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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 316 Documents
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Semester-Based Differentiation of Communication and Collaboration Competencies in Biology Education: A Quantitative Approach Sumadi, Sri Wahyuni; B, Nurhayati; Faisal, Faisal
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.v7i2.2607

Abstract

Purpose of the study: The aim of this study is to analyze the impact of academic semesters on the development of communication and teamwork skills among students in the Biology Education program. Methodology: This study uses a quantitative comparison design with multivariate analysis. Data was collected from 232 students using surveys. Statistical tools and software were employed to analyze the development of communication and teamwork skills across different academic semesters. Main Findings: Communication competency improved significantly from Semester II to Semester IV, indicating meaningful development in the early-to-mid study phases; however, it showed no further gains by Semester VI. In contrast, teamwork competency remained consistently low and did not differ significantly across semesters, suggesting that routine academic progression alone may be insufficient to strengthen collaborative skills. Novelty/Originality of this study: The findings indicate that communication competence may develop through mid-program learning experiences, while teamwork competence requires more intentional and sustained instructional support. This study provides new insights into the development of communication and teamwork skills in Indonesian higher education, highlighting gaps in teamwork development and suggesting the need for educational innovations aligned with MBKM and 21st-century competencies. It contributes to the limited research on skills development across academic levels.
Deep Learning and Inquiry Approach for Enhancing Learning Outcomes of College Students Muchson, Mochamad; Wiranata, Irawan Hadi; Anas, M; Forijati, Rr; Hariyono, Hariyono; Sari, Herdian Tria Wulan; Azizah, Surya Ayu
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.v7i2.2644

Abstract

Purpose of the study: This study examines the effect of integrating Inquiry-based learning with a pedagogical Deep Learning approach on students’ learning outcomes in a Learning Planning course. Methodology: Employing a one-group pretest–posttest quantitative design, the study involved N = 50 undergraduate students from two teacher education institutions in East Java, Indonesia, involving Economics Education students from Universitas Nusantara PGRI Kediri and Universitas PGRI Mpu Sindok Nganjuk. The instructional intervention emphasized Inquiry activities aligned with Deep Learning principles mindful, meaningful, and joyful learning. Main Findings: Data were collected using a validated learning outcomes test administered before and after the intervention and analyzed through paired-sample t-tests. The findings indicate a statistically significant improvement in students’ learning outcomes, with mean scores increasing from 73.40 (pretest) to 84.80 (posttest), yielding an average gain of 11.4 points (p < 0.05). Novelty/Originality of this study: These results suggest that the integration of Inquiry-based learning and Deep Learning principles holds potential for enhancing pedagogical competence in Learning Planning courses within teacher education programs.
Problem-Based Learning Model in Elementary School Students: Learning Activity and Learning Outcomes Krisdianto, Indun; Sudarmiani, Sudarmiani; Nugraha, Nurhadji
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.v7i2.2655

Abstract

Purpose of the study: This study investigates the effectiveness of the Problem-Based Learning (PBL) model in improving learning activity and learning outcomes of elementary school students in IPAS (Science and Social Studies) learning within the context of the Merdeka Curriculum implementation. Methodology: A quantitative approach was employed using a quasi-experimental posttest non-equivalent control group design. The participants consisted of 22 third-grade students at SDN 02 Nambangan Lor, Madiun City, divided into an experimental class (n = 11) taught using the PBL model and a control class (n = 11) taught using a traditional learning model. Data were collected through learning activity observation sheets and learning outcome tests, then analyzed using descriptive statistics and independent sample t-tests with a significance level of 0.05. Main Findings: The results show that students in the experimental class demonstrated significantly higher learning activity and learning outcomes compared to those in the control class. The independent sample t-test revealed a significant difference in learning activity (t = 4.129, p < 0.05) and learning outcomes (t = 5.744, p < 0.05) between the two groups. These findings indicate that the PBL model is more effective than traditional learning in fostering active student participation and improving academic achievement. Novelty/Originality of this study: This study provides empirical evidence supporting the integration of Problem-Based Learning as an instructional strategy to enhance the quality of IPAS learning in elementary schools, particularly in alignment with the student-centered principles of the Merdeka Curriculum.
A Study on EduTainment: Enhancing Learning Activity in Science Learning Susilowaty, Andrie Kriesna; Nugraha, Nurhadji; Hartono, Yudi
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.v7i2.2656

Abstract

Purpose of the study: This study investigates the effectiveness of Edutainment-based learning devices in enhancing learning activity in elementary school science learning. Methodology: A quantitative approach with a quasi-experimental posttest non-equivalent control group design was employed. The participants consisted of 14 fifth-grade students from an elementary school in Madiun City, Indonesia, divided into an experimental group (n = 7) and a control group (n = 7). The experimental group was taught using Edutainment-based learning devices, while the control group received conventional instructional tools. Data on students’ learning activity were collected using observation sheets based on a four-point Likert scale and analyzed using descriptive statistics, independent sample t-tests, and N-gain analysis at a significance level of 0.05. Main Findings: The findings reveal that students in the experimental group predominantly reached good (71.4%) and very good (28.6%) categories of learning activity, whereas the control group was dominated by not good (71.4%) and not very good (14.3%) categories. Inferential analysis confirmed a significant difference between the two groups (t = 4.167 > t_table = 2.145), indicating that Edutainment-based learning devices significantly outperform traditional approaches in promoting active learning. Moreover, an N-gain score of 0.6 suggests a moderate but meaningful improvement in students’ learning activity. Novelty/Originality of this study: The novelty of this study lies in its empirical validation of Edutainment-based learning devices specifically for IPAS at the elementary level, using learning activity as a core outcome rather than solely cognitive achievement.
Breaking Connectivity Barriers: B-Smart as an Innovative Low-Bandwidth Mobile Learning Solution for Underserved Communities Katemba, Petrus; Sumarlin, Sumarlin; Asmara, Jimi; Naatonis, Remerta Noni
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.v7i2.2769

Abstract

Purpose of the study: Access to digital learning resources remains a critical challenge in underserved communities, particularly those constrained by limited connectivity, inadequate infrastructure, and low-specification devices. This study aims to design, develop, and evaluate B-Smart, a low-bandwidth mobile learning application specifically engineered to bridge the digital learning gap in resource-limited educational environments. Methodology: A Design and Development Research (DDR) approach was employed, integrating an offline-first architecture, modular microlearning content, lightweight interface components, and data-efficient synchronization. Evaluation involved technical performance testing on low-end Android devices (1–2 GB RAM), usability testing using the System Usability Scale (SUS), pre-test and post-test learning assessments, and qualitative user feedback from 80 students and 15 teachers. Main Findings: B-Smart demonstrated reliable technical performance, with an average module loading time of 1.8 seconds, memory usage of 112 MB, weekly data consumption of 0.9–1.2 MB, and an offline access success rate of 98.7%. Usability evaluation yielded an SUS score of 82.4, while learning assessments revealed a mean post-test improvement of 24.6 points over pre-test scores, confirming significant knowledge gains across all user groups. Novelty/Originality of this study: These findings establish B-Smart as a novel, pedagogically sound, and technically efficient mobile learning solution tailored for low-bandwidth contexts. Unlike existing applications that depend on stable connectivity, B-Smart's offline-first, resource-efficient design ensures uninterrupted learning continuity in underserved regions. The study contributes a replicable development framework for scalable digital education initiatives, with practical implications for policymakers, educators, and developers seeking to advance equitable access to quality education in communities.
Need Assessment for Developing a Culturally Adapted Interactive Workbook to Manage Academic Stress in School Counseling Noorlaila, Feida; Arumsari, Cucu; Nugraha, Agung; Effendi, Merlin
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.v7i2.2777

Abstract

Purpose of the study: This study aims to conduct a needs assessment as the basis for developing an interactive workbook for academic stress management within school counseling services. Methodology: This study employed a Research and Development approach using the ADDIE model, limited to the analysis phase. A mixed-method design was applied to obtain comprehensive data. Quantitative data were collected through a questionnaire administered to 169 students, while qualitative data were obtained through in-depth interviews with 10 students and one school counselor, as well as classroom observations. The instruments included the Academic Stress Scale (34 items, α = 0.918) and semi-structured interview guidelines. Quantitative data were analyzed descriptively and inferentially using ANOVA and Pearson correlation, while qualitative data were analyzed through thematic analysis. Main Findings: The findings indicate that academic stress among students is relatively high, with 91.3% of participants experiencing moderate to high levels of stress. The primary sources of stress include examination pressure (60%), social conflicts (25%), and family expectations (15%). Students expressed strong preferences for counseling media that are visual, simple, culturally relevant, and usable independently. In particular, students preferred workbook-based media integrating local cultural values such as cooperation (gotong royong) and Islamic spirituality. Novelty/Originality of this study: This study highlights the urgent need for culturally adapted counseling media to support students’ emotional regulation and stress management. The novelty of this study lies in integrating the needs assessment of academic stress with cultural adaptation of Dialectical Behavior Therapy principles into an interactive workbook format suitable for school counseling.
English Master’s Students’ Idiomatic Expressions Understanding: Effect of Gender, Causes of Difficulties and Learning Strategies Arifuddin, Arifuddin; Soepriyanti, Henny
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.v7i2.2798

Abstract

Purpose of the study: Many Master’s students in English Language Education struggle to achieve the minimum TOEFL score. However, limited research has explored how gender influences their understanding of idioms. This study examined: (1) students’ idiomatic understanding by gender; (2) gender effects on idiom comprehension; (3) causes of difficulty; and (4) learning strategies used. Methodology: A mixed-methods design involving 212 English Master’s students. Data were collected with tests, questionnaires, and interviews. Descriptive statistics were used to assess students’ idiom comprehension levels, and the Pearson Product-Moment Correlation was used to assess the relationship between idiom comprehension and other variables. For stages of qualitative analysis - data reduction, data display, and conclusion drawing – were applied. Main Findings: The study reveals a medium level of idiomatic competence and no significant gender effect—challenging prevailing assumptions of gendered pragmatic advantages. Key difficulties include limited exposure to authentic input, unfamiliarity with figurative meaning, infrequent reading, and forgetfulness. Students rely on strategies such as reading idiom materials, using dictionaries, making contextual inferences, and using multimedia. Novelty/Originality of this study: The main challenges stem from limited exposure, literal interpretation, and insufficient cultural and contextual knowledge. Nevertheless, students demonstrated learner autonomy by employing diverse strategies such as using idiom dictionaries, engaging with authentic media, and contextual guessing. The study offers ‘novel’ insights for integrating idiomatic instruction to enhance postgraduate pragmatic competence and TOEFL outcomes.
Effective Drill-Based Arithmetic Training for Improving Numeracy Literacy: A Quasi-Experimental Study With High N-Gain among Elementary Students Hunas, Safiru; Puspitasari, Eva; Rozak, Rama Wijaya Abdul; Rusmana, Nandang
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.v7i2.2810

Abstract

Purpose of the study: This study aims to analyze the effectiveness of a drill-based arithmetic training program in improving elementary students' numeracy literacy. Methodology: This quasi-experimental one-group pretest-posttest study involved 32 fourth-grade students selected through a total sampling approach. A 20-item arithmetic essay test was used as the instrument (CVR = 0.89; Cronbach's Alpha = 0.856). The intervention comprised 8 sessions (90 minutes each) integrating drill and practice, concrete manipulative media, scaffolding, peer tutoring, and corrective feedback. Data were analyzed using the Wilcoxon Signed-Rank Test (α = 0.05) and Hake's N-Gain. Main Findings: Pretest scores were extremely low (M = 15.31), with 0% achieving KKM (Minimum Completion Criteria). Post-intervention scores rose to M = 82.03, a gain of 66.72 points (435.71%), with 84.4% of students achieving KKM. The Wilcoxon test confirmed a highly significant improvement (p = 0.000001), and N-Gain yielded a mean of 0.7964 (high category). Effectiveness is attributed to the integration of drill-and-practice (behavioristic theory), concrete manipulatives (Piaget), peer tutoring within the Zone of Proximal Development (Vygotsky), and gradual scaffolding. The N-Gain exceeded prior studies. Limitations include the absence of a control group and a small sample size, restricting generalizability. Novelty/Originality of this study: This is the first study to examine an integrated, multi-component program that addresses all four arithmetic operations simultaneously in Eastern Indonesia (Buton Regency), demonstrating that multi-component designs yield superior N-Gain outcomes and offering a replicable framework for teachers addressing low numeracy literacy.
Developing Holistic Gasing Evaluation Model to Balance Cognitive Efficiency and Affective Resilience Wijiningsih, Ninik; Puspitasari, Eva; Setiawan, Budi; Emilzoli, Mario
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.v7i2.2825

Abstract

Purpose of the study: The Gasing method (Gampang, Asyik, Menyenangkan) emphasizes ease and enjoyment, yet evaluations frequently neglect the core pillar of enjoyment. This research aims to construct and validate the Holistic Gasing Evaluation Model (HGEM) to balance cognitive speed with affective resilience, making instructional claims of joy empirically verifiable. Methodology: This study utilizes a Type 2 Design and Development Research approach. The procedure involves a systematic analysis of eighty-three empirical papers via Publish or Perish software. A conceptual design phase synthesizes identified theoretical references to establish thirty-six specific model sub-indicators. The final development phase employs the Aiken method with three doctoral experts to validate the model content and structural integrity. Main Findings: The Holistic Gasing Evaluation Model establishes five core dimensions supported by thirty-six psychometric sub-indicators, replacing anecdotal observations with validated instruments like the Mathematics Anxiety Rating Scale. Results show a mean Aiken’s V of 0.86. Discussion indicates that standardizing these metrics identifies instructional risks when rapid speed gains correlate with elevated anxiety, ensuring sustainable numerical performance. The primary limitation of this developmental phase is the focus on internal content validation without immediate large-scale longitudinal field data. Novelty/Originality of this study: This research introduces the first psychometrically validated Affective-Safety guardrail for Gasing evaluation, directly resolving the "Joy Paradox" where anecdotal claims of enjoyment lack empirical verification. By transitioning from qualitative narratives to rigorous standardized benchmarks, this study advances knowledge by ensuring that rapid computational gains do not compromise student affective well-being through replicable assessment protocols.
Communicative Willingness in Dialogic Feedback: A Relational Extension of Feedback Literacy Daniswara, Landry Dwiyoga
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.v7i2.2847

Abstract

Purpose of the study: Dialogic feedback assumes that students will respond to evaluative comments through clarification, negotiation, or further discussion. However, students do not always turn internal feedback processing into visible dialogue, especially in hierarchical performance settings where speaking may feel risky. This study examined how undergraduate debaters constructed communicative willingness when responding to coach feedback and aimed to extend feedback literacy theory by theorising this relational decision point. Methodology: This study used a constructivist grounded theory design. Twelve second and third-year undergraduate debaters were selected through purposive sampling from a one-semester university debate preparation program. Data were generated through two semi-structured interviews with each participant, observations of 16 feedback sessions, and relevant artefacts such as feedback sheets and notes. Analysis involved initial coding, focused coding, constant comparison, memo writing, and theoretical integration. Main Findings: Students' communicative willingness developed through an iterative process of interpreting feedback, regulating affect, assessing relational safety, negotiating possible consequences, and then enacting or withholding dialogue. Silence did not automatically indicate disengagement, because many students continued reflecting on and using feedback privately. Communicative willingness increased when prior interactions suggested that students' voices would be received respectfully. Novelty/Originality of this study: This study introduces communicative willingness as a relationally constructed mediating process between managing affect and dialogic enactment within feedback literacy. It shows that dialogic opportunities alone do not guarantee participation because students also judge safety, legitimacy, and exposure before speaking.

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