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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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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.
Building Discipline Through Healthy Lifestyle Behaviors: “Shared Lunch Education” for Early Childhood Hardiningrum, Andini; Rihlah, Jauharotur; Rulyansah, Afib; Firdaus, Firdaus; Aliya, Nur Idhofi
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.v7i2.2876

Abstract

Purpose of the study: This study aims to analyze the phenomenon of discipline through the habit of healthy living in early childhood by examining the patterns, forms, and indicators that emerge in healthy routines, the impact of healthy living behaviors on children’s independence and sense of responsibility, and parental support. Methodology: This study used a descriptive qualitative approach with observation sheets, interview guidelines, and documentation as instruments. The research subjects were nine children aged 3-4 years. Data were obtained through direct observation, recorded semi-structured interviews, field notes, and photographic documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. Data validity was strengthened through source and technique triangulation. Main Findings: The results of the study show that discipline and healthy living behaviors are formed through routine habits, teacher role modeling, consistent school culture, and parental support. Children demonstrate disciplined behavior by willingly following rules, eating independently, and taking responsibility for cleaning up their eating utensils. Healthy living behaviors practiced by children include washing their hands with soap, using clean eating utensils, and brushing their teeth after meals. Novelty/Originality of this study: This study offers new insights into the process of internalizing discipline and healthy lifestyle behaviors in early childhood through school routines, teacher consistency, and parental support at home. These findings emphasize the importance of school culture synergy, teacher role modeling, and family support in forming the foundation for sustainable positive behaviors from an early age.
From Ritual to Character: A Tri Hita Karana-Based Morning Assembly Model for Holistic Character Education in Early Childhood Sari, Mekel Putu Ayu Sekar; Arnyana, Ida Bagus Putu; Bayu, Gede Wira
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.v7i2.2919

Abstract

Purpose of the study: This study aims to examine how a Tri Hita Karana-based Morning Assembly program functions as a holistic character education practice in early childhood education. Methodology: A qualitative case study was conducted in an early childhood education institution in Bali, implementing a Tri Hita Karana-based Morning Assembly program. Participants were selected using purposive sampling and included teachers directly involved in Morning Assembly, along with the school principal as a supporting informant. Data were collected through semi-structured in-depth interviews, participant observation, document analysis, and reflective field notes. Data were analyzed using reflexive thematic analysis to identify patterns across implementation structure, teacher mediation, internalization processes, and ecosystem reinforcement. Main Findings: The findings reveal that Morning Assembly operates through a structured three-phase sequence—pre-activity, core activity, and closing reflection—systematically embedding spiritual, social, and ecological values into daily routines. Teachers play a central mediating role by embodying and interpreting Tri Hita Karana values in relational practice. Character internalization occurs through repeated exposure, emotional engagement, reflective facilitation, and consistent reinforcement within a culturally coherent ecosystem. Novelty/Originality of this study: This study proposes a Holistic Character Education Model grounded in Tri Hita Karana, demonstrating how local philosophical wisdom can be operationalized into a structured pedagogical system in early childhood education. Unlike character education approaches that emphasize discrete moral instruction, the model conceptualizes character formation as a cyclical, ecosystem-based process that integrates spirituality, social harmony, and ecological responsibility into daily lived experience.
Integration of Islamic Values in Secondary School Curriculum: A Case Study in Public Schools Jumahir, Jumahir; Ahmad, Mukhtar Muhammad Mahdar; Aimang, Hasrat A
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.v7i2.2961

Abstract

Purpose of the study: This study aims to describe and analyze how Islamic values are integrated into the curriculum at public junior high schools in the Luwuk sub-district, and to identify the supporting and inhibiting factors in their implementation. Methodology: This research employs a qualitative case study approach. Data were collected through in-depth interviews with teachers and school principals, direct classroom observations, and analysis of curriculum documents and syllabi. Data were analyzed descriptively through data reduction, presentation, and conclusion drawing. Main Findings: The findings reveal that the integration of Islamic values is carried out implicitly through character strengthening, habituation programs, and contextual approaches across various subjects. Although not all schools apply this integration systematically, educators consistently strive to instill values such as honesty, responsibility, and tolerance. Key supporting factors include teachers' commitment and the reinforcement of school culture, while the main challenges involve limited training opportunities and the absence of standardized curriculum guidelines. Novelty/Originality of this study: This study offers new insights into the practice of integrating Islamic values into formal education at the junior high school level, focusing on local-level factors influencing its implementation. It also highlights the importance of empowering teachers and formulating clearer curricular policies to support the successful integration of these values.
A Critical Evaluation of Smara Sādhanā Concepts in The Lontar Kama Tattwa for Strengthening Premarital Education Siswadi, Gede Agus; Lasiyo, Lasiyo; Murtiningsih, Rr 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.v7i2.2978

Abstract

Purpose of the study: This study aims to critically evaluate the concept of Smara Sādhanā as presented in the Lontar Kama Tattwa and to examine its relevance in strengthening premarital education in Denpasar. The research addresses the growing phenomenon of premarital sexual practices and the shifting moral values reflected in the discourse of “sing beling sing nganten,” which indicate a process of desacralization of marriage and sexuality. Methodology: This research employs a qualitative approach with a critical–interpretative design. Primary data are derived from classical Balinese Hindu texts categorized under Kama Tattwa. Secondary data are collected from scholarly literature and relevant studies. Main Findings: The findings reveal that Smara Sādhanā conceptualizes sexuality as a sacred and conscious practice that integrates physical, psychological, and spiritual dimensions, grounded in dharma and realized within the institution of marriage. The study also finds that contemporary social phenomena, such as the normalization of premarital sex and gender bias, reflect a disconnection between traditional ethical teachings and modern practices. Novelty/Originality of this study: This study offers a novel contribution by bridging classical Hindu philosophical texts with contemporary educational and social issues. It reconstructs premarital education through the lens of Smara Sādhanā, positioning sexuality as a form of spiritual discipline rather than merely a biological or social act. Furthermore, this research introduces a culturally rooted and philosophically grounded framework that addresses both moral challenges and gender issues in modern Balinese society, thereby enriching the discourse on sexuality education within religious and cultural contexts.
Theological Value of Arabic Calligraphy Art in the Formation of Religious Character in Islamic Boarding Schools Ristia, Muhib Ali Hasan; Haris, Abd; Kurniasih, Apri; Afroyim, Kunainah; Isro, Arsan; Damanhuri, Damanhuri; Asy’arie, Bima Fandi
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.v7i2.3027

Abstract

Purpose of the study: This study aims to identify the theological values ​​embedded in the study of Arabic calligraphy and to contribute to the formation of the religious character of Islamic boarding school students. Methodology: This study employed an interpretive research paradigm with a qualitative approach, conducted through interviews with 12 teachers (ustadz) and focus group discussions (FGD) with 6 students. The data obtained were analyzed using qualitative content analysis techniques. Furthermore, the researchers conducted observations and document analysis to strengthen the data presented. Main Findings: The findings of this study indicate that theological values ​​in Arabic calligraphy are integrated into three main aspects: spirituality, Islamic aesthetics, and morality. In the spiritual aspect, the values ​​of tauhidiyah (monotheism), ikhlas (sincerity), dhikrullah (remembrance of Allah), tadabbur (religious service), and tazkiyatul nafsi (observance of one's soul) are found. In the Islamic aesthetic, the values of jamal (community), creativity, patience, and perseverance are essential to the learning process. In the moral aspect, calligraphy instills amanah (trustworthiness), tawadhu' (religious tolerance), and ukhuwah (brotherhood). Learning Arabic calligraphy contributes to strengthening spirituality, forming personal morals, instilling etiquette, developing Islamic aesthetics, and strengthening students' socio-religious character. Novelty/Originality of this study: The novelty of this study has contributed to the strengthening of arts-based Islamic education that integrates theological values, aesthetic practices, and holistic character formation in a sustainable manner. This research has implications suggesting that Arabic calligraphy can be used as an effective pedagogical instrument for shaping socio-religious character education for students in Islamic boarding schools.

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