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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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Improving Students' Critical Thinking Skills through a Deep Learning-Oriented Group Investigation Model Agustin, Zulfani Nurdiana; Indana, Sifak; Suprapto, Nadi
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.v7i1.2527

Abstract

Purpose of the study: This research aims to improve the critical thinking skills of junior high school students through the application of the Group Investigation cooperative learning model oriented to deep learning on the interaction of living things and their environment. Methodology: This study uses a quantitative approach with a quasi-experimental design of one group pretest-posttest multiple groups. The subject of the study is the students of grade VII of junior high school which consists of two classes. Data was collected through observation of students’ learning implementation and activities, critical thinking skills tests, and student response questionnaires, then analyzed using percentage, N-gain, Wilcoxon test, and effect size. Main Findings: The main findings of this study show that the application of the Group Investigation cooperative learning model oriented to deep learning is able to strengthen the critical thinking skills of junior high school students significantly and meaningfully. The integration of deep learning approaches at each stage of investigation encourages a high level of cognitive engagement through the process of analysis, evaluation, and conceptual reflection. Novelty/Originality of this study: The Group Investigation model in general, this study presents a novelty in the form of integrating a deep learning approach into each stage of GI to encourage the process of analysis, evaluation, and conceptual reflection of students, so that the improvement of critical thinking skills does not only occur quantitatively, but also in every critical thinking indicator.
Elementary Science Learning at the Intersection of Educational Philosophies: Rethinking Pedagogical Paradigms and Practices Rabia, Supriyati Fatma; Widodo, Wahono; Hendratno, Hendratno; Suryanti, Suryanti
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

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

Abstract

Purpose of the study: This study aims to map how the educational philosophies of constructivism, progressivism, pragmatism, and humanism shape pedagogical paradigms and teaching practices in elementary science education. It also seeks to develop an integrative conceptual framework that supports meaningful and student-centered science learning in 21st-century primary education. Methodology: This study employed a qualitative Systematic Literature Review (SLR) following PRISMA guidelines. Articles were retrieved from the Scopus and Web of Science (WoS) databases covering the 2015–2025 period. Ten peer-reviewed articles were selected after identification, screening, and eligibility stages. Data were analyzed using thematic analysis and narrative synthesis supported by a structured data extraction instrument. Main Findings: Constructivism promotes active knowledge construction through inquiry-based approaches such as CIBSE. Progressivism emphasizes student-centered and adaptive learning environments supported by digital technology. Pragmatism integrates cultural and empirical knowledge through experiential reflection, while humanism supports holistic development by addressing affective and social dimensions. Effective science learning emerges from the interaction of these traditions rather than reliance on a single paradigm. Novelty/Originality of this study: The study synthesizes four philosophical traditions into a unified Integrative Philosophical Framework, which has rarely been explored in previous SLR studies. The findings encourage educators to adopt a reflective multi-philosophical approach. However, the review is limited by its small sample size and reliance on predominantly English-language sources. Future research should involve longitudinal mixed-methods studies across a broader range of educational contexts.
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.
Parental Parenting Patterns and Social Media Use: Students’ Social Attitudes Building Prativiningsih, Puji Anita Eka; Hanif, Muhammad; Parji, Parji
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.v7i1.2657

Abstract

Purpose of the study: The rapid expansion of digital technology has fundamentally reshaped adolescents’ social interactions, raising concerns regarding the formation of social attitudes within educational settings. This study aims to examine the interplay between parenting styles and the intensity of social media use in shaping students’ social attitudes at the junior secondary school level. Methodology: Employing a qualitative case study approach, data were collected through in-depth interviews with students and parents, systematic classroom observations, and documentation analysis, and were validated using data triangulation techniques. Main Findings: The findings reveal that authoritative (democratic) parenting, characterized by a balanced combination of behavioral demands and emotional responsiveness, plays a crucial role in fostering positive social attitudes, including self-regulation, empathy, and collaborative skills. Students raised within a democratic family climate demonstrate internalized moral reasoning, enabling them to maintain socially appropriate behavior without reliance on external supervision. In contrast, excessive social media use is associated with social withdrawal, fragmented attention, and diminished quality of face-to-face interactions in school contexts. High levels of digital engagement were found to displace opportunities for direct interpersonal communication, leading to what can be described as social atrophy and alienation. Novelty/Originality of this study: This study contributes to the literature by highlighting the protective function of authoritative parenting in mitigating the negative social effects of intensive digital media use. The results underscore that the family remains a critical socialization arena in the digital era, capable of strengthening adolescents’ social resilience when supported by effective communication and guided autonomy.
The Potential of Creative Thinking in STEAM Based Science Learning: Supporting Factors and Implementation Challenges Hasniati, Dini Fatrisia; Raharjo, Raharjo; Sudibyo, Elok; 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.v7i1.2711

Abstract

Purpose of the study: This study aim to examine the factors causing low creative thinking skills in STEAM-based science learning, including indicators of creative thinking and various challenges in its implementation. Methodology: The research method used is a systematic literature review (SLR). Data collection uses the PRISMA flow. Data were obtained from the Sinta-indexed Google Scholar database for national journals and, for international journals, there were no restrictions; all journals were accessed through the Publish Or Perish (PoP) application. Data analysis used bibliometrics related to keyword accuracy and was visualized using VOS Viewer software. A total of 500 articles were obtained, of which 18 articles were used as primary data and as material for analysis in the discussion. Main Findings: The results showed that there were four indicators relevant to Guilford's theory regarding creative thinking skills in STEAM learning. Factors contributing to low creative thinking skills included lack of motivation, monotonous methods, models, and tasks, as well as the implementation of learning activities. Additionally, challenges in improving creative thinking skills in STEAM learning included long duration and the difficulty of improving fluency indicators. Novelty/Originality of this study: This study is novel because it structuredly examines the supporting factors and various implementation challenges in developing creative thinking skills through STEAM-based science learning. This research combines pedagogical, contextual, and professional perspectives from teachers, resulting in empirical findings that enrich STEAM studies and strengthen the application of creative thinking development strategies in science education.
Developing a PSADS-Based “Find Objects” Learning Media to Enhance Critical Thinking Skills of Third-Grade Elementary Students in Mathematics Prasetyo, Antonius Ferrian Dwi; Mampouw, Helti Lygia; Kristiyanto, Wahyu Hari
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.v7i1.2742

Abstract

Purpose of the study: This study aims to develop and evaluate a PSADS-based “Find Objects” learning media that is valid, practical, and effective in enhancing the critical thinking skills of third-grade elementary school students in mathematics. Methodology: The study employed a Research and Development approach using the ADDIE model. Data were collected through expert validation sheets, teacher and student questionnaires, classroom observations, and critical thinking tests. The test instruments were developed based on the FRISCO critical thinking indicators. Data analysis techniques included descriptive statistics, Kolmogorov–Smirnov normality tests, paired sample t-tests, and qualitative analysis using MAXQDA 2020 software. Main Findings: The PSADS-based “Find Objects” learning media was categorized as feasible to very feasible by material, instructional design, and practitioner experts. Teacher and student responses indicated a high level of practicality. Statistical analysis revealed a significant improvement in students’ critical thinking skills, with a mean score increase of 14.27 points. The paired sample t-test confirmed a significant difference between pre-test and post-test scores (p < 0.05). Novelty/Originality of this study: This study fills a research gap in elementary mathematics education, where prior studies have largely emphasized instructional models or learning outcomes without integrating concrete visual media to systematically train critical thinking processes. The novelty of this study lies in the integration of the PSADS learning stages with a “Find Objects” card-based media that engages students in structured object-search, analysis, discussion, and reflection activities, thereby emphasizing critical thinking development rather than learning outcomes alone.
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.

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