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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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Causal Model of Learning Supervision on Teacher Performance: Madrasah Head, Organizational Culture, and Self-Discipline Yusuf, Muhammad; Wijaya, Candra; 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.v6i4.2230

Abstract

Purpose of the study: This study analyzes the direct and indirect effects of instructional supervision by the head of madrasah, organizational culture, and self-discipline on the performance of Madrasah Aliyah teachers in Gayo Lues Regency. Methodology: Using a quantitative approach with a causal model and involving 84 teachers selected through the Krejcie–Morgan sampling technique, this research employs path analysis to examine the structural relationships among the variables. Main Findings: The findings indicate that organizational culture has the strongest influence on teachers’ self-discipline (ρ = 0.436), while instructional supervision exerts a smaller but positive effect (ρ = 0.132). Teacher performance is significantly affected by instructional supervision (ρ = 0.597), organizational culture (ρ = 0.408), and self-discipline (ρ = 0.324). Although instructional supervision and organizational culture also influence teacher performance indirectly through self-discipline, these mediating effects are relatively small—0.044 and 0.132 respectively. The model fit analysis confirms that the proposed causal structure aligns well with the empirical data. This study contributes to educational management literature by offering a comprehensive model integrating supervision, culture, and self-discipline, and by establishing self-discipline as a partial mediator between organizational culture and teacher performance. Novelty/Originality of this study: The findings highlight the importance of strengthening supervisory practices, cultivating a positive organizational culture, and enhancing teacher discipline to improve professional performance in madrasahs. Overall, the study provides empirical evidence that can support the development of strategic policies to enhance teacher quality and accountability in Islamic educational institutions.
Performance of Islamic Religious Education Supervisors in Central Aceh District Rasidah, Rasidah; Rafida, Tien; Hadijaya, Yusuf
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; Wijaya, Candra; Dalimunte, Muhammad
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.
Quality Management of Kindergarten Teaching Staff: A Multisite Study of Integrated Islamic Kindergartens in Aceh Ananda, Rusydi; Putra, Windisyah; Wijaya, Candra
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.v6i4.2234

Abstract

Purpose of the study: This study investigates teacher quality management in Integrated Islamic Kindergartens in Central Aceh Regency by examining the processes of planning, organizing, implementation, and supervision across Islamic Kindergartens. Methodology: Using a qualitative multisite approach, data were gathered through interviews, observations, and document analysis, and analyzed through systematic data condensation, display, and verification. Main Findings: The findings show that quality planning is guided by a synergy between institutional vision, mission, motto, and objectives with national education standards and JSIT (Jaringan Sekolah Islam Terpadu) guidelines, resulting in a balanced emphasis on academic competence, professional skills, and spiritual formation. Organizational quality is sustained through transparent structures, measurable task distribution, coordinated teamwork, and standardized operating procedures. Recruitment applies competency-based selection enriched with Islamic values, prioritizing Qur’anic mastery, character integrity, pedagogical expertise, and emotional maturity. Teacher development is implemented through Islamic andragogy, integrating professional training with spiritual nurturing via halaqah, mentoring, and routine religious studies. Supervision adopts a holistic model that evaluates academic performance, pedagogical practice, and spiritual consistency to ensure continuous improvement. Novelty/Originality of this study: The novelty of this study lies in the formulation of a hybrid teacher quality management model that fuses national quality assurance frameworks with JSIT principles, positioning moral goodness as the foundation, pedagogical quality as the institutional output, and educational excellence as the long-term goal. This model offers a new theoretical framework and practical reference for enhancing teacher quality in faith-based early childhood education institutions.
Development of an Integrated Islamic Religious Education Curriculum at Junior High School Integrated Islamic in Deli Serdang Regency Syafi’i, Muhammad; Nasution, Wahyudin Nur; 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 Yuniarsih, Tjutju; Sobandi, A; Meilani, Rini Intansari; Indriarti, Resti
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.
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

Purpose of the study: This study aims to examine the leadership accountability within Madrasah Tsanawiyah Negeri (MTsN) under the Ministry of Religious Affairs in Merangin Regency and to analyze its relationship with teacher motivation. Methodology: Employing a mixed methods approach with a sequential explanatory design, the study integrates quantitative and qualitative data to obtain a comprehensive understanding of accountability practices and their motivational implications. The quantitative phase involved a survey of 125 MTsN teachers using validated Likert-scale questionnaires measuring leadership accountability and teacher motivation, analyzed through descriptive statistics and Pearson correlation analysis, for qualitative using Miles and Huberman. Main Findings: The results reveal that leadership accountability is predominantly perceived as good, with 94.4% of respondents categorizing it as good or very good, while teacher motivation is similarly high, with 96.0% of teachers falling into these categories. Correlation analysis demonstrates a strong and statistically significant positive relationship between leadership accountability and teacher motivation (r = 0.627, p < 0.01), indicating that higher levels of perceived accountability are associated with increased teacher motivation. Qualitative findings further show that accountability practices are strongest in administrative, reporting, and regulatory dimensions, yet less optimal in affective and humanistic aspects such as recognition, professional support, and responsiveness to teachers’ needs. Novelty/Originality of this study: The novelty of this study lies in its integration of accountability theory with motivational perspectives within the specific context of Islamic secondary education, highlighting that accountability should extend beyond procedural compliance toward ethical, relational, and supportive leadership practices.
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.

Page 57 of 62 | Total Record : 611

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