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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
Evaluating the Effectiveness of a Cloud Computing-Based LMS in Developing Learning Skills in Accounting Major Choms Gary Ganda Tua Sibarani; Tri Effiyanti; Jabal Ahsan
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.v6i4.1979

Abstract

Purpose of the study: This study aims to evaluate the factors influencing student acceptance and satisfaction with SIPDA, a cloud-based Learning Management System (LMS), among accounting majors at the Faculty of Economics, Universitas Negeri Medan. Methodology: A quantitative research design was employed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS. The study involved 213 accounting students from both regular and non-education programs, selected through a total sampling approach. Data were collected using structured questionnaires that measured five core constructs: instructor quality, content quality, perceived usefulness, satisfaction, and self-regulation. The collected data were analyzed using SEM-PLS to test the hypothesized relationships and assess model validity and reliability. Main Findings: Of the seven hypotheses tested, six were found to be positive and statistically significant. Instructor and content quality had strong positive effects on perceived usefulness and satisfaction, while perceived usefulness significantly enhanced satisfaction. However, self-regulation showed an adverse indirect effect on satisfaction through perceived usefulness (β = -0.061), indicating that highly self-regulated students are more critical when the LMS fails to meet their expectations. The model demonstrated high predictive validity (R² = 0.790) and fulfilled all reliability and construct validity criteria. Novelty/Originality of this study: This study reveals a counterintuitive relationship between self-regulation and satisfaction. While self-regulation typically fosters positive outcomes, students with greater autonomy and digital literacy are dissatisfied when LMS responsiveness and personalization are lacking. The findings emphasize the need for adaptive, learner-centered LMS designs tailored to self-regulated learners in higher education.
Evaluation of Digital Literacy and Training in Shaping Self-Efficacy towards Teachers' Digital Competence in High Schools Amilusholihah Amilusholihah; Nani Sutarni; Nugraha Nugraha; Endang Supardi; Susanti Kurniawati
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.v6i4.1983

Abstract

Purpose of the study: This study aims to evaluate the role of digital literacy and training in shaping teachers' self-efficacy and in contributing to the development of digital competencies among high school teachers. Methodology: A quantitative research design was used, employing a correlational survey. Data were collected from 100 high school teachers in East Java through an online questionnaire. Structural Equation Modeling (SEM) analysis was performed using SmartPLS 4.0 software to evaluate measurement validity, structural paths, and mediation effects. Main Findings: Digital literacy, training, and self-efficacy have a significant, positive influence on teachers' digital competence. Both digital literacy and training also significantly influence teachers' self-efficacy, although the influence is relatively small. In addition, self-efficacy partially mediates the relationship between digital literacy and training in digital competence, underscoring its strategic role in improving teachers' ability to integrate technology into education. Novelty/Originality of this study: This study offers a new perspective by identifying self-efficacy as a psychological bridge between external support (training) and internal competency development. It enriches current knowledge by integrating personal belief systems into the digital competency framework and provides practical implications for designing more effective teacher professional development programs.
Improving Elementary Students’ Speaking Skills through Happy Holiday Activities Integrated with Islamic Values in Magelang City Jendriadi Jendriadi; Yanti Sariasih; Lina Sri Susiyarni
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.v6i4.2062

Abstract

Purpose of the study: This study examines the effectiveness of the Happy Holiday program in enhancing elementary students’ speaking skills through engaging, value-based learning activities grounded in Islamic teachings. Speaking ability is a fundamental component of children’s communicative competence, yet many students in Magelang City continue to experience difficulties in expressing ideas confidently in public settings. Methodology: Using a qualitative descriptive design, the research involved 193 students from grades III–V across several schools, with data collected through participant observation, semi-structured interviews with students and parents, and documentation of learning activities. Thematic analysis revealed that the program successfully created an enjoyable, interactive, and low-pressure environment that improved students’ fluency, vocabulary mastery, clarity of expression, and willingness to speak. Main Findings: Activities such as storytelling about the Prophet’s companions, collaborative discussions, and Islamic-themed educational games not only enhanced students’ linguistic performance but also strengthened moral values such as honesty, responsibility, respect, and self-confidence. Integrating ethical character formation into speaking practice proved effective in fostering polite and meaningful communication. Novelty/Originality of this study: The novelty of this study lies in its development of a culturally rooted pedagogical model that merges non-formal learning, Islamic character education, and oral language development an approach rarely explored in Indonesian elementary education research. By demonstrating that holiday-based programs can reduce gadget dependency while enriching both communication skills and moral awareness, this study offers an innovative framework for alternative language learning initiatives that are contextually relevant, enjoyable, and character-oriented.
Qur’an-Anchored Competency Framework: Thematic Links Between Value Orientations and 21st-Century Skills Iwan Hermawan; Wahidin Wahidin; Radyallah Agnia Hermawan
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.v6i4.2066

Abstract

Purpose of the study: This study synthesizes how Qur’anic value orientations tafakkur (Meditation), taʿāwun (collaboration), ḥikmah (wisdom), and iḥsān (excellence/creativity) map onto 21st-century competencies (4C/6C) and articulates a coherent integration framework for Islamic education. Methodology: Adopting a library research design, documents were selected through explicit inclusion–exclusion criteria from databases (e.g., Google Scholar, national portals) and backward reference screening. Eligible sources included scholarly books, peer-reviewed articles, theses/dissertations, regulations, yearbooks, and reputable encyclopedias (print/digital). Data were extracted using a structured matrix and analyzed using qualitative content analysis (NVivo/ATLAS.ti optional). “Measurement” was operationalized as code presence, salience, and co-occurrence patterns across texts. Trustworthiness was supported by expert review of the codebook, intercoder agreement targets (Cohen’s κ ≥ .70), triangulation, and an audit trail. Main Findings: The study identifies strong links between Qur’anic values tafakkur, taʿāwun, ḥikmah, and iḥsān and core 21st-century competencies such as critical thinking, communication, collaboration, and creativity. These connections form a practical Value–Skill–Outcome framework that translates spiritual principles into measurable educational skills, offering a balanced integration of ethical values and modern learning outcomes in Islamic education.. Novelty/Originality of this study: The study moves beyond descriptive parallels by offering a concise, Qur’an-anchored framework that integrates classical values with contemporary competency models for Islamic higher education.
Designing Social Studies Brain-based Lesson Plan using Activation, Connection, and Transfer (ACT) Model John Albert R Dela Rosa
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.v6i4.2097

Abstract

Purpose of the study: This study develops a model for designing brain-based lesson plans in Secondary Social Studies. The developed model may serve as a reference for developing brain-based lesson plans grounded in an understanding of how the brain learns and works effectively. Methodology: This study employed a developmental research design. The research data were gathered through the validation of lesson plans, observation of lesson try-outs, focus group discussions, semi-structured interviews, and other techniques such as student behavioral measures, emoticons, ratings, and metaphors. Descriptive statistics were used to analyze the quantitative data, while a thematic analysis was utilized for analyzing qualitative data. Main Findings: The results indicated that when applying the ACT Model in instruction, Social Studies teachers should begin by activating students’ brains through engaging and enjoyable learning activities that present essential concepts at the start of the lesson. This should be followed by connecting the lesson to the students’ life experiences. Lastly, to demonstrate relevance, the Social Studies lesson should conclude by transferring students’ learning into their lives more realistically, allowing them to practice and internalize the content. Novelty/Originality of this study: This study advances academic discourse on applying brain science to social studies education. It highlights the importance of integrating neuroscience with social studies education to design scientifically sound teaching methods. Additionally, it contributes to the field of research by outlining a process for developing a learning model aimed at enhancing social studies education.
Evaluating Research Trends and Scholarly Impact in Blended Learning and Learning Management Systems: A Bibliometric Study (2003–2025) Ishaq Ishaq; Syamsidar Saleng; Hartono Bancong
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.v6i4.2099

Abstract

Purpose of the study: This study aims to identify global research trends, thematic evolution, and collaboration patterns in blended learning and learning management systems (LMS) from 2003 to 2025 using a bibliometric approach. Methodology:.A total of 890 peer-reviewed documents indexed in Scopus were analyzed using VOSviewer (v1.6.19) and Biblioshiny (R-based). Bibliometric mapping, keyword co-occurrence, and network visualization techniques were employed following systematic review procedures. Main Findings: The study identified three distinct research phases: initiation (2003–2008), rapid growth (2009–2019), and stabilization (2020–2025). Research focus shifted from technical implementation to learner-centered pedagogy emphasizing engagement, curriculum integration, and learning analytics. Emerging themes include artificial intelligence and adult learning, while Computers & Education remains the most influential source. Novelty/Originality of this study: This study provides a two-decade bibliometric mapping highlighting thematic evolution and collaboration networks in blended learning and LMS research. It advances understanding by identifying emerging areas such as AI and lifelong learning that inform future directions in digital education research.
Predictive Validity of Peer Assessment in Micro-Teaching: Correlation with Teacher Ratings among Indonesian Preservice EFL Teachers Santi Farmasari; Lalu Ali Wardana; La Ode Alfin Haris Munandar; Hartati Suryaningsih
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.v6i4.2113

Abstract

Purpose of the study: This study investigates the predictive validity of peer assessment of teacher evaluations in English micro-teaching performance among preservice teachers Methodology: This study used a quantitative correlational-predictive design with 48 preservice teachers selected through random cluster sampling. The study used peer and teacher performance assessment rubrics covering eight teaching skills, which were previously validated by two experts (CVI = 1.0). Data were analyzed using Pearson correlation, linear regression, and paired-sample t-tests to examine predictive validity, alignment, and discrepancies between peer and teacher evaluations in micro-teaching performance. Main Findings: Data reveal a moderate to strong correlation between peer and teacher scores (r = 0.645, p < 0.001), with peer assessments significantly predicting teacher evaluations (R² = 0.416). However, peer scores were consistently lower (M = 34.02 vs. 38.33, p < 0.001), particularly in complex areas like classroom management and reinforcement. This highlights peer assessment’s value as a supplementary tool for evaluating teaching and fostering reflection, while underscoring the need for assessor training and rubric calibration to ensure reliability. Novelty/Originality of this study: This study brings a new perspective by exploring whether peer assessment in English micro-teaching can actually predict teacher evaluations. Unlike most research that sees peer review only as a learning aid, this study shows peers can meaningfully mirror teacher judgments, while also revealing where their views differ. The findings highlight the potential of peer assessment as both a learning and an evaluative tool in teacher education.
Evaluation of the Futsal Extracurricular Program: Developing Students’ Life Skills Vocational High School Farcham Mulloh; Amung Ma'mun; Nurlan Kusmaedi; Bambang Abduljabar; Febrian Andi Hidayat; Raisa Anakotta; Waskito Aji Suryo Putro
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.v6i4.2140

Abstract

Purpose of the study: This study aims to evaluate the effectiveness of integrating life skills education into futsal extracurricular activities in vocational high schools. The research was conducted in response to the limited application of life skills learning in sports-based programs, particularly in futsal, which is often focused merely on technical performance. Methodology: The study employed a quantitative descriptive approach using the CIPP (Context, Input, Process, Product) model. The participants were 13 students purposively selected from the extracurricular futsal program at Vocational High School Muhammadiyah Kutawinangun. Data were collected using validated questionnaires to measure life skills and performance tests to assess basic futsal skills (dribbling, passing, and shooting). The data were analyzed using paired sample t-tests and N-Gain to determine the effectiveness of the intervention. Main Findings: The results showed a significant improvement in students’ life skills (M = 50.69; t = 8.957; p < 0.001) and a moderate improvement in futsal skills (M = 9.39; t = 3.501; p = 0.004). The integration of structured life skills learning within futsal training proved effective in developing students’ teamwork, communication, and self-management abilities. Novelty/Originality of this study: The novelty of this study lies in its systematic combination of sports pedagogy and life skills education within an extracurricular setting, providing a new model for holistic learning in vocational education. The findings have practical implications for educators and policymakers in designing sports-based learning models that foster students’ personal, social, and professional competencies in alignment with 21st-century education goals.
Effect of a Positive Mindfulness Program on Positive Emotional Development in Final-Year Students: A Pre-Experimental Study in Semarang Ajeng Octavia Insani Harits; Farida Harahap; Sholeha Tri Asih
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.v6i4.2170

Abstract

Purpose of the study: This study aims to determine the effect of a positive mindfulness program on increasing positive emotions in final year students. Methodology: This study uses a quantitative approach with an experimental research type. The research design used is a Pre-experimental one group pretest-posttest design. The study was conducted on final year students in Semarang with 18 participants. The determination of research participants used a purposive sampling technique. Data were obtained by filling out the Positive and Negative Affect Schedule (PANAS) and Mindfulness Based Self-Efficacy Revised (MSES-RR) scales before and after being given a positive mindfulness intervention. Main Findings: The results of the hypothesis test using the paired sample t-test obtained a significance value of p <.001 (p <0.05), thus the hypothesis in this study was accepted, this means that the positive mindfulness intervention program significantly influenced in increasing positive mindfulness in final year students with a Cohen's d value or effect size of 0.632 on the PANAS instrument and an effect size of 0.270 on the MSES-R instrument. Novelty/Originality of this study: The novelty of this study lies in its adoption of a positive mindfulness approach, which explicitly aims to cultivate positive emotions. This study will measure the increase in positive emotions directly. Through positive mindfulness, final-year students can view problems more focusedly and objectively, as well as be fully aware of what they are feeling, thereby helping individuals to bring forth positive emotions.
Islamic University Sulthan Thaha Saifuddin Jambi: A Beacon of Change in Enhancing the Quality of Inclusive Private Islamic Higher Education Norainun Norainun; Maisah Maisah; Siti Marpuah
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.v6i4.2197

Abstract

Purpose of the study: The purpose of this study is to analyze the institutional conditions, leadership challenges, and strategic efforts of the State Islamic University Sulthan Thaha Saifuddin Jambi in improving the quality of inclusive private Islamic higher education institutions in Jambi Province to support sustainable academic and institutional development. Methodology: This study employed a qualitative phenomenological approach using a purposive sampling technique to select key academic leaders and stakeholders from Kopertais Region XII Jambi, including rectors, vice rectors, and heads of Islamic higher education institutions. Data were collected through in-depth interviews, document analysis, and observation, then analyzed using Creswell’s phenomenological framework reduction, horizontalization, clustering, and synthesis with triangulation ensuring validity and reliability of findings. Main Findings: The State Islamic University Sulthan Thaha Saifuddin Jambi achieved significant progress in accreditation, faculty development, and institutional transformation, serving as a model for inclusive private Islamic higher education. Findings reveal internal and external leadership barriers, including limited motivation, time, and collaboration. Leaders implemented strategies such as digital-based management, human resource development, and continuous mentoring to enhance institutional quality. Novelty/Originality of this study: This study introduces a new perspective by integrating institutional transformation, leadership challenges, and strategic digital-based management within the framework of Kopertais Region XII. It advances existing knowledge by presenting the State Islamic University Sulthan Thaha Saifuddin Jambi as a replicable model for improving the quality and inclusivity of private Islamic higher education in Indonesia.

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