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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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Ethno-STEM Innovation in Science Learning: Developing Scientific Literacy Using the Local Context of “Dawet Jabung” Imani, Muhammad Naqqi; Widodo, Wahono; Sukarmin, Sukarmin; Satriawan, Muhammad
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.v7i1.2378

Abstract

Purpose of the study: This study aims to analyze the effectiveness of a locally contextualized STEM-based learning device, “Dawet Jabung,” in improving students’ scientific literacy at MA Darul Huda. Methodology: A quasi-experimental posttest non-equivalent control group design was used. The experimental class (n = 16) learned using a STEM-based “Dawet Jabung” learning device, while the control class (n = 16) used traditional materials. Quantitative data were collected through a scientific literacy questionnaire and analyzed using descriptive statistics, independent-samples t-test, and N-Gain scores with SPSS 21. Qualitative data from interviews supported the quantitative findings. Main Findings: The experimental class showed higher scientific literacy, with 75% categorized as “good” and 25% as “very good” (M = 68), compared with the control class, which was dominated by the “poor” category (50%) with an average score of 58. The t-test revealed a significant difference (t = 9.297 > t-table = 2.036). The N-gain score of 0.65 indicated moderate effectiveness. Interview results indicated increased engagement, curiosity, and conceptual understanding among students who used the STEM tool. Novelty/Originality of this study: This study introduces a unique Ethno-STEM learning device integrating local wisdom “Dawet Jabung,” bridging scientific concepts with cultural practices. The innovation advances existing STEM literature by demonstrating that integrating cultural context enhances scientific literacy more effectively than conventional STEM alone. This work contributes a new pedagogical model aligned with the Merdeka Belajar curriculum’s emphasis on contextual and culturally responsive learning.
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.
From Regret to Growth: Post-Purchase Dissonance Meaning Reconstruction, and Eudaimonic Well-Being in Digital Education Service Consumption Nurpratama, Mohamad Reza; Gaffar, Vanessa; Widjajanta, Bambang; Lisnawati, Lisnawati; Irawan, Rini Larasati
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.v7i2.2419

Abstract

Purpose of the study: This study investigates the transformative role of Meaning Reconstruction (MR) in mediating the relationship between Post-Purchase Dissonance (PPD) and Eudaimonic Well-Being (EWB) in the context of digital education service consumption in Indonesia. Methodology: This study employs a quantitative explanatory design using Structural Equation Modeling–Partial Least Squares (SEM-PLS). Data were collected through web scraping from 500 publicly accessible posts on Twitter (X), Reddit, and TikTok discussing post-purchase experiences with digital education services in Indonesia (2020–2024). Computational text analysis using a fine-tuned IndoBERT model was applied to derive construct scores for PPD (X1–X3), MR (M1–M4), and EWB (Y1–Y4). Indicators were quantified using algorithmically normalized NLP-based semantic intensity scores ranging from 1 to 7, representing computational estimations of construct magnitude rather than self-reported NLP-based normalized semantic score (1–7) responses. Main Findings: Results confirm that PPD significantly influences MR (β=0.446, p<0.001) and MR strongly predicts EWB (β=0.481, p<0.001). The direct path PPD→EWB is significant (β=0.176, p<0.001), while the indirect effect via MR is also significant (β=0.214, t=8.248, p<0.001), with a Variance Accounted For (VAF) of 54.8%, indicating partial mediation. R²(MR)=0.199 and R²(EWB)=0.338. All measurement model criteria are satisfied: outer loadings >0.70, AVE >0.50, CR >0.70, and HTMT <0.85. Novelty/Originality of this study: Reconstruction as a critical transformative mechanism, reframing post-purchase dissonance from a purely negative outcome into a catalyst for consumer psychological growth. The use of computational text analysis (NLP + web scraping) as an alternative to conventional surveys further contributes methodological novelty.
Development and Effectiveness of SKIRD Media Integrated with the ONCE Model to Enhance Elementary Students Creativity in Writing Fiction Texts Darmawan, Dani; Koeswanti, Henny Dewi; Purwiyastuti, Wahyu
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2428

Abstract

Purpose of the study: This study aims to develop and examine the effectiveness of SKIRD (Skill Card) learning media integrated with the ONCE (Observe, Analyze, Verify, Evaluate) learning model in enhancing elementary school students’ creativity in writing fictional texts. The study addresses the need for innovative instructional media that systematically support creative writing processes at the primary education level. Methodology: This study employed a quantitative research and development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate). Data were collected through expert validation to assess media feasibility and creativity assessment rubrics administered during pretest and posttest activities. The data were analyzed using descriptive and inferential statistical techniques to evaluate the effectiveness of the developed learning media. Main Findings: The results show that the SKIRD learning media achieved a high level of feasibility based on expert validation. Statistical analysis of pretest and posttest scores indicates a significant improvement in students’ creativity in writing fictional texts (p < 0.05). The implementation of SKIRD integrated with the ONCE model enhanced students’ fluency, flexibility, originality, and elaboration in developing fictional narratives. Novelty/Originality of this study: The novelty of this study lies in the integration of SKIRD card-based learning media with the ONCE reflective learning model to systematically guide elementary students through the stages of creative writing. This study offers a structured instructional framework that links media use with reflective learning processes to enhance creativity in writing fictional texts at the elementary level.
Understanding Mental Well-Being Among University Students in Indonesia: A Descriptive Quantitative Analysis Rahimsyah, Anandha Putri; Muhajirin, Muhammad; Rachmani, Nizza Nadya; Bariyyah, Khairul; Sugara, Gian Sugiana; Aprilya, Tasya; Zulfa, Nuraini Latifa
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.v7i1.2432

Abstract

Purpose of the study: Mental well-being is a crucial component of university students’ academic functioning and personal development. However, empirical evidence describing students’ mental well-being levels, particularly in non-Western contexts, remains limited. This study aims to describe the level of mental well-being among university students at two higher education institutions in Indonesia. Methodology: This study employed a descriptive quantitative design. A total of 449 undergraduate students were selected using proportionate stratified random sampling from two universities with different student population characteristics. Data were collected using the Indonesian-adapted version of the Warwick–Edinburgh Mental Well-Being Scale (WEMWBS). Descriptive statistical analysis was conducted to examine the distribution of students’ mental well-being levels. Main Findings: These findings highlight the importance of strengthening preventive and promotive mental health initiatives in higher education settings. Campus-based interventions, such as mindfulness programs and counseling services, may play a strategic role in supporting students’ transition from moderate mental well-being toward flourishing. Novelty/Originality of this study: This study provides empirical insight into students’ mental well-being profiles within the Indonesian higher education context and offers practical implications for the development of guidance and counseling services.
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.
Strengthening Academic Hardiness Through Self-Reflection-Based Narrative Counseling: A Single-Case Research Muhajirin, Muhammad; Nugraha, Agung; Irmayanti, Rima; Rahimsyah, Anandha Putri; Anjarika, Adelia Lintang
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.v7i1.2464

Abstract

Purpose of the study: This study aimed to examine the effectiveness of self-reflection-based narrative counseling in strengthening academic hardiness among senior high school students who demonstrate low academic persistence and difficulties in coping with academic challenges. Methodology: This study employed a single-case research design using an A–B format. Three (n = 3) senior high school students were selected through purposive sampling based on low academic hardiness scores. The intervention consisted of five individual self-reflection–based narrative counseling sessions. Data were collected using an academic hardiness scale administered during the baseline, intervention, and three-week follow-up phases. Data were analyzed using descriptive visual analysis to examine changes in level, trend, and stability of academic hardiness across phases. Main Findings: The results indicated a clear and consistent increase in academic hardiness across all three participants during the intervention phase compared to the baseline condition. Improvements were observed in the dimensions of commitment, control, and challenge, and were maintained at the three-week follow-up, suggesting a sustained positive effect of the intervention. Novelty/Originality of this study: This results indicated a clear and consistent increase in academic hardiness across all three participants during the intervention phase compared to the baseline condition. Improvements were observed in the dimensions of commitment, control, and challenge, and were maintained at the three-week follow-up, suggesting a sustained positive effect of the intervention.
A Systematic Review of Junior High School Mathematics Curriculum in Indonesia and Australia Suryonegoro, Bayu Murti; Wardono, Wardono; Waluya, Stevanus Budi; Mulyono, Mulyono; Wijaya, Ifan Badra
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.v7i1.2472

Abstract

Purpose of the study: This study analyzes the comparative mathematics curricula between Indonesia and Australia to uncover various aspects of the education systems. The focus is on the similarities and differences between the curricula, systematically examining them in terms of objectives, materials, methods, and assessment, particularly in mathematics. Methodology: This study used a library method with the main data sources coming from 58 articles, 44 books, and 10 official documents in a qualitative descriptive manner. The research data analysis used the Systematic Literature Review method through the following steps: identification, screening, eligibility, and inclusion based on keywords, titles, abstracts, inclusion and exclusion criteria, and referenced literature. Main Findings: The mathematics curriculum in Indonesia and Australia at the Junior High School level is almost the same with a few differences, namely the focus on the profile of Pancasila students and providing more specific mathematical knowledge and skills to support the development numeracy and direct further fields of study in mathematics and other disciplines, so that it can add other aspects or components that researchers have never studied regarding the comparison of the mathematics curriculum in Indonesia and Australia. Novelty/Originality of this study: This analytical study of the comparative study of the Indonesian and Australian mathematics curriculum was conducted by citing various sources, namely articles, journals, official curriculum websites, books, and proceedings articles, thus providing a broader study of further studies on the development of the mathematics curriculum in Indonesia and Australia globally.
Digital Ethnography of Nongnong Mbaham: Oral Literature Revitalization for Cultural Identity and Contextual Learning Innovation in Papuan Education Lefaan, Adolina Velomena Samosir; Rambet , Rommy Denny Boy; Darihastining, Susi; Maisaroh, Siti
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.v7i1.2502

Abstract

Purpose of the study: This study investigates Nongnong Mbaham as a living oral tradition, examines its transformation within digital environments, and explores its potential as a contextual learning innovation in Papuan educational settings. Methodology: A qualitative digital ethnographic approach was employed, involving participant observation, in-depth interviews, performative analysis, and digital-trace analysis across offline and online cultural spaces. Main Findings: This study demonstrates that indigenous oral literature can function as a culturally grounded learning resource that supports identity formation, digital literacy, and contextual pedagogy. Novelty/Originality of this study: This research advances oral-literature studies by integrating digital ethnography with contextual learning innovation, moving beyond documentation toward a sustainable educational revitalization model.

Page 59 of 62 | Total Record : 611

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