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Journal Evaluation in Education (JEE)
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 27164160     EISSN : 27161595     DOI : https://doi.org/10.37251/jee
Core Subject : Education, Social,
Education Social Sciences Other
JEE publishes high-quality methodological assessment, evaluation, and study research texts in various educational settings and scientific disciplines with their own specific phenomena, as well as related studies that address issues of concern to education today. JEE discusses scientific research on how assessment and evaluation can improve educational outcomes; research on how various scientific disciplines can inform theoretical, practical, and political perspectives at various levels and education systems. This journal mainly covers manuscripts in the following fields: • Performance assessment • Instrument development • Policy analysis • Program evaluation • Test management • Development of research methodology • Curriculum assessment and evaluation • Local and global issue education 21st century • Learning evaluation and assessment • Including child development (childhood, primary, secondary, senior, vocation, and higher education)
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 70 Documents
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Search results for , issue "vol 6 no 2 (2025): april" : 70 Documents clear
Analysis of the Contribution of Arm Muscle Strength and Leg Muscle Explosive Power in Students to their Smash Ability in Volleyball Games Ifan Badra Wijaya; Agung Wahyudi; Bayu Murti Suryonegoro
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1567

Abstract

Purpose of the study: The importance of arm muscle strength and leg muscle explosive power in contributing to volleyball smash ability prompted researchers to analyze their magnitude in relation to student or athlete achievement in volleyball learning, which is part of the physical education curriculum program. Methodology: This type of research is quantitative, using a correlational approach with a quasi-experimental method. The population in this study were volleyball athletes with a sample of 20 athletes. The instruments used in this research were the hanging elbow test, vertical jump test and smash ability test. Meanwhile, this research data analysis technique uses statistical data analysis through linearity and correlation tests. Main Findings: Based on the research results, it was found that arm muscle strength and leg muscle explosive power make a significant contribution and have a big influence on the smash ability of athletes or students. Therefore, these findings require follow-up regarding the development of innovative teaching resources, such as textbooks or monographs, as a step to improve an athlete's or student's smashing ability in the volleyball learning process, thereby increasing students' motivation and learning outcomes. Novelty/Originality of this study: This research provides an in-depth analysis of the athlete's arm muscle strength and leg muscle explosive power on their smash ability by designing a training program and strategy that are more effective and suitable for improving volleyball smash ability.
TikTok as an Effective Tool for English Language Learning: A Digital Ethics Perspective Ninik Suryatiningsih; Dwi Priyo Widodo; Baiduri Baiduri; Ribut Wahyu Eriyanti
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1628

Abstract

Purpose of the study: The integration of TikTok as a tool in English language learning has rapidly expanded due to its engaging, short-form video format and the platform’s ability to foster creativity, student participation, and peer interaction. Despite this growth, limited scholarly attention has been paid to the digital ethical challenges posed by TikTok’s use in educational settings, particularly those related to data privacy, algorithmic bias, content moderation, and disinformation. Methodology: This research employs a systematic literature review approach, synthesizing findings from relevant studies on TikTok in education, with emphasis on English language instruction. The selection process follows PRISMA guidelines to ensure comprehensive and unbiased coverage of relevant literature. Main Findings: Findings indicate that TikTok significantly enhances learners’ speaking, listening, and digital communication skills while encouraging collaborative and socially interactive learning environments. However, ethical issues—such as exposure to inappropriate content, misinformation, lack of algorithm transparency, and student data vulnerabilities—emerge as critical concerns that require careful pedagogical management. Novelty/Originality of this study: This study presents a novel conceptual framework for integrating TikTok into English language education ethically and responsibly, positioning it at the intersection of digital pedagogy and media ethics. It advocates for the inclusion of digital literacy and ethics training within the curriculum to equip educators and students to engage with social media tools in a more informed and secure manner.
The Influence of Traditional Engklek Games on Improving Interrogative Sentence Writing Skills in Elementary School Students: An Experimental Study Moh Rif'an Maulana; Tri Sukitman; Yeni Puji Astuti
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1650

Abstract

Purpose of the Study: Elementary education in Indonesia continues to face significant challenges in developing students’ writing skills, particularly in constructing correct interrogative sentences. To address this issue, this study explores the use of traditional games, specifically the engklek game, as an innovative pedagogical tool to enhance interrogative writing abilities among elementary school students. Methodology: This research employed a quasi-experimental design with a quantitative approach, involving 60 fifth-grade students divided into an experimental group (using the engklek game) and a control group (using conventional instructional methods). Data were gathered through pre-test and post-test assessments consisting of 20 multiple-choice questions targeting interrogative writing skills. Statistical analysis was conducted to measure learning gains and treatment effects. Main Findings: The results demonstrated that students in the experimental group achieved a significantly higher post-test average score (19.33) compared to the control group (11.45). The N-Gain score analysis revealed a moderate improvement (0.72) for the experimental group, while the control group exhibited only low improvement (0.35). These findings affirm that integrating the engklek game can meaningfully boost students' ability to construct interrogative sentences. Novelty/Originality of this Study: This study introduces a novel intersection between traditional cultural practices and modern pedagogical needs by demonstrating how the engklek game typically associated with physical activity can be repurposed as an effective literacy development tool. It offers new insights into culturally responsive teaching strategies, advocating for the systematic integration of indigenous games into formal curricula to enhance engagement, contextualize learning, and improve academic outcomes in foundational language skills.
National Vital Object Security Management Approach in Supporting Sustainable Tourism in Geothermal Power Plants Imam Supriyadi
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1677

Abstract

Purpose of the Study: This study aims to analyze and prioritize security management approaches—preemptive, preventive, and repressive—to safeguard the Dieng Geothermal Power Plants, designated as a National Vital Object (Obvitnas), while simultaneously promoting sustainable tourism development in the Dieng area. Balancing national security requirements with community-based tourism initiatives presents a complex challenge that this study seeks to address. Methodology: A qualitative research method was employed, integrating the Analytical Hierarchy Process (AHP) to systematically prioritize security strategies. Data collection involved structured surveys and in-depth interviews with three key stakeholder groups: company management, security personnel, and community leaders. Triangulation was used to validate findings and ensure a comprehensive understanding of diverse stakeholder perspectives. Main Findings: The results reveal that the preemptive security approach is prioritized as the most critical strategy, emphasizing the importance of community involvement, partnership programs, and environmental initiatives to ensure the safety of the geothermal plant while fostering trust and collaboration with local communities. Repressive and preventive approaches, while still important, are ranked lower in effectiveness for achieving both security and tourism sustainability objectives. The study highlights that fostering proactive community engagement and ecological stewardship can serve as dual drivers of security and socio-economic development. Novelty/Originality of this Study: This research offers a novel integration of security management and sustainable tourism principles, proposing a community-centered security framework specifically adapted for Obvitnas like Dieng GPPs. It provides new insights into how national energy infrastructure can be protected without hindering, and even supporting, local tourism growth and community empowerment.
Initial Exploration of Career Awareness of Pre-School and Elementary School Children in Elementary School Career Guidance: A Limited Phenomenological Study Cucu Arumsari; Eko Yulianto; Gina Sugiana Sugara
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1681

Abstract

Purpose of the Study: To explore early childhood experiences in PAUD and elementary school (SD) that contribute to children's initial awareness and understanding of careers in the context of school-based career guidance. Methodology: Qualitative approach, phenomenological design; tools: semi-structured interviews, direct observation, documentation; analysis method: Colaizzi; participants: two purposively selected children aged 4 and 9; software/tools: manual coding without specific software; data sources: children's verbal responses, behavior, and creative work. Main Findings: Children’s career ideals shaped by visual media, direct experience, and close environment; understanding of work remains basic but developing; schools introduce careers through role-play and visual aids; parents support awareness via play tools and discussion. Four main thematic findings emerged highlighting the importance of combined school-family efforts. Novelty/Originality of this Study: This study uniquely captures early career awareness from children’s perspectives using phenomenological analysis. It introduces fresh insights into how early education environments and families collaboratively shape initial career concepts, offering foundational input for developing contextualized, age-appropriate career guidance in elementary education.
A Study of the Problem Based Learning Model with the Scaffolding Model as Independent Learning Yusnidar, Yusnidar; Haryanto, Haryanto; Fuldiaratman, Fuldiaratman; Oktavia, Sri Wina; Marliya, Sinta
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.732

Abstract

Purpose of the Study: This study aims to investigate teachers’ perceptions of the application of the Problem-Based Learning model and the Scaffolding approach in supporting independent learning at Junior high school 1 Muaro Jambi. Understanding teacher responses is critical to optimizing instructional strategies aligned with the goals of the independent learning. Methodology: A descriptive quantitative research design was employed. The population consisted of all teachers at Junior high school 1 Muaro Jambi, with a sample of 19 respondents selected through a random sampling technique. Data were collected using validated questionnaires and analyzed using descriptive statistical methods to interpret the level of teacher response to both learning models. Main Findings: The results show that teachers expressed a positive response, with an average approval rating of 79.8% towards the implementation of both the Problem-Based Learning and Scaffolding models in promoting independent learning. Teachers acknowledged that these models enhanced student engagement, critical thinking skills, and autonomy in the learning process, although some highlighted the need for further training and resource support to maximize implementation. Novelty/Originality of this Study: This research offers a novelty contribution by providing empirical insights into teacher perceptions of combining PBL and Scaffolding approaches specifically within the framework of independent learning initiatives. Unlike previous studies that often focus solely on student outcomes, this study emphasizes the teacher’s role as a mediator in implementing innovative pedagogical models. The findings serve as a foundation for developing targeted professional development programs that empower teachers to foster more autonomous and student-centered classrooms.
Designing Innovative Evaluation Instruments for Elementary Teacher Professional Education: A Learning Condition Theory Approach Syahrial, Syahrial; Asrial, Asrial; Sabil, Husni; Rahmi, Rahmi; Azzahra, Miftahul Zannah; Nawahdani, Ahmad Mansur
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1225

Abstract

Purpose of the study: This study aims to develop a valid, reliable, and culturally relevant evaluation instrument for assessing the pedagogical competencies of teacher candidates in the Professional Teacher Education Program (PPG) at the elementary school level, based on the Condition of Learning theory. Methodology: The study employed a quantitative approach with validation by six experts and field testing involving 100 teacher candidates. Data analysis included Cronbach's Alpha for reliability measurement. The instrument design adhered to Condition of Learning principles, integrating cultural relevance and pedagogical evaluation. Main Findings: Validation scores ranged from 4.3 to 5.0 across aspects, with a reliability score of 0.72 (Cronbach's Alpha). Evaluation results showed mean scores of 85.05 for cognitive, 80.07 for affective, and 81.14 for psychomotor competencies, indicating strong preparedness among teacher candidates. Novelty/Originality of this study: This study integrates Condition of Learning principles with cultural elements, creating a comprehensive evaluation instrument that reflects Indonesia's educational context. It provides a significant tool for improving pedagogical assessments and aligns evaluation with local values and national education standards. This research has an impact on the creation of more effective and relevant evaluation instruments, so that it can improve the quality of professional education of elementary school teachers through the application of learning conditions theory.
Chemistry Learning Revolution: Problem Based Learning to Improve the Responsible Character Students in Atomic Structure Material Haryanto, Haryanto; Yusnidar, Yusnidar; Harizon, Harizon; Fuldiaratman, Fuldiaratman; Triani, Elza; Oktavia, Sri Wina; Kittiwutthisakdi, Kowit
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1228

Abstract

Purpose of the Study: This study aims to analyze the impact of the Problem-Based Learning (PBL) model on the development of students’ responsibility character in Chemistry education, with a specific focus on the challenging topic of atomic structure among 11th-grade high school students. Amid increasing concerns about character education in STEM subjects, this study seeks to fill the gap by exploring how active learning models influence affective outcomes alongside cognitive achievement. Methodology: A mixed-methods explanatory design was employed, incorporating a quasi-experimental approach with pretest-posttest control groups. Quantitative data were collected through self-assessment questionnaires, peer evaluations, and teacher observation sheets, while qualitative insights were gathered via semi-structured interviews and thematic analysis of student reflections. The triangulation of data sources provided a comprehensive view of how PBL implementation affects student responsibility. Main Findings: The findings revealed that students in the experimental group demonstrated significant improvements in their responsibility character compared to the control group. Higher posttest scores reflected positive behavioral changes in engagement, discipline, and task accountability during Chemistry learning activities. Qualitative data further supported that PBL encouraged students to take ownership of their learning process, collaborate effectively, and complete tasks with greater autonomy and diligence. Novelty/Originality of this Study: This research offers a novel perspective by applying PBL not only as a cognitive learning strategy but also as a tool for character development in complex Chemistry topics. It advances the understanding of integrative pedagogical models that simultaneously nurture academic proficiency and essential life skills, particularly responsibility, in secondary science education.
Evaluation of the Implementation of School Financial Management in the Free School Program Using the Stake Model at Senior High School Annur, Saipul; Afriantoni, Afriantoni; Rini, Asih Wahyu
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1298

Abstract

Purpose of the Study: This study evaluates the implementation of school financial management within the free school program at Senior High School 3 Palembang using the Stake evaluation model to assess effectiveness, transparency, and accountability in fund management. As education funding is crucial in ensuring equal learning opportunities, examining how financial resources are managed within tuition-free programs is essential for sustainable policy implementation. Despite regulatory guidelines, financial management in free school programs often encounters obstacles in coordination, supervision, and transparency. Methodology: This research adopts a qualitative case study approach, utilizing interviews, observations, and document analysis to gather in-depth insights. The Stake model framework evaluates the program through four dimensions: context, input, process, and product. Main Findings: Findings reveal that while financial management at Senior High School Palembang adheres to procedural standards, significant challenges persist in supervision mechanisms and budget reporting. Inefficiencies in fund allocation and monitoring impact the program’s effectiveness, highlighting the need for improved financial literacy among administrators and enhanced accountability measures. Novelty/Originality of the Study: The novelty of this study lies in its application of the Stake model to assess financial governance in free school programs, a relatively unexplored area in education management research. By providing a localized evaluation, this study enriches existing literature and offers practical recommendations for policymakers, school administrators, and education stakeholders. Strengthening financial transparency and accountability is crucial to ensuring that free education programs fulfill their intended objectives, fostering equitable access to quality education while maintaining fiscal responsibility.
The Social Studies Educators in the Philippine Licensure Examination for Teachers: Challenges and Implications Blanco, Francis Edward A.
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1426

Abstract

Purpose of the study: This study explores the unique challenges faced by Social Studies educators from a state university in Central Luzon, Philippines, in passing the Licensure Examination for Teachers (LET) and aims to provide implications for enhancing preparation strategies and improving overall passing rates. Methodology: This study utilized a descriptive qualitative methodology, employing in-depth interviews, analytical memos, and self-reflective journals as data collection tools. Data analysis was conducted using Bingham and Witkowsky’s (2023) Five-Phase Process of Qualitative Data Analysis with the aid of a software for qualitative data analysis. Data credibility was ensured through cross-verification. Main Findings: Social Studies educators struggled with poor time management and job priorities which led to limited preparation time while inadequate rest and exam policy awareness contributed to poor performance. The struggles contributed to unfavorable outcomes in the initial attempts at passing the LET. Novelty/Originality of this study: Existing research highlights the importance of passing the LET for career advancement and teaching quality, yet few studies examine the challenges affecting Social Studies educators. Addressing the gap, this study provides a deeper understanding of the challenges these educators face offering implications to improve LET preparation strategies and contribute to teacher certification research and professional development.

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