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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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Qur’an-Anchored Competency Framework: Thematic Links Between Value Orientations and 21st-Century Skills Hermawan, Iwan; Wahidin, Wahidin; Hermawan, Radyallah Agnia
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.
Implementation of Lecturer Competency Development in Higher Education Satriyadi, Satriyadi; Siahaan, Amiruddin; Santoso, Didik
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.v6i4.2067

Abstract

Purpose of the study: This study aims to describe the planning of lecturer competency development, organization of lecturer competency development, implementation of lecturer competency development, supervision of lecturer competency development, evaluation of lecturer competency development at the Syekh Abdul Halim Hasan Binjai Institute. Methodology: This research method is a qualitative research method with a phenomenological research approach. This research was conducted to build knowledge through understanding and discovery based on a methodology that investigates a phenomenon and problem. Data collection techniques used are observation, interviews, documentation studies. Data management consists of data reduction, data display/data presentation, data analysis, drawing conclusions for research results. Main Findings: The findings reveal that while the institute demonstrates strong commitment to improving teaching quality, several issues persist, such as limited resources, insufficient integration of technology, and supervision focused mainly on administrative compliance rather than pedagogical enhancement. The evaluation process also tends to emphasize attendance and reporting rather than measurable improvement in teaching skills or student outcomes. The study highlights the need for a more reflective and data-driven approach to faculty development, emphasizing participatory planning, effective feedback mechanisms, and the establishment of long-term evaluation systems. Novelty/Originality of this study: The novelty of this research lies in its holistic assessment of lecturer competency development within an Islamic higher education context, bridging managerial and pedagogical dimensions. The implications extend to policy and practice in higher education, suggesting that competency development must transition from procedural routines to transformative learning experiences.
Management of Special Health Literacy Services: A Multi-Site Study at Madrasah Aliyah Wasiyem, Wasiyem; Mesiono, Mesiono; Abdurrahman, Abdurrahman
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.v6i4.2068

Abstract

Purpose of the study: This study investigates the management of special health literacy services at Madrasah Aliyah Negeri 1 Medan and Madrasah Aliyah Negeri 2 Model Medan, focusing on four management functions: planning, organizing, implementation, and supervision. Methodology: Using a qualitative multisite case study approach, data were collected through interviews, observations, and document analysis involving teachers, administrators, and students. Main Findings: The findings reveal that both madrasahs show a strong commitment to integrating health literacy into their educational practices; however, they differ in formalization and consistency. MAN 1 Medan exhibits a structured and well-documented planning process with clear coordination through the School Health Unit (UKS), whereas MAN 2 Model Medan relies on informal planning and teacher initiative. Implementation at both institutions includes curricular and extracurricular activities, but MAN 1 Medan demonstrates stronger institutional coordination. Supervision mechanisms are largely informal, lacking standardized evaluation systems. The study concludes that while collaborative practices between teachers, students, and external health institutions exist, formal frameworks and documentation are limited. Novelty/Originality of this study: The findings highlight the importance of developing structured systems, clear standard operating procedures, and formal evaluation mechanisms to enhance the effectiveness of health literacy services in religious schools. This study contributes to filling the research gap on health literacy management in madrasahs, offering practical insights for policymakers and educators in promoting health education that aligns with religious and cultural contexts.
Emotional Intelligence and Leadership Style as Predictors of Conflict Management Skills: An Empirical Study of Educational Leaders Raharjo, Arif Budi; Aisyah, Nurul
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.v6i4.2084

Abstract

Purpose of the study: School principals often face conflicts that undermine school climate and educational effectiveness, particularly in Indonesian educational settings where diverse stakeholders have competing interests. This study aims to examine the contribution of emotional intelligence and leadership style to the conflict management skills of school principals, particularly within the context of educational leadership in Muhammadiyah secondary schools. Methodology: The study employed a quantitative approach with a cross-sectional design and utilized Structural Equation Modeling (SEM) to examine the direct relationships among variables. The measurement instruments included an emotional intelligence scale based on Goleman's model, a leadership style scale grounded in situational leadership theory, and a conflict management skills scale adapted from the Thomas–Kilmann model. Main Findings: The results indicated that emotional intelligence (β = 0.531, p < 0.001) and leadership style (β = 0.309, p = 0.013) significantly contributed to conflict management skills, with emotional intelligence emerging as the stronger predictor. The research model demonstrated good fit (CFI = 0.95; RMSEA = 0.05) and accounted for 44.4% of the variance in conflict management skills. These findings highlight the importance of developing emotional intelligence–based leadership integrated with adaptive leadership styles to enhance conflict management effectiveness. Novelty/Originality of this study: This study integrates the emotional intelligence model and situational leadership theory into a single conceptual framework, empirically tested within the Indonesian educational context, particularly in Muhammadiyah schools.
Evaluating the Effectiveness of the Learning Community Program in Improving Educators’ Pedagogical Competence Apriani, Trisna; Somantri, Manap; Kristiawan, Muhammad; Hussin, Zaharah
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.v6i4.2092

Abstract

Purpose of the study: This study aims to evaluate the learning community program at Sekolah Pendidikan Non-Formal Sanggar Kegiatan Belajar [Non-Formal Education School Learning Activity Center] SPNF-SKB Kaur in improving the pedagogical competence of learning facilitators using the CIPP (Context, Input, Process, Product) evaluation model. Methodology: This research employed a descriptive qualitative approach with the CIPP model. Participants included the Head of SPNF-SKB Kaur, learning community managers, and learning facilitators. Data were collected through interviews, observations, and documentation, then analyzed using Miles, Huberman, and Saldaña’s interactive model, including reduction, display, verification, and conclusion drawing. Main Findings: The findings show that the learning community program is relevant and effectively managed. It successfully supports planning, implementation, and resource provision, leading to improved pedagogical competence of facilitators and positive impacts on student learning outcomes. Nevertheless, challenges remain, such as limited motivation among some facilitators, insufficient module availability for Package A and B, and suboptimal support from local government. Novelty/Originality of this study: This study provides one of the first comprehensive evaluations of a learning community program for facilitators in non-formal education. Unlike previous studies that focused mainly on teachers in formal schools, this research highlights both the effectiveness and challenges of learning communities in enhancing pedagogical competence in non-formal education settings, filling an important gap in the literature.
Evaluation of Entrepreneurial Skills Education Programs through the CIPP Model: Upskilling and Sustainability Challenges Andellia, Sherry; Somantri, Manap; Putri, Asti; Yasepta, Rengky
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.v6i4.2093

Abstract

Purpose of the study: The Entrepreneurial Skills Education Program serves as a strategic effort to reduce unemployment and foster community economic independence through the enhancement of practical, market-oriented skills. Despite its potential, comprehensive evaluations of such programs remain limited. This study aims to evaluate the effectiveness and sustainability of the Entrepreneurial Skills Education Program using the CIPP evaluation model to identify its strengths, weaknesses, and long-term challenges. Methodology: This research employed a qualitative descriptive approach involving six participants: program managers, instructors, and participants selected through purposive sampling. Data were collected through in-depth interviews, field observations, and document analysis, and then analyzed using Miles and Huberman’s interactive model, which includes data reduction, display, and conclusion drawing. Main Findings: The results reveal that the program was designed to meet community needs and local potential, supported by a relevant and adaptable curriculum, qualified instructors, adequate facilities, and strategic business partnerships. The andragogical training process was systematically implemented, emphasizing practical learning, monitoring, and continuous evaluation. The program significantly improved participants’ entrepreneurial skills, creativity, and self-reliance, with some participants successfully generating post-training income. However, challenges persist in marketing networks and business sustainability, underscoring the need for ongoing mentoring. Novelty/Originality of this study: This study lies in the comprehensive application of the CIPP model to evaluate a community-based entrepreneurship program, an approach rarely explored in prior research. The study contributes theoretically by validating CIPP as a practical framework for non-formal education evaluation and practically by offering policy insights to strengthen entrepreneurship development and community empowerment initiatives.
Designing Social Studies Brain-based Lesson Plan using Activation, Connection, and Transfer (ACT) Model Rosa, John Albert R Dela
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; Saleng, Syamsidar; Bancong, Hartono
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 Farmasari, Santi; Wardana, Lalu Ali; Munandar, La Ode Alfin Haris; Suryaningsih, Hartati
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 Mulloh, Farcham; Ma'mun, Amung; Kusmaedi, Nurlan; Abduljabar, Bambang; Hidayat, Febrian Andi; Anakotta, Raisa; Putro, Waskito Aji Suryo
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.

Page 55 of 62 | Total Record : 611

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