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.
Articles
285 Documents
<![CDATA[Content Validity and Reliability of The Inter-Rater Instrument for Android-Based Speaking Performance Assessment ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 9 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v9i1.43865
<![CDATA[This research is part of development research based on problems encountered in the field, which is the absence of an android-based speaking assessment instrument and one that supports one of the conservation values of Semarang State University, which is paperless. The aim of this study was to show the results of the validity and reliability test of the developed android-based speaking performance assessment instrument. The research method used is quantitative description of 3 expert judgments. The validation instrument developed in the form of an expert assessment sheet with 4 criteria, there are ease of use, visuals, content, and benefits. Analysis of the content validity of the assessment sheet using the V coefficient by Aiken and the reliability of the instrument content using the Interclass Correlation Coefficient (ICC) analysis with the help of SPSS version 16.0. The results showed valid results with all criteria valued> 0.3, namely with the lowest index 0.8 and the highest 1.0. Inter-rater reliability test using ICC obtained a value of 0.875, which means that all the criteria for the developed android-based speaking performance assessment instrument have a good level of consistency. Based on the results, it can be showed that the android-based speaking performance assessment instrument can be used.]]>
<![CDATA[Evaluation of E-Module Assisted Tai Cooperative Learning Model in Improving Student's Mathematics Literature ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 11 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v11i1.54865
<![CDATA[The purpose of this study was to evaluate, identify and categorize the level of mathematical literacy of class VII students at MTs Husnul Khotimah 2 Kuningan before and after the implementation of the Team Assisted Individualization (TAI) learning model assisted by e-modules. This research method is quantitative with One Group Pretest-Posttest design. The data collection technique used a mathematical literacy test for pretest and posttest with number content. While the data analysis technique used the average difference test (Paired Sample T-Test) and the Gain test. The results showed that based on the results of the average difference test, there were differences in scores before and after the application of the Team Assisted Individualization (TAI) model with the help of e-modules and the application of the TAI model could also improve mathematical literacy with an average score of each before and after the application of the model is 47.07 and 70.33 with categorization of improvement based on the Gain test after the application of the TAI model assisted by e-modules, namely 7 students of low improvement, 18 students of moderate improvement, and 5 students of high improvement and the average increase of students after the application of the model TAI assisted by e-module is 0.481 and is included in the moderate criteria. Thus, one way to improve students' mathematical literacy is to use the TAI learning model.]]>
<![CDATA[Validity and Reliability of Development of Self-confidence Assessment Instruments for Students on Chemistry Subject ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 11 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v11i1.55048
<![CDATA[Self-confidence assessment instrument in Chemistry subjects is very necessary, but there is no self-confidence assessment instrument in Chemistry subjects. The purpose of this study was to test the validity and reliability of confidence assessment instruments in Chemistry subjects. The research and development method used in this study is the model of non-test instrument development proposed by Mardapi. The participant is a document and an expert. Data collection using a questionnaire with 10 statements. The research instrument uses a questionnaire with a rating scale of 1 to 5. Data analysis using Aiken's V formula for content validity test with the help of Microsoft Excel and reliability estimation using Intraclass Correlation Coefficients (ICC) for reliability test between rater with the help of SPSS 25. The data of the results showed the value of Aiken's coefficient V on each item of the statement is ≥ 0.3, then it can be said that all aspects are valid. In addition, the estimation of reliability also produces an intraclass correlation coefficients (ICC) value of 0.735, then it can be said that this instrument is quite reliable. Thus, it can be concluded that the confidence assessment instrument in Chemistry subjects has high validity and reliability between rater is quite strong and is expected to be used as a reference for affective domain assessment for students.]]>
<![CDATA[The Evaluation of Mathematical Communication Skills with Moodle-assisted CTL Learning Model in Middle School ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 11 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v11i1.55418
<![CDATA[Mathematical communication skills are the ability to identify and write everyday problems into mathematical language. One way to improve mathematical communication skills is to apply Moodle-assisted CTL learning. This study is written to analyze and evaluate mathematical communication skills improvement of the students taught by moodle-assisted CTL learning model. The research design used is experimental research with Pre-Experimental Design. The samples of this research are students of class VIII A at SMP Negeri 22 Semarang. The research data is obtained using a mathematical communication ability test. The data analysis in this study are; (1) Right Side Proportion Test; (2) Average difference Test; (3) N-Gain Test. The results of data analysis in this study are interpreted as follows: (1) students' mathematical communication skills in Moodle-assisted CTL learning are classically complete (Z_count>Z_table; 1.66 > 1.64); (2) mathematical communication skills in CTL learning assisted by Moodle have completed the minimum completeness criteria (t_count>t_table; 5.55 > 1.72); (3) there is an average increase in students' mathematical communication skills between before being given Moodle-assisted CTL learning and after Moodle-assisted CTL learning with N-Gain of 0.57. So we can conclude that students' mathematical communication skills have improved during the application of the moodle-assisted model, and we can suggest that the moodle-assisted CTL learning model can be used to improve mathematical communication skills.]]>
<![CDATA[The Characteristics of Standard Instruments for Early Detection of Terrorism in the Name of Jihad in High School Students ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 11 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v11i1.55419
<![CDATA[Radical religious understanding has become a horrendous phenomenon, because religion, especially Islam, does not teach radicalism or even terrorism. This study aims to (1) analyze the design of instruments for early detection, (2) analyze the characteristics of the standard’s instrument in the form of the level of instrument validity and (3) analyze the level of reliability on the instrument for early detection of terrorism in the name of jihad in students of SMA Negeri 2 Semarang. This research uses descriptive qualitative and quantitative research. The content validity of the instrument was tested by 3 experts. The statement items developed were tested on 30 respondents (small class) and 145 respondents (large class). Data was collected using interview techniques, documentation and questionnaires. The results of this study produced 45 standard instrument items for early detection of terrorism in the name of jihad in the form of a Likert scale of 1-4 and presented online using a google form. The results of validation by experts are that there are 14 items that are declared invalid or have an Aiken V index value of less than 0.3 so that these items must be discarded. The non-test instrument has an interrater reliability coefficient, a small class trial, and a large class trial, respectively, which is 0.88; 0.92; 0.91. There are 17 items that are invalid or less than the correlation coefficient rcount in the small class trial. Based on the large class trial, the final results of the valid items were 45 items with an r-count value greater than 0.1362 and a non-negative value. The results of the KMO in the field trial were 0.803 so that the instrument items could be analyzed further. The instrument is formed into 12 factors. The instrument developed is constructivly valid because it is able to explain the overall variation in the terrorism early detection instrument of 66.79%. The conclusion from this study is that the the non-test instrument in the form of a Likert scale. The characteristics standard’s instruments of early detection for terrorism in the name of jihad is constructivly valid and reliable.]]>
<![CDATA[Instrument Development of Science Literacy Assessment with Socio-Sciences Contains in Natural Science Learning for Elementary School ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 11 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v11i1.55421
<![CDATA[The preparation of test instruments based on scientific literacy was one of the efforts to measure students' literacy skills, especially in the field of science or science. The aim of this study was to produce a scientific literacy assessment instrument containing socio-sciences in primary school science learning with the theme of heat and its displacement. The research method used in this study was the research and development method or often referred to as 4D (Define, Design, Development, Dissemination) by simplifying the stages of development into 3D (Define, Design, Development). The results showed that the average value of the instrument content validity was 85.03% which was declared very valid and the empirical validity value was 80.00%. The results of the practicality test of the scientific literacy assessment instrument containing socio-sciences by the teacher obtained a score of 89.52% and by students 88.43%. The reliability of the scientific literacy assessment instrument containing socio-sciences shows a high category with a reliability value of 0.83, there are 80% of questions with moderate difficulty criteria, and 66% of questions with good discriminating power. Based on the results of the research, it can be concluded that the scientific literacy assessment instrument containing socio-sciences of heat material and its transfer can be declared valid, practical, and reliable.]]>
<![CDATA[Creative Thinking Skill in Solving Mathematics Story Questions for Eight Graders ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 11 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v11i1.55422
<![CDATA[Mathematics creative thinking skills of learners are still low Mathematics learners could not solve mathematics story questions in non-routine manner The success of mathematics learning is based on the capability of learners to remember and apply the given steps, rules, and examples from the teachers These low performances make learners less creative to solve mathematics story questions This research aims to (1) analyze the mathematics creative thinking skill in solving mathematics story questions for learners taught by CPS and learners taught by discovery learning, and (2) describe the mathematics creative thinking skills in solving the questions The researchers used a test to collect the data The results showed that (1) the mathematics creative thinking skills of learners in solving story questions for learners with CPS were better than those taught by discovery learning Secondly, the learners with mathematics creative thinking skills could solve high-level mathematics story questions based on creative thinking indicators and four-stage solution On the other hand, learners with moderate mathematics creative thinking skills could solve questions with an indicator of creative thinking However, they could not solve the questions with four-stage solution Learners with low-level mathematics creative thinking skills could not solve the questions with the indicator of creative thinking skills The research results are useful to enrich knowledge about mathematics creative thinking skill development in solving mathematics story questions with the CPS model.]]>
<![CDATA[Validity and Reliability of Chemical Test Instruments for Acid and Base Solutions Oriented Generic Skills Science ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 11 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v11i1.55450
<![CDATA[The 2013 curriculum prioritizes the generic skills needed in science learning. Generic science skills require valid and reliable measuring tools. The purpose of this research is to reveal validity and reliability Chemical test instruments oriented to generic science skills on acid and base solutions. The subjects used were 35 students for the small class test and 125 students for the large class test. The method used is the quantitative method in the form of questionnaire sheets and KGS-oriented acid-base chemistry questions. Construct validity using confirmatory first order analysis. Interterrater reliability using 3 raters and tested using two-way annova with Ebel formula. The reliability of the large class test used the cronbach alpha formula. content validity of each item in each 81.25% eligible category. Construct validity seen from the item polarity of the items has a positive Point Measure Correlation (Pt. Mea-Corr). A total of 32 items have a strong or high correlation number. Three questions, namely item number 23 (0.57), 27 (0.49), and 33 (0.67) have a moderate correlation. Reliability between expert raters was analyzed using the Ebel formula resulting in 0.79 which was in the currently category. Small class test reliability 0.97 high category. The reliability of the large class test item reliability is 0.90, personal reliability is 0.94, and the KR-20 is 0.99 which is classified as high. Thus, the level of generic science ability that has been tested for validity and Reliability can be used by educators to determine the level of students' generic science abilities.]]>
<![CDATA[A Literature Synthesis and Evaluation of Experimental Studies in Agricultural Education Researches Within Period 2011-2021 ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 11 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v11i1.56097
<![CDATA[The purpose of this study is to find and synthesize existing Agricultural Education (AE) researches of Nigeria authors extraction that used experimental or quasi experimental designed and were published within period 2011-2021. A mixed approach research synthesis design was adopted. Five research questions were raised and answered. Thirty AE research articles met the selection criteria. The selected studies were synthesized based on research focus, recommendation, result, sample size and duration of treatment. Thirteen of the selected studies experimented on academic performance of students, out of which five shared themes with either of, method of active learning or technology. Five common themes in research recommendations were discovered by coding the recommendations of each publication, four of the selected studies recommend that government and school administrators should ensure adequate provision of technological devices in schools to make the use of technology effective in teaching. It was concluded that majority of the studies examined used a shorter treatment duration and that AE researches of Nigerian extraction were low. The impact of technology, academic achievement, and active learning approaches were trends in the synthesized studies. Professionals should be recruited and retrained to keep up with agricultural developmental trends, teachers should use video technology to enhance teaching and learning, and curriculum should be adjusted to include new innovative technique were among recommendations made.]]>
<![CDATA[Cognitive Assessment Instrument Development for Learners with Special Needs in Inclusive Elementary Schools ]]>
<![CDATA[ Journal of Research and Educational Research Evaluation Vol 11 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jere.v11i1.54587
<![CDATA[This research aimed to develop a cognitive assessment instrument for learners with special needs in inclusive elementary schools, focused on slow learners. The type of the research used is R&D (Research and Development) with the development model proposed by Borg & Gall. Sukmadinata modified the design from Borg & Gall in three main steps, that is (1) preliminary study; (2) product development; and (3) product testing. The subjects of this study were 3rd Grade students of SDN 14 Mulyoharjo. Research data obtained through interviews, observations and tests. The instrument developed was made in two question packages. Based on the result of the study, it was found that the assessment instrument aimed at inclusive elementary students was declared feasible. This is indicated by content validity validity, which was 0.80 to 1.00, the reliability between experts that resulted as much as 0.796 is categorized as good, and the reliability of large-scale test instruments belong to the very reliable category as indicated by the Kuder Richardson (KR) 20 value of 0.983 and 0.976. The equivalence test was carried out using the mean equalizing method and yielded a value of 8.71. Therefore, it can be concluded that the assessment instrument intended for students in inclusive elementary schools has met the specified criteria values so that it is feasible to use. The implication of the assessment instrument is that it can facilitate and assist teachers in inclusive primary schools in carrying out assessments.]]>
