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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
Quantitative Analysis of the Effects of Family and Social Environments on Early Childhood Learning Motivation in Gunung Mas Regency Rudie Rudie; Febrianti Febrianti; Aras Anggelina
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.v6i4.2214

Abstract

Purpose of the study: This study aims to analyze the influence of the social and family environments on early childhood learning motivation in Gunung Mas Regency. It seeks to determine how these external factors, both individually and jointly, contribute to fostering children's enthusiasm, persistence, and positive attitudes toward learning during early education. Methodology: A quantitative research design employing a survey method was used. Data were collected using validated and reliable questionnaires distributed to 52 respondents, comprising parents and teachers at TK Pembina Manuhing Raya in Gunung Mas Regency. The data were analyzed using SPSS version 25 to examine the partial and simultaneous effects of the social environment (X₁) and the family environment (X₂) on learning motivation (Y). Main Findings: The findings revealed that both the social environment (t = 3.911; Sig. = 0.000 < 0.05) and the family environment (t = 9.361; Sig. = 0.000 < 0.05) have a significant, positive effect on early childhood learning motivation. Simultaneously, the two variables accounted for 50% of the variation in learning motivation (R² = 0.500), indicating that children’s motivation is substantially shaped by social and familial support. Novelty/Originality of this study: This research provides empirical evidence on the combined influence of family and social environments in shaping early childhood learning motivation within the cultural context of Central Kalimantan. It extends existing studies by quantifying the contributions of both environments and highlighting their complementary roles in early educational development.
Performance of Islamic Religious Education Supervisors in Central Aceh District Rasidah Rasidah; Tien Rafida; Yusuf Hadijaya
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.v6i4.2231

Abstract

Purpose of the study: This study aims to analyze the performance of supervisors in improving the quality of Islamic Religious Education (IRE) in Aceh Tengah District by examining their roles in academic and managerial supervision, the strategies employed to strengthen teacher performance, and the internal and external factors that influence their success. Methodology: This study used a descriptive qualitative method with a field study approach; data were collected from IRE supervisors, school principals, and teachers through in-depth interviews, direct observation, and document analysis, followed by thematic analysis. Main Findings: The findings reveal that supervisors play a pivotal role in enhancing learning quality through structured teacher mentoring, support for curriculum development, classroom observation, and performance evaluation. Effective supervisory practices include coaching clinics, collaborative lesson planning, and reflective supervision. However, several challenges hinder optimal implementation, such as limited professional development opportunities, insufficient operational support, constrained supervision coverage areas, and disparities in teachers’ digital competence. Despite these limitations, collaborative strategies involving supervisors, principals, and teachers demonstrate strong potential to resolve supervisory barriers and promote a culture of continuous improvement. Novelty/Originality of this study: The novelty of this study lies in its formulation of an integrated supervisory performance framework that connects the academic, managerial, and digital supervision dimensions within the context of Islamic education, an area underexplored in previous research. The study recommends strengthening competency-based supervisor training, increasing resource allocation, and enhancing inter-agency coordination to ensure sustainable, systemic improvements in the Islamic Religious Education supervisory ecosystem.
Evaluation of the Teacher Quality Improvement Training Program for Junior High School Level Using the CIPP Model Usman Usman; Candra Wijaya; Muhammad Dalimunte
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.v6i4.2232

Abstract

Purpose of the study: This study evaluates the Junior High School Teacher Quality Improvement Training Program organized by the Gayo Lues Department of Education using Stufflebeam’s CIPP (Context, Input, Process, Product) evaluation model to assess its relevance, implementation quality, and measurable outcomes. Methodology: Employing a qualitative evaluative design, the research involved teachers, principals, facilitators, and program organizers as key informants. Data were collected through in-depth interviews, direct observation, and documentation, and analyzed descriptively to capture the program’s effectiveness across the four CIPP dimensions. Main Findings: The findings show that the program is highly relevant to teachers’ professional development needs, particularly in strengthening pedagogical and classroom management skills. Although the program benefited from competent facilitators, input evaluation revealed shortcomings in learning facilities and teaching media. The process evaluation indicated that training sessions were generally well-implemented, yet participant engagement and reflective practice require improvement. The product evaluation demonstrated meaningful gains in teachers’ pedagogical competence; however, the transfer of training into classroom practice remained partial due to limited follow-up support. Novelty/Originality of this study: The novelty of this study lies in its comprehensive application of the CIPP model to a rural district training program, offering a nuanced diagnostic framework that links systemic constraints with individual teacher outcomes an approach seldom used in remote Indonesian contexts. The results highlight the need for active learning strategies, improved infrastructure, and structured post-training mentoring to sustain instructional improvements and ensure continuous professional growth among junior high school teachers.
Development of an Integrated Islamic Religious Education Curriculum at Junior High School Integrated Islamic in Deli Serdang Regency Muhammad Syafi’i; Wahyudin Nur Nasution; Neliwati Neliwati
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.v6i4.2236

Abstract

Purpose of the study: This study aims to analyze the development of an integrated Islamic Religious Education (IRE) curriculum across Islamic Junior High Schools, each of which employs distinct curriculum design models to strengthen the internalization of Islamic values in students’ learning experiences. Methodology: Using a descriptive qualitative approach, data were gathered from principals, vice principals for curriculum, and IRE teachers through in-depth interviews, observation, and documentation. Data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing, with validity ensured through triangulation and confirmability. Main Findings: The findings reveal three unique patterns of curriculum development: (1) Islamic Junior High School Al-Hijrah adopts Ralph Tyler’s curriculum model and applies the Integrated Subject Model, creating a cohesive fusion of Islamic content across disciplines; (2) Islamic Junior High School Nurul Fadhilah employs Taba’s Inverted Model and applies the Connected Model, strengthening inter-topic linkages within IRE learning to support conceptual coherence; and (3) Islamic Junior High School Nurul Ilmi utilizes the Rogers Interpersonal Relations Model and similarly adopts the Connected Model, emphasizing relational, student-centered integration of Islamic teachings. Novelty/Originality of this study: The novelty of this research lies in its comparative analysis of multiple curriculum development models within Islamic secondary education—an area rarely examined simultaneously. By mapping how different philosophical orientations and integration strategies shape IRE implementation, this study offers a multidimensional framework for schools to design contextually responsive, value-integrated curricula that enhance religious literacy, character formation, and holistic student development.
Microlearning Media Development for Office Management: A TPACK-Based Analysis Tjutju Yuniarsih; A Sobandi; Rini Intansari Meilani; Resti Indriarti
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.v6i4.2237

Abstract

Purpose of the study: This study aims to analyze teachers’ proficiency in developing microlearning materials based on Technological Pedagogical Content Knowledge (TPaCK) to enhance students’ access to subject matter and improve the effectiveness and efficiency of learning outcomes. Methodology: This research employed a qualitative approach with a descriptive survey design. The study involved 37 teachers selected through purposive sampling, representing various educational levels and subject areas relevant to the integration of technology in teaching. Data were collected using structured interviews, questionnaires, and document analysis. The questionnaires, distributed via Google Forms, assessed teachers’ TPaCK proficiency across the domains of technology, pedagogy, and content knowledge in the design of microlearning materials. Interview data provided deeper insights into teachers’ practical experiences, while document analysis validated the quality of microlearning materials produced. Quantitative data from the questionnaires were analyzed using SPSS version 25 to obtain descriptive statistics, and qualitative data from interviews and document reviews were analyzed thematically to triangulate findings. Main Findings: The results revealed that most teachers demonstrated adequate proficiency in Technological Pedagogical Content Knowledge (TPaCK), particularly in integrating technology into instructional design. However, some teachers demonstrated limited mastery in applying pedagogical principles and in effectively using technology-based tools to develop microlearning materials. Novelty/Originality of this study: This study provides new insights into the relationship between TPaCK proficiency and the development of microlearning materials in blended learning environments. It underscores how teachers’ integrated competence in technology, pedagogy, and content directly influences the quality, accessibility, and effectiveness of digital instructional resources.

Page 4 of 4 | Total Record : 35

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