Completeness Criteria Subject First High School Mathematics ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 8 No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v8i2.38022
<![CDATA[KKM determines a measurement of the quality of learning in the educational unit. Carrying capacity, intake, students, and teachers use the complexity of determining the subjects of mathematics so KKM in education units can be different. This study aimed to evaluate the ability of teachers to include suitability procedures, enabling and inhibiting factors as well as the enforceability of the process in determining the KKM. The study used a survey method. CIPP evaluation model using the model. The sampling technique using techniques Slovin. The subjects are mathematics teachers of junior high school in Cirebon. Content validity of the instrument based on the judgment of experts using a formula Aiken's V and reliability testing using the formula Ebel. Content validity was tested by three experts. Data is collected using interview techniques, documentation, and questionnaires. Data were analyzed quantitatively and qualitatively. The ability of teachers by 83% with a very high category. Suitability procedures by 85% with a very high category and is not by following under accordance with the procedures as much as 15% lower categories. Supporting factor of 92% with a very high category and a limiting factor of 8% with the lower categories. The supporting factors include improvements to the learning process with the fulfillment of infrastructure, making document 1, 2 and 3, the achievement of KKM conducted jointly, their results are difficult KD analysis, moderate or easy, proactive learners, participating in learning activities and tasks that have been designed educators, KD producing appropriate evaluation questions. Inhibiting factors there is no standard minimum completeness criteria format that is produced through MGMP. Implementation process by 79% with a very high category.]]>
<![CDATA[Developing Assessment Instrument of Data, Technology, and Human Literacy in Physics Learning ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 8 No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v8i2.38370
<![CDATA[This study aims to determine validity of the assessment instrument data, technology, and human literacy in physics learning. The research method uses research and development (RnD) with modified 4-D model until development stage. Instrument of validation was assessed by 6 validators. The instrument was tested by 36 students of class X SMK Texmaco Semarang. The form of instruments is multiple choice test with 21 item to measure the cognitive domain. Data analysis in this research are tests of content validity, reliability, internal consistency, discrimination power, and level of difficulty. The results of the content validity by using Aiken’s coefficient get an average score 0.84 with a valid category at significance level of 0.05. Cronbach’s Alpha and ICC values from reliability test are 0.77 and 0.806 with reliable categories. The results of internal consistency showed that 80.95% items had a good internal consistency. There are 4 items with category not used from the discrimination power test. Furthermore from the results of the difficulty level, 7 items are easy, 13 items are medium, and 1 item is difficult. Based on results of the instrument analysis can be concluded that the instrument developed were valid and reliabel then can be used to measure ability of data, technology, and humans literacy in physics learning.]]>
