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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 35 Documents
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Search results for , issue "Vol 6 No 4 (2025): October" : 35 Documents clear
Development of MITEDA (Mitigation of Earthquake Damage) Media for Wave Physics Using a STEM Approach to Enhance Students’ Computational Thinking Skills Kristian Dinata; Afrizal Mayub; Iwan Setiawan; Henny Johan; Sutarno Sutarno
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.1709

Abstract

Purpose of the study: The aim of this study is to develop and evaluate the effectiveness of a learning media called MITEDA (Mitigation of Earthquake Damage), which is based on the STEM approach and computational thinking, to support the teaching of wave physics. The study focuses on both the development process of the media and its impact on improving students’ computational thinking skills through contextual problem-solving using earthquake simulation and sensor-based data. Methodology: The research method used is Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Tools used include Arduino Uno, SW-420 vibration sensor, LCD 16x2, and a buzzer. Software includes Arduino IDE and Proteus. Data collection used expert validation sheets, student questionnaires, observations, and computational thinking tests. Main Findings: The MITEDA learning media, comprising a digital seismograph kit and instructional module, was rated “highly feasible” by experts (Aiken’s V ≥ 0.80) and received positive student feedback for usability and engagement. Statistical analysis showed a significant improvement in computational thinking skills for the experimental group (N-Gain = 0.84) compared to the control group (N-Gain = 0.56), t(69) = 8.875, p < 0.001, d = 2.716, with the highest gains in abstraction and consistent high-level algorithmic performance. Novelty/Originality of this study: This study presents an innovative learning media, MITEDA, integrating STEM and computational thinking through earthquake simulation using Arduino-based sensors. It advances wave physics learning by providing real-time vibration data and contextual problem-solving, enhancing students’ analytical skills.
Linguistic and Textual Structure Representation in Biographical Writing: Insights from BIPA Learners Yohana Monika Masing Wato; Ida Widia; Mochamad Whilky Rizkyanfi; Vinsensius Bawa Toron; Aderita Mariana Takeleb
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.1956

Abstract

Purpose of the study: The study aims to comprehensively map the ability of BIPA students from Timor-Leste in writing biographical texts, while identifying their strengths and weaknesses in several key aspects: clarity of content, writing structure, creativity and language style, adherence to theme, and spelling and grammar accuracy. Methodology: Data were collected through a biographical writing task, which was assessed using a specially designed rubric. A mixed-method approach was applied: quantitative analysis was used to examine the distribution of ability levels across categories, while qualitative analysis explored detailed patterns of strengths and weaknesses for each aspect. Main Findings: The findings show that most students achieved a medium level for clarity of content (57.5%) and writing structure (60%). However, creativity (65% low) and spelling and grammar (52.5% low) emerged as the main challenges. Specific difficulties were identified in the formation of derived words, the use of temporal conjunctions, and the construction of complex sentences. Novelty/Originality of this study: This study places biographical writing as an instrument for diagnosing the writing skills of BIPA students in the sociolinguistic context of Timor-Leste, a domain that is rarely explored. This approach allows for a more detailed mapping of students’ strengths and weaknesses rather than just measuring final scores for pedagogical intervention. The implications suggest that BIPA teachers should prioritize fostering grammatical cohesion, enhancing creativity, and refining the reorientation section of biographical texts. The implementation of a scaffolding model progressing from guided examples to independent production is recommended to systematically develop students’ writing competence.
Evaluation of Program on Basic Sciences Courses in Elementary School Teacher Education’s Singkawang Eka Murdani; Susbiyanto Susbiyanto; Rendi Restiana Sukardi; Berry Kurnia Vilmala; Irwan Muhammad Ridwan; Titiyaka Binti Jajuri
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2027

Abstract

Purpose of the study: The purpose of this study is to evaluate the Basic Sciences courses by examining their effectiveness in developing 21st-century skills, particularly the 4Cs (critical thinking, communication, collaboration, and creativity). This evaluation aims to ensure that the courses not only measure knowledge but also assess essential competencies for future learning and work. Methodology: This study employed the CIPP (Context–Input–Process–Product) evaluation model. The evaluators developed and implemented a Project-Based Learning (PjBL) model integrated with 4C competencies, abbreviated as PjBL4C. Data were collected through lesson plan analysis, pre-tests and post-tests for content knowledge and 4Cs, and performance assessments of communication and collaboration skills. Student satisfaction was also measured using a structured questionnaire. Main Findings: The implementation of the PjBL4C model in Basic Sciences courses showed a significant improvement in students’ achievement and 4C competencies. The number of students reaching the standard level increased based on pre-test and post-test results. At the end of the course, the evaluation successfully identified the overall 4C profiles of students categorized into three levels: below, approaching, and at standard. Novelty/Originality of this study: This study introduces PjBL4C as an innovative instructional model that simultaneously develops and measures 4C skills in higher education. Additionally, the 4C assessment instrument was designed and aligned with the PjBL syntax, enabling accurate classification of students’ competencies across multiple skill domains.
Implementation of Lecturer Competency Development in Higher Education Satriyadi Satriyadi; Amiruddin Siahaan; Didik Santoso
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2067

Abstract

Purpose of the study: This study aims to describe the planning of lecturer competency development, organization of lecturer competency development, implementation of lecturer competency development, supervision of lecturer competency development, evaluation of lecturer competency development at the Syekh Abdul Halim Hasan Binjai Institute. Methodology: This research method is a qualitative research method with a phenomenological research approach. This research was conducted to build knowledge through understanding and discovery based on a methodology that investigates a phenomenon and problem. Data collection techniques used are observation, interviews, documentation studies. Data management consists of data reduction, data display/data presentation, data analysis, drawing conclusions for research results. Main Findings: The findings reveal that while the institute demonstrates strong commitment to improving teaching quality, several issues persist, such as limited resources, insufficient integration of technology, and supervision focused mainly on administrative compliance rather than pedagogical enhancement. The evaluation process also tends to emphasize attendance and reporting rather than measurable improvement in teaching skills or student outcomes. The study highlights the need for a more reflective and data-driven approach to faculty development, emphasizing participatory planning, effective feedback mechanisms, and the establishment of long-term evaluation systems. Novelty/Originality of this study: The novelty of this research lies in its holistic assessment of lecturer competency development within an Islamic higher education context, bridging managerial and pedagogical dimensions. The implications extend to policy and practice in higher education, suggesting that competency development must transition from procedural routines to transformative learning experiences.
Management of Special Health Literacy Services: A Multi-Site Study at Madrasah Aliyah Wasiyem Wasiyem; Mesiono Mesiono; Abdurrahman Abdurrahman
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2068

Abstract

Purpose of the study: This study investigates the management of special health literacy services at Madrasah Aliyah Negeri 1 Medan and Madrasah Aliyah Negeri 2 Model Medan, focusing on four management functions: planning, organizing, implementation, and supervision. Methodology: Using a qualitative multisite case study approach, data were collected through interviews, observations, and document analysis involving teachers, administrators, and students. Main Findings: The findings reveal that both madrasahs show a strong commitment to integrating health literacy into their educational practices; however, they differ in formalization and consistency. MAN 1 Medan exhibits a structured and well-documented planning process with clear coordination through the School Health Unit (UKS), whereas MAN 2 Model Medan relies on informal planning and teacher initiative. Implementation at both institutions includes curricular and extracurricular activities, but MAN 1 Medan demonstrates stronger institutional coordination. Supervision mechanisms are largely informal, lacking standardized evaluation systems. The study concludes that while collaborative practices between teachers, students, and external health institutions exist, formal frameworks and documentation are limited. Novelty/Originality of this study: The findings highlight the importance of developing structured systems, clear standard operating procedures, and formal evaluation mechanisms to enhance the effectiveness of health literacy services in religious schools. This study contributes to filling the research gap on health literacy management in madrasahs, offering practical insights for policymakers and educators in promoting health education that aligns with religious and cultural contexts.
Emotional Intelligence and Leadership Style as Predictors of Conflict Management Skills: An Empirical Study of Educational Leaders Arif Budi Raharjo; Nurul Aisyah
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2084

Abstract

Purpose of the study: School principals often face conflicts that undermine school climate and educational effectiveness, particularly in Indonesian educational settings where diverse stakeholders have competing interests. This study aims to examine the contribution of emotional intelligence and leadership style to the conflict management skills of school principals, particularly within the context of educational leadership in Muhammadiyah secondary schools. Methodology: The study employed a quantitative approach with a cross-sectional design and utilized Structural Equation Modeling (SEM) to examine the direct relationships among variables. The measurement instruments included an emotional intelligence scale based on Goleman's model, a leadership style scale grounded in situational leadership theory, and a conflict management skills scale adapted from the Thomas–Kilmann model. Main Findings: The results indicated that emotional intelligence (β = 0.531, p < 0.001) and leadership style (β = 0.309, p = 0.013) significantly contributed to conflict management skills, with emotional intelligence emerging as the stronger predictor. The research model demonstrated good fit (CFI = 0.95; RMSEA = 0.05) and accounted for 44.4% of the variance in conflict management skills. These findings highlight the importance of developing emotional intelligence–based leadership integrated with adaptive leadership styles to enhance conflict management effectiveness. Novelty/Originality of this study: This study integrates the emotional intelligence model and situational leadership theory into a single conceptual framework, empirically tested within the Indonesian educational context, particularly in Muhammadiyah schools.
Multiculturalism and Prior Knowledge as the Basis for Assessing Tolerance in Civic Education Muhammad Nurman
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2149

Abstract

Purpose of the study: This study aims to assess the impact of implementing a multicultural problem-based learning model and prior knowledge on students' tolerance attitudes in the Citizenship Education course. Methodology: The sampling technique was carried out using cluster random sampling to determine the experimental and control classes. Data collection methods included tests and questionnaires. Tests were used to collect data on prior knowledge, while questionnaires were used to collect data on students’ tolerance attitudes. Data analysis was conducted descriptively and inferentially. Inferential analysis employed a two-way analysis of variance (ANOVA) 2 x 2. Main Findings: The results of the analysis indicate that the implementation of a multicultural problem-based learning model and prior knowledge affect students' tolerance attitudes in the citizenship course. Novelty/Originality of this study: The novelty of this research lies in the integration of two aspects that are rarely explicitly combined: multiculturalism as a socio-cultural framework and prior knowledge as a cognitive aspect in the assessment of tolerance attitudes. This approach produces a more comprehensive assessment instrument compared to previous studies.
Evaluation of the Effectiveness of AI-Assisted Project-Based Learning on Research Proposal Writing Skills Yunita Wardianti; Dian Samitra; Deo Alfa Riski
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2021

Abstract

Purpose of the study: Improving the quality of research proposals is a challenge in Biology education at the tertiary level. Integrating project-based learning with artificial intelligence (AI) support offers an innovative approach to strengthening students’ proposal writing skills. This study aimed to determine the effect of AI-assisted project-based learning on the ability to write research proposals of Biology Education students. Methodology: This study used a pretest-posttest quasi-experiment design with a control group. Two classes of Biology Education students were purposively selected. The experimental class applied AI-assisted project learning, while the control class used conventional methods. Data were collected through the assessment of the research proposal rubric and analyzed by t-test to assess the difference between the scores of the control class and experimental classes’ scores. The data obtained in this study were analyzed using SPSS. Main Findings: The research finding show that the average score of the experimental class proposal writing ability of 86.2 is greater than that of the control class proposal writing ability of 78.7. The results also show that the Sig. 0.0001 is smaller than 0.05, meaning that AI-assisted project-based learning affects the ability to write research proposals. This finding indicates that AI effectively supports students in designing and writing better research proposals. Novelty/Originality of this study: Research on the use of AI in project learning to improve research proposal writing skills is still limited. This study contribute that AI effectively supports students in designing and writing better research proposals.
Authentic Assessment of Literacy and Numeracy Based on Local Wisdom at Elementary School Level in Ternate City Ode Zulaeha; Harina Sangadji
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2035

Abstract

Purpose of the study: This study aims to describe the implementation of authentic assessment of literacy and numeracy based on local wisdom in elementary schools in Ternate City. Methodology: A mixed methods approach was employed involving both qualitative and quantitative data collection. The participants were 200 fifth-grade students from four schools Elementary School 1, Elementary School 2, Islamic Elementary School Nurul Hasan, and Islamic Elementary School Fathul Munir selected proportionally. Data were gathered through classroom observations, documentation, and authentic tasks integrated with local cultural contexts. Qualitative data were analyzed thematically, while descriptive statistics were used for quantitative analysis. Main Findings: The findings reveal that authentic assessment based on local wisdom in Ternate has not yet been systematically implemented in literacy and numeracy learning. However, several innovative teacher practices emerged, such as using the Ternate language for numeracy tasks, conducting literacy activities through interviews with market vendors, and applying mathematical concepts in real-life contexts like market transactions. These practices effectively connected students’ cultural experiences with learning objectives, enhancing engagement and conceptual understanding. Novelty/Originality of this study: The novelty of this study lies in integrating Ternate’s local wisdom as a contextual foundation for authentic literacy and numeracy assessment, bridging the gap between assessment theory and culturally grounded educational practice. The study contributes to the development of context-sensitive assessment instruments that promote equity, relevance, and cultural identity in education. Furthermore, it provides empirical evidence supporting culturally responsive pedagogy as a strategy for improving learning outcomes in diverse local contexts.
Evaluating the Effectiveness of the Learning Community Program in Improving Educators’ Pedagogical Competence Trisna Apriani; Manap Somantri; Muhammad Kristiawan; Zaharah Hussin
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2092

Abstract

Purpose of the study: This study aims to evaluate the learning community program at Sekolah Pendidikan Non-Formal Sanggar Kegiatan Belajar [Non-Formal Education School Learning Activity Center] SPNF-SKB Kaur in improving the pedagogical competence of learning facilitators using the CIPP (Context, Input, Process, Product) evaluation model. Methodology: This research employed a descriptive qualitative approach with the CIPP model. Participants included the Head of SPNF-SKB Kaur, learning community managers, and learning facilitators. Data were collected through interviews, observations, and documentation, then analyzed using Miles, Huberman, and Saldaña’s interactive model, including reduction, display, verification, and conclusion drawing. Main Findings: The findings show that the learning community program is relevant and effectively managed. It successfully supports planning, implementation, and resource provision, leading to improved pedagogical competence of facilitators and positive impacts on student learning outcomes. Nevertheless, challenges remain, such as limited motivation among some facilitators, insufficient module availability for Package A and B, and suboptimal support from local government. Novelty/Originality of this study: This study provides one of the first comprehensive evaluations of a learning community program for facilitators in non-formal education. Unlike previous studies that focused mainly on teachers in formal schools, this research highlights both the effectiveness and challenges of learning communities in enhancing pedagogical competence in non-formal education settings, filling an important gap in the literature.

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