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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 260 Documents
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Implementation of Differentiated Instruction for BIPA Students in Learning the Indonesian Language: english Subandiyah, Heny; Fahri, Fahri; Abida, Fithriyah Inda Nur; Jia, Nadia Cao; Rosyid, Abdul; Minarti, Etik
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.1580

Abstract

Purpose of the Study: This study explores the implementation of differentiated instruction in teaching Bahasa Indonesia to foreign speakers, focusing on how adaptive teaching strategies address linguistic and cultural barriers while enhancing learners' communicative competence. Differentiated instruction allows educators to modify content, processes, and assessments based on students’ varying proficiency levels, learning preferences, and cultural contexts creating an inclusive and engaging language-learning environment. Methodology: A qualitative case study approach was employed to provide an in-depth understanding of instructional practices. The participants were 20 foreign students (8 males and 12 females) from diverse countries enrolled in a Bahasa Indonesia course at the State University of Surabaya. Data were gathered through classroom observations, semi-structured interviews, and document analysis. Thematic analysis was applied to identify patterns in instructional adaptation, learner engagement, and classroom implementation challenges. Main Findings: The results demonstrated that differentiated instruction significantly improved students’ language acquisition, participation, and motivation. Learners benefited from varied learning activities, technology-enhanced tools, and flexible assessment approaches that accommodated different linguistic abilities and cultural backgrounds. Nevertheless, the study identified challenges in lesson preparation time and teachers’ capacity to maintain instructional consistency. Novelty/Originality of this Study: This research offers one of the first comprehensive examinations of differentiated instruction in the context of Bahasa Indonesia as a foreign language. It offers a culturally responsive pedagogical model that bridges linguistic diversity with inclusive education principles, providing theoretical and practical guidance for educators seeking to enhance equitable, learner-centered language teaching practices in multicultural classrooms.
Implementation of Merdeka Curriculum: In Lesson Study Based Differentiated Learning Rejeki, Sri; Jayadi, Rihal; Azwar, Wahyu
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.1929

Abstract

Purpose of the study: This study aims to conduct a meta-analysis of various studies discussing the implementation of the Independent Curriculum (Kurikulum Merdeka) in differentiated learning based on the lesson study approach across different educational levels. Methodology: The study employs a quantitative meta-analysis method by analyzing 88 articles published between 2020 and 2025, retrieved from several academic databases such as Google Scholar, ScienceDirect, DOAJ, PubMed, WorldCat, Dimensions, and Portal Garuda. Main Findings: The findings show a very high overall effect size (ES = 1.086; SE = 0.157). Specifically, elementary (ES = 1.049) and senior high schools (ES = 0.826) show high effects, while junior high schools demonstrate the strongest and most consistent impact (ES = 1.475). Novelty/Originality of this study: This study’s novelty lies in integrating differentiated learning with the lesson study approach under the Independent Curriculum, offering empirical evidence of its strong positive effect on learning quality across educational levels and highlighting its potential as an innovative model for improving teaching effectiveness in Indonesian schools.
Implementation and Effectiveness of Financial Literacy in Higher Education Institutions: A Systematic Literature Review Sudono, Agus; Suryana, Suryana; Hendrayati, Heny; Furqon, Chairul
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2187

Abstract

Purpose of the study: This study assesses the implementation and effectiveness of financial literacy education at the higher education level to inform the development of appropriate strategies for its integration in university curricula. Methodology: Through a systematic literature review using PRISMA methodology, this study investigates the implementation and effectiveness of financial education in universities and colleges. This research examined 127 peer-reviewed articles from leading international journals that were indexed in Scopus and Web of Science databases, documenting research on financial literacy in university contexts between 2015 and 2025 Main Findings: The study demonstrates that financial literacy education differs significantly among universities and has not been uniformly implemented across various academic fields. Economic, business, and finance are the primary areas of focus in financial education applications; however integration into humanities, science, engineering, etc. is minimal Novelty/Originality of this study: Higher education stakeholders and the public can find the right position on how financial literacy should be implemented at the higher education level. Based on this knowledge, universities can design effective programs and curricula related to financial literacy content in higher education.
Integrated Teaching Factory Management Model For Character Development in Vocational High Schools: A Study in Rejang Lebong Regency Sukarsih, Sukarsih; Harmi, Hendra; Warlizasusi, Jumira
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2209

Abstract

Purpose of the study: The implementation of the Teaching Factory (TeFa) learning model in Vocational high school has developed as a key strategy to enhance the quality of industry-based vocational education. This study aims to analyze the planning, organizing, implementation, and supervision of the Teaching Factory in fostering students’ character development in vocational schools in Rejang Lebong Regency. Methodology: This research employed a descriptive qualitative approach with a case study strategy conducted in vocational high schools. Data were collected through interviews, observations, and documentation. The data were analyzed using the interactive model proposed by Miles and Huberman, which includes data collection, reduction, presentation, and conclusion drawing. Main Findings: The findings revealed that TEFA planning begins with the development of human resource planning, financial planning, production planning, and marketing planning. The organizing process involves the active participation of teachers, students, and industrial partners to create a realistic work system while instilling positive character values such as discipline, responsibility, and teamwork. A tangible form of this organizing process is the establishment of the TeFa organizational structure. Novelty/Originality of this study: The TEFA model has proven effective in cultivating work-ready character traits and supporting students’ preparedness to enter the professional and entrepreneurial sectors. These findings provide a significant contribution to the advancement of holistic, character-based vocational education in Indonesia.
Evaluating Instructional Strategy Effectiveness of Physical Education Teachers in Implementing the Independent Curriculum Kamarudin, Kamarudin; Iskandar, Hendra; Daipaha, Moh Tris Maulana; Saldi, Muh; Usba, Muhamad
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2229

Abstract

Purpose of the study: The implementation of Indonesia’s Independent Curriculum places strong emphasis on student-centered, project-based, and differentiated learning, including in Physical Education, Sports, and Health (PJOK), which plays a vital role in students’ holistic development. This study aims to evaluate the extent to which PJOK teaching strategies aligned with the Independent Curriculum are implemented in five elementary schools in Palu City Methodology: A quantitative descriptive research design was employed, integrating questionnaire data, classroom observations, and document analysis to obtain a comprehensive picture of instructional practices. The participants consisted of 15 PJOK teachers from five public elementary schools, with data collected using a four-point Likert-scale questionnaire to capture teachers’ perceptions and self-reported practices. Main Findings: The findings indicate that PJOK teachers have largely adopted the Independent Curriculum principles, particularly in planning, assessment, and participation in training programs, which achieved high performance levels. Nevertheless, persistent challenges were identified in the utilization of learning media, limited infrastructure, and time constraints, which restricted the optimal implementation of innovative PJOK learning activities. Novelty/Originality of this study: The novelty of this study lies in its focused empirical examination of PJOK within the Independent Curriculum framework, a subject area that remains underrepresented in curriculum implementation research. By highlighting contextual disparities and practical constraints, this study provides evidence-based insights to inform policy decisions, school leadership strategies, and targeted professional development to strengthen PJOK instruction in primary education.
Leadership Accountability and Teacher Motivation in Islamic Junior High Schools: A Mixed Methods Study in Merangin Regency Hindun, Hindun; Norainun, Norainun; Marpuah, Siti; Muslimah, Khairi
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2238

Abstract

Implementation of Jigsaw Strategy in Improving Student Learning Outcomes at State Junior High School 17, Jambi City. The purpose of this study was to analyze the implementation of jigsaw strategy in Junior High Schools in Jambi Province. This type of research is Classroom Action Research (CAR), which means research conducted in a class to determine the impact of actions that have been implemented on a research subject in that class. The Jigsaw strategy is a strategy where a group of people can organize circumstances in which they can learn from their own experiences and make those lessons available to others. Where the teacher is the implementer of learning while the researcher is the observer. The design of this research uses the Kemmis and Mc Taggart models. This research was in the odd semester of 2023/2024, namely in February. The subjects of this study were students of State Junior High School 17 Jambi consisting of 32 people. The object of research is the ability of students to work together. Jigsaw strategy is a learning that focuses on group discussion, cooperation of each member and responsibility. Jigsaw learning has expert groups and original groups, each group consists of 5 or 6 students. This study uses Classroom Action Research. In data collection, observation, interview and documentation methods are used.
Cognitive and Emotional Engagement in Character Formation: A Phenomenological Study of School Family Synergy Toron, Vinsensius Bawa; Bhoki, Hermania; Bria, Florens Maxi Un; Waton, Fidelis Regi
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2241

Abstract

Purpose of the study: This study examines how character values are developed through cognitive and emotional engagement within school–family collaboration. It focuses on the roles of teachers, parental involvement, and student participation in supporting character formation. Methodology: A descriptive phenomenological design was used with nine purposively selected participants, including school leaders, teachers, parents, and students. Data were collected through interviews, observations, and documents, then analyzed thematically using ATLAS.ti 7. Credibility was ensured through triangulation and member checking. Main Findings: Teacher shape character through modeling and instructional guidance; parents reinforce values through example and communication; and students show engagement through reflection and cooperative behavior. Strong school family synergy shared routines, communication, and aligned expectations enhances character habituation, though challenges remain in teacher capacity, parental involvement, and cultural constraints. Cognitive and emotional engagement act as mediating processes in character formation and align with contemporary character education theories. The study also highlights a contextual gap in the existing literature, particularly the limited attention to culturally grounded and community-based approaches in character education. Novelty/Originality of this study: The study offers a culturally rooted phenomenological model integrating cognitive emotional engagement with school family collaboration. Policies should reinforce educator training, parental participation, and consistent value-based routines across home and school settings.
Beyond Classroom Management and Curriculum: How Learning Innovation Shapes Educational Quality in Islamic Boarding Schools Sihombing, Sri Wahyuni; Hamengkubuwono, Hamengkubuwono; Sutarto, Sutarto
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2248

Abstract

Purpose of the study: Facing pressures to enhance educational quality in the digital and multicultural era, this study examines the effects of multicultural classroom management, curriculum implementation, and learning innovation on the learning quality of junior high school students in Islamic boarding schools (pesantren). Addressing the limitations of previous research, it proposes an integrative analytical model that simultaneously investigates these three variables. Methodology: Employing a quantitative design, the study involved 148 students from two Indonesian pesantren. Data were collected using a Likert-scale questionnaire and analyzed through multiple linear regression. Main Findings: The findings show that multicultural classroom management and curriculum implementation do not have significant partial effects on learning quality. In contrast, learning innovation is the dominant predictor, significantly enhancing learning quality (β = 0.538, p < 0.001). Collectively, the three variables explain 55.4% of the variance, highlighting the decisive role of pedagogical innovation in the pesantren context. Novelty/Originality of this study: The study’s originality lies in its integrative model that simultaneously examines managerial, curricular, and pedagogical dimensions within the pesantren, a context rarely studied empirically. The practical implication emphasizes the importance of strengthening teachers' pedagogical innovation to enhance learning quality in multicultural and digital educational environments.
Determinants of Failure and Resilience: A Holistic Analysis of Beed Graduates’ Experiences in the Licensure Examination for Professional Teachers Avelino, Zydrick L; Forbes, Jaime M; Tamaño, Josie Anne R; Belanio, Mark Hardby M
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2251

Abstract

Purpose of the study: High failure rates in the Licensure Examination for Teachers (LET), particularly among Bachelor of Elementary Education graduates, present a persistent challenge to the Philippine education system. This study aimed to determine the interlocking personal, academic, and institutional factors influencing repeated failure and to develop a holistic LET Readiness Framework integrating cognitive, emotional, and contextual dimensions. Methodology: The study utilized a mixed-methods research design involving BEEd graduates. Quantitative data were analyzed using descriptive statistics and Spearman’s rho correlation via SPSS and Jamovi to examine the relationship between General Education and Professional Education performance. Qualitative data were gathered through semi-structured interviews and analyzed using the CAQDA tool, Quirkos, to identify thematic patterns in examinee experiences. Main Findings: The study concludes that repeated LET failure stems from a complex interplay of academic, emotional, and contextual experiences. Quantitative analysis confirmed that scores in the Professional Education component were consistently lower than those in General Education, reaffirming a critical academic weakness. Qualitative findings highlighted significant psycho-emotional challenges among examinees, including stress, self-doubt, and financial hardship. Participants' trajectories were also shaped by their internal coping mechanisms, their attributions for failure, and the availability of support systems. These factors were synthesized into a proposed LET Readiness Framework grounded in psychological theory. Novelty/Originality of this study: The research introduces a novel Holistic LET Readiness Framework that synthesizes Self-Efficacy, Attribution, and Self-Regulated Learning theories. It advances understanding by integrating academic, emotional, and institutional dimensions, offering a data-informed, human-centered model for teacher education institutions and policymakers.
Integrating Systematic and Adaptive Curriculum Implementation: A Comparative Model for Inclusive 21st-Century Education Puspitasari, Eva; Wijiningsih, Ninik; Susilana, Rudi; Johan, Riche Cynthia
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2254

Abstract

Purpose of the study: The purpose of this research is to compare various approaches in curriculum implementation and provide recommendations for further development. Methodology: Using qualitative method with a descriptive approach of field research. The subjects were secondary school teachers, while the informants were school principals. Subjects and informants were selected using purposive sampling, based on relevance and direct involvement in curriculum implementation. The research instruments included interview guidelines and observation sheets. Data were collected through in-depth interviews and direct observations at the school. The data were analyzed using thematic analysis to identify key themes and patterns from the interviews and observations. Main Findings: The findings of this study imply that curriculum development in the context of 21st-century education should not rely solely on rigid standardization or full flexibility, but rather on a strategic integration of systematic and adaptive approaches. Practically, schools are encouraged to strengthen curriculum management through structured planning, supervision, and the utilization of digital management systems such as MIS and LMS, while simultaneously providing pedagogical flexibility through differentiated and contextual learning that responds to students’ diverse needs and learning styles. For policymakers and school leaders, these results highlight the importance of developing curriculum policies that support both institutional accountability and instructional adaptability, particularly in promoting inclusive education for students with special needs. Novelty/Originality of this study: The novelty of this research lies in the comparison of two curriculum implementation approaches and the recommendation to integrate both to create a more effective, flexible, and contextual curriculum.

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