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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 611 Documents
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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.
“Kabulok Komad Quartet Card” Learning Media: Student Interest and Learning Outcomes in Science Wahyuni, Sri; Hanif, Muhammad; Sudarmiani, Sudarmiani
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.1258

Abstract

Purpose of the study: This study examines the effectiveness of the “Kabulok Komad Quartet Card” learning media in improving students’ learning interest and learning outcomes in science (IPAS) learning at the elementary school level. Methodology: A quantitative approach was employed using a quasi-experimental posttest non-equivalent control group design. The participants consisted of 22 fourth-grade students at Elementary School 01 Nambangan Lor, Madiun City, divided into an experimental group (n = 11) that utilized the Kabulok Komad Quartet Card learning media and a control group (n = 11) that used conventional textbook-based learning media. Data were collected using a learning interest questionnaire and a learning outcomes test, then analyzed through descriptive statistics and independent sample t-tests at a 0.05 significance level. Main Findings: The results reveal that students in the experimental group demonstrated significantly higher learning interest and learning outcomes compared to those in the control group. The t-test results indicate a significant difference in learning interest (t = 5.358, p < 0.05) and learning outcomes (t = 5.194, p < 0.05) between the two groups. These findings suggest that the Kabulok Komad Quartet Card learning media is effective in creating an engaging, contextual, and student-centered learning environment. Novelty/Originality of this study: This study provides empirical evidence that integrating local cultural content through game-based learning media can enhance both affective and cognitive aspects of learning in elementary science education.
Enhancing EFL Students’ Writing Performance through Scaffolding: A Quasi-Experimental Study Nugraha, Muhammad Setya
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Purpose of the study: This study aims to investigate the effect of the scaffolding teaching strategy on students’ writing achievement in recount text at Junior High School 30 Merangin. Writing is a complex skill that requires mastery of various components, including content, organization, vocabulary, grammar, and mechanics. However, many students still face difficulties in developing ideas and organizing their writing. To address this issue, scaffolding was implemented as a structured instructional strategy to support students throughout the writing process. Methodology: This research employed a quantitative approach using a quasi-experimental posttest-only control group design. The sample consisted of 64 eighth-grade students, divided into an experimental group and a control group, each comprising 32 students. The experimental group received instruction using the scaffolding strategy, while the control group was taught using the Scientific Approach. Data were collected through a writing post-test and analyzed using descriptive statistics and an independent sample t-test. Main Findings: The experimental group achieved a higher mean score (M = 83.10) compared to the control group (M = 75.20). The result of the t-test (t = 5.982) indicated a statistically significant difference between the two groups at the 0.05 significance level. This suggests that the scaffolding strategy had a positive effect on students’ writing achievement. Novelty/Originality of this study: Scaffolding is an effective teaching strategy that can enhance students’ writing performance, particularly in organizing ideas and developing coherent texts. This study contributes to EFL pedagogy by providing empirical evidence of the effectiveness of scaffolding in improving students’ writing skills.
A Study of Google Docs Learning Media on Creative Thinking Skills and Student Learning Outcomes in Social Studies in Junior High Schools Novitasari, Siti; Hanif, Muhammad; Parji, Parji
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.1549

Abstract

Purpose of the study: This study investigates the effectiveness of Google Docs as an innovative learning medium in enhancing students’ creative thinking skills and learning outcomes in Social Studies learning at the junior high school level. Methodology: A quantitative approach was employed using a quasi-experimental posttest non-equivalent control group design. The participants consisted of 28 eighth-grade students from Junior High School Negeri 12 Madiun, divided into an experimental group (n = 14) that used Google Docs for learning activities and a control group (n = 14) that used traditional textbook-based learning media. Data were collected through a creative thinking questionnaire and a learning outcomes test, and then analyzed using descriptive statistics and independent-samples t-tests at a 0.05 significance level. Main Findings: The results indicate that students in the experimental group achieved significantly higher levels of creative thinking and learning outcomes than those in the control group. The independent-samples t-test results revealed significant differences in creative thinking skills (t = 6.957, p < 0.05) and learning outcomes (t = 5.924, p < 0.05). These findings demonstrate that Google Docs effectively promotes collaborative learning, active engagement, and higher-order thinking skills. Novelty/Originality of this study: This study provides empirical evidence that integrating collaborative digital tools, such as Google Docs, can improve both cognitive achievement and creative thinking in junior high school Social Studies.
Evaluating Faith and Modernity: Old Testament Theology in the Context of Contemporary Christian Education Sitorus, Herowati
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.1621

Abstract

Purpose of the study: This study explores the evolving role of evaluative processes in Christian education, with a focus on the intersection of Old Testament theology and contemporary theological thought. It seeks to understand how evaluations in theological and Christian education reflect broader shifts in how faith, modernity, and the relevance of Old Testament principles are understood in contemporary contexts. Methodology: Employing a qualitative approach, this research uses a literature review. It examines secondary sources, including Scopus-indexed journals, to trace the development of evaluation within Christian education and Old Testament theology. Primary sources include books analyzing shifts and tensions in theological evaluation, historical contexts, political influences, and the changing positions of Christian congregations. Main Findings: The study reveals that evaluation serves as a tool that significantly influences the trajectory of theological discourse, particularly regarding the Old Testament. It highlights the interconnectedness of theology and various facets of human life, emphasizing the importance of critical evaluation, empathy, and reflection in contemporary theological engagement. Novelty/Originality of this study: This research offers a fresh perspective by examining Old Testament theology as an evaluative space within Christian education and its connection to contemporary theological debates. It distinguishes itself by focusing on the evaluative nature of Old Testament theology, in contrast to previous research that emphasizes historical contexts or the weaknesses of objectivist lenses. It seeks to provide unique insights into the ongoing relevance of Old Testament principles in shaping contemporary theological evaluations and practices within Christian education.
Enhancing Islamic Teacher Education through CIPP-Based Curriculum Evaluation Musthofa, M Arif; Kuswanto, Kuswanto; Hazmi, Arif Al
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.1952

Abstract

Purpose of the study: This study aims to critically analyze and validate the applicability of the CIPP (Context, Input, Process, Product) evaluation model within the framework of Islamic education. Specifically, it seeks to test, verify, and deepen theoretical understanding of the CIPP model by examining its relevance, strengths, and limitations when applied to a religiosity-based educational context. Methodology: Using a qualitative descriptive-evaluative design, data were collected through observations and semi-structured interviews with 15 participants the Director of KMI, 3 supervisors, 6 teachers, and 5 students selected via purposive sampling. Data were analyzed thematically based on the four CIPP components. Main Findings: The religiosity-based curriculum fundamentally contrasts with the liberal-humanistic paradigm, which places humans as the ultimate center and measure of all things while neglecting spiritual and divine values. From the perspective of Islamic education, such a humanistic-liberal model is inherently incompatible, as it disregards the transcendental relationship between humans and their Creator. Novelty/Originality of this study: This study presents a novel contribution by revealing that the conventional application of the CIPP evaluation model, though comprehensive in managerial and procedural aspects, remains insufficient to address the complex realities of educational practice particularly within the realm of Islamic education. The model’s limitation lies in its inability to capture the spiritual (ilahiyah) dimensions that are essential to a religiosity-based curriculum. To overcome this gap, the study proposes an integrative framework termed MHI, which stands for Management, Humanitarian, and Ilahiyah components.
Edification-Based Leadership Development: Integrating Behavioral and Managerial Design Change Future-Ready Elementary Schools Principals in Urban and Rural Settings Suryana, Asep; Sururi, Sururi; Suryadi, Suryadi; Suharto, Nugraha; Dikdik, Asep; Barlian, Iqbal Nugraha; Nurjannah, Siti
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2408

Abstract

Purpose of the study: This study investigates how elementary school principals in urban and rural settings develop future-ready leadership through integrating behavioral and managerial design change dimensions within an edification-based framework to address digital transformation challenges in Indonesian elementary education. Methodology: A mixed exploratory qualitative design with component analysis was employed, using structured observations and interviews with contrasting questions. Ten elementary school principals from Bandung City and West Bandung Regency were selected via purposive sampling. Data were analyzed using ATLAS.ti software through systematic thematic coding of non-numerical textual data. Main Findings: Urban schools in Bandung City demonstrated higher digital adaptability, innovative supervision, and active professional development supported by adequate infrastructure and collaborative culture. Rural schools in West Bandung Regency exhibited conventional leadership patterns constrained by limited technology access. Two integrated leadership stages emerged: Behavior Design Change (digital leadership, open-mindedness, efficacy, foresight) and Managerial Design Change (network, digital organization, transition management, digital transformation, innovation strategy). Novelty/Originality of this study: This study introduces an edification-based leadership development framework integrating behavioral and managerial design change dimensions specifically for elementary school principals. It advances existing knowledge by providing empirical evidence of urban–rural digital leadership disparities in Indonesia and offering a contextualized, culturally-responsive model for developing future-ready school leaders.
Realistic Mathematics Education and Learning Interest as Simultaneous Predictors of Mathematics Achievement: Evidence from a Teacher-Perspective SEM-PLS Study Kania, Fitri; Dikdik, Asep
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2417

Abstract

Purpose of the study: Despite widespread recognition of Realistic Mathematics Education (RME) and student learning interest as critical factors in mathematics learning, their simultaneous contribution to performance, as perceived by classroom teachers, remains insufficiently examined. This study investigates the concurrent relationships between RME implementation quality and student learning interest with teacher-rated mathematics learning performance in elementary schools. Methodology: A quantitative cross-sectional survey involved n = 55 purposively selected elementary school mathematics teachers. Using validated questionnaires with 5-point Likert scales, teachers rated RME practices, student interest, and mathematics performance across nine competency dimensions based on year-long classroom observations. Structural Equation Modeling–Partial Least Squares (SEM-PLS) with bootstrapping (5,000 resamples) was employed. The measurement model demonstrated robust psychometric properties (AVE > 0.70, CR > 0.93, HTMT < 0.90). Main Findings: RME implementation significantly predicted teacher-rated performance (β = 0.468, p < 0.001, f² = 0.312, medium-to-large effect), as did student learning interest (β = 0.382, p < 0.001, f² = 0.198, medium effect). Both predictors jointly explained 58.4% of performance variance (R² = 0.584, Q² = 0.398), indicating substantial explanatory and predictive capacity. Novelty/Originality of this study: This study uniquely integrates pedagogical and psychological predictors within a single SEM-PLS framework from the practitioner perspective, addressing a methodological gap in Indonesian elementary mathematics research that has predominantly relied on separate, small-scale analyses. Findings carry direct implications for teacher professional development and curriculum design, particularly in advancing RME adoption and interest-fostering strategies within Indonesia’s Merdeka Curriculum context.
Rethinking Intention in STEM Education: Cross-Cultural Insights from the Theory of Planned Behavior Asmaningrum, Henie Poerwandar; Sathasivam, Renuka V; Shahali, Edy Hafizan Mohd
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2449

Abstract

Purpose of the study: This systematic literature review aims to synthesize current knowledge about attitude-intention relationships in STEM education through the Theory of Planned Behavior framework and identify key factors that moderate these relationships across diverse cultural and educational contexts. Methodology: Systematic literature review following PRISMA 2020 guidelines using Scopus database. Comprehensive search strategy with Boolean operators covering Theory of Planned Behavior, attitudes, intentions, and STEM education contexts from 2015-2025. Data extraction using standardized forms, quality assessment with Mixed Methods Appraisal Tool (MMAT), and narrative synthesis with bibliometric analysis using VOSviewer software for thematic clustering and temporal trend analysis. Main Findings: Twenty-six studies from 15 countries revealed robust TPB applicability in STEM contexts with significant cross-cultural variations. Collectivistic cultures demonstrated stronger subjective norms effects (β = 0.28-0.48) while individualistic cultures showed stronger attitude effects (β = 0.41-0.58). Cultural intelligence emerged in 38.5% of studies as critical moderator. Extended TPB models incorporating self-efficacy, environmental support, and readiness factors provided enhanced explanatory power beyond core components. Novelty/Originality of this study: First comprehensive systematic review examining TPB in STEM education with explicit cross-cultural analysis and cultural intelligence integration. Advances existing knowledge by identifying systematic cultural variations in TPB component strength and providing evidence-based framework for culturally responsive STEM education interventions targeting diverse global populations.
Elementary Science Learning at the Intersection of Educational Philosophies: Rethinking Pedagogical Paradigms and Practices Rabia, Supriyati Fatma; Widodo, Wahono; Hendratno, Hendratno; Suryanti, Suryanti
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2533

Abstract

Purpose of the study: This study aims to map how the educational philosophies of constructivism, progressivism, pragmatism, and humanism shape pedagogical paradigms and teaching practices in elementary science education. It also seeks to develop an integrative conceptual framework that supports meaningful and student-centered science learning in 21st-century primary education. Methodology: This study employed a qualitative Systematic Literature Review (SLR) following PRISMA guidelines. Articles were retrieved from the Scopus and Web of Science (WoS) databases covering the 2015–2025 period. Ten peer-reviewed articles were selected after identification, screening, and eligibility stages. Data were analyzed using thematic analysis and narrative synthesis supported by a structured data extraction instrument. Main Findings: Constructivism promotes active knowledge construction through inquiry-based approaches such as CIBSE. Progressivism emphasizes student-centered and adaptive learning environments supported by digital technology. Pragmatism integrates cultural and empirical knowledge through experiential reflection, while humanism supports holistic development by addressing affective and social dimensions. Effective science learning emerges from the interaction of these traditions rather than reliance on a single paradigm. Novelty/Originality of this study: The study synthesizes four philosophical traditions into a unified Integrative Philosophical Framework, which has rarely been explored in previous SLR studies. The findings encourage educators to adopt a reflective multi-philosophical approach. However, the review is limited by its small sample size and reliance on predominantly English-language sources. Future research should involve longitudinal mixed-methods studies across a broader range of educational contexts.

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