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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 626 Documents
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Science Literacy Profile of High School Students as A Basis for Ethnoscience Integration in Learning Weni Rahmawanti; Wasis Wasis; Hasan Subekti
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.v7i2.3049

Abstract

Purpose of the study: This study aims to analyze the scientific literacy profile of high school students in physics using the PISA 2025 framework, focusing on identifying strengths and weaknesses in each competency dimension as a basis for developing ethnoscience-integrated learning. Methodology: This study employed a quantitative survey with a diagnostic approach using a science literacy test adapted from the PISA 2025 framework. The instrument consisted of 20 multiple-choice items. Data were collected online and analyzed using descriptive statistics and Benchmark Reference Assessment (PAP). Sampling used simple random sampling on grade XI students. Main Findings: The results show that students’ scientific literacy is in the moderate to low category with uneven competency distribution. Students performed better in explaining scientific phenomena but showed low achievement in designing investigations, evaluating evidence, and interpreting data. Scores ranged from 25 to 85, with an average of 55.07, indicating limited higher-order thinking skills. Novelty/Originality of this study: This study provides an updated empirical mapping of students’ scientific literacy using the PISA 2025 framework, which is still rarely applied. It offers a diagnostic basis for integrating ethnoscience in learning, emphasizing the development of higher-order thinking and contextual understanding aligned with students’ cultural environments.
Analysis of the Application of the Group Investigation Learning Model and Its Influence on Students' Critical Thinking Abilities on Chemical Elements in Eastern Europe Dorin Herlo; Elia Ambrosio; Petinka Galcheva
Journal Evaluation in Education (JEE) Vol 4 No 4 (2023): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v4i4.785

Abstract

Research objective: Research on the analysis of the application of the group investigation learning model on chemical elements and its influence on students' critical thinking abilities, which aims to see the effect of implementing this model on students' critical thinking abilities in eastern European countries. Methodology: This research is a descriptive correlational research with a concurrent embedded mix method design . The sample was determined using a purposive sampling technique with expert consideration. Data analysis was carried out to see the effect of implementing the GI model on students' critical thinking abilities using the Bivariate Pearson test and significance testing using the t test. Main findings: the results of the correlation test between the implementation of the GI model by students and students' critical thinking abilities were obtained r xy = 0.710. The results of the normality and homogeneity tests show normal and homogeneous data. The results of the significance test obtained t = 5.878 and t table = 2.032 with dk = 34 and α = 0.05. The results of the research prove that the implementation of the group investigation learning model is going well and there is an influence between the implementation of the group investigation learning model and students' critical thinking skills in chemical elements in eastern European countries. Recent research: This research strengthens the significant influence of the GI model on students' critical thinking abilities , especially in chemistry lessons.
Overcoming the Challenge: Assessing Reading and Writing Literacy in Fourth-Grade Students Ni Nyoman Rediani; Bernadetha Risky Kaize; Herrio Tekdi Nainggolan
Journal Evaluation in Education (JEE) Vol 4 No 4 (2023): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v4i4.798

Abstract

Purpose of the study: The research aims to assess fourth-grade students' reading and writing literacy. Understanding the literacy level in this age group is crucial for identifying areas requiring improvement and enhancing their skills. This study provides insights for educational enhancements. Methodology: The research utilized a quantitative descriptive research design involving 85 fourth-grade students as participants. Data collection methods included interviews, observations, and tests. The interactive data analysis model was applied, consisting of three essential stages: data reduction, data presentation, and concluding (verification). Main Findings: The findings from this study highlight a prevailing issue concerning the reading and writing literacy skills of students, indicating that the majority of students, over 55%, are categorized as having "Low" literacy skills, while 22.35% fall into the "Moderate" category. This concerning situation can impede the holistic development of students' abilities, necessitating prompt and effective intervention. Novelty/Originality of this study: This study is unique for its focus on evaluating the reading and writing literacy skills of fourth-grade students at Elementary School 2 Merauke. It provides valuable insights into literacy education challenges and opportunities within this context. Using an interactive data analysis model, the research comprehensively assesses the factors affecting students' literacy skills. The findings highlight the importance of addressing print awareness and vocabulary, fundamental aspects of early literacy development, and the need to enhance teaching methods, including practical media usage and using the immediate environment for improved learning.
Implementation of the Sport Pedagogy Model to Improve Students’ Spatial Intelligence in Volleyball: Bibliometric Study 2020-2025 Ifan Badra Wijaya; Hafit Amilin; Gita Ariesta; Nandika Juniano; Elizabeth Devi Rahmawati; Siti Baitul Mukarromah; Adi S
Journal Evaluation in Education (JEE) Vol 7 No 3 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i3.3192

Abstract

Purpose of the study: This study aims to analyze the development of publication trends and identify and examine the main factors influencing the implementation of the sports pedagogy model to improve students’ spatial intelligence in volleyball learning. Methodology: This study uses bibliometric analysis and a Systematic Literature Review (PRISMA) based on Scopus data from 2020-2025 on sports pedagogy for developing students’ spatial intelligence in volleyball learning. The data obtained were then systematically selected, subjected to VOSviewer-based visualization analysis, and interpreted to identify patterns, relationships, and research trends related to the comprehensive and objective development of students’ spatial intelligence. Main Findings: Research results show that implementing sports pedagogy in volleyball instruction improves students' spatial intelligence through game-based cognitive and motor integration. The growing body of research indicates the high relevance of learning implementation, which is influenced by engagement, tactical skills, decision-making, and the roles of teachers and learning design. However, this research remains limited by data sources, design variations, country dominance, and a lack of longitudinal studies, necessitating innovative development, expanded research, and technology integration. Novelty/Originality of this study: This study offers a comprehensive bibliometric perspective by integrating trend analysis, spatial intelligence, and sport pedagogy in the context of volleyball learning. It enriches existing research by emphasizing the relationship between cognitive and motor aspects and providing a conceptual basis for the development of innovative learning models.
Automated Scoring for Four-Tier Diagnostic Tests in Physics: A Systematic Review and Needs Analysis Kania Fatikasari; Asrial Asrial; Tugiyo Aminoto; Tanti Tanti
Journal Evaluation in Education (JEE) Vol 7 No 3 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i3.3456

Abstract

Purpose of the study: This study aimed to establish an empirical foundation for developing an automated scoring system for four-tier diagnostic tests in physics education by mapping current research on tiered diagnostic instruments and identifying the practical scoring challenges teachers face in classroom misconception assessment. Methodology: A two-phase sequential design was used. A systematic literature review followed the PRISMA protocol across Scopus, ScienceDirect, and Google Scholar (compiled in Mendeley), with record screening managed in Rayyan and narrative synthesis of the selected studies, complemented by semi-structured interviews with four junior high school science teachers, analyzed thematically. Main Findings: Of 87 four-tier diagnostic studies, only 12 (13.8%) incorporated digital or automated elements, and most digital systems functioned merely as test-delivery platforms while misconception analysis remained manual. Interviews confirmed four recurring barriers: a heavy manual scoring burden, delayed feedback, difficulty distinguishing genuine understanding from guessing, and the need for a simple and accessible automated system. Teachers consistently requested a simple system generating immediate diagnostic results and misconception classifications. Novelty/Originality of this study: Unlike prior reviews that emphasize instrument construction, this study integrates systematic review evidence with concrete teacher needs to justify an accessible, low-tech automated scoring system built on Google Forms and Google Sheets, reframing the central barrier of four-tier assessment as scoring complexity rather than instrument design.
Reframing Educational Human Resource Evaluation in the Algorithmic Age Pierre Marcello Lopulalan
Journal Evaluation in Education (JEE) Vol 7 No 3 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i3.2536

Abstract

Purpose of the study: This study aims to reconstruct the concept of educational human resource evaluation (SDMP) in the algorithmic era by examining how digital transformation and data-based governance reshape teacher performance assessment, professional accountability, and institutional decision-making. Methodology: This study employed a mixed-methods approach using an explanatory sequential design. The study involved 55 participants, including teachers, institutional leaders, and digital system developers, selected through purposive sampling from five educational institutions in Indonesia. Quantitative data were obtained from digital performance evaluation records (2022–2024), while qualitative data were collected through semi-structured interviews, document analysis, and direct observation of digital evaluation systems. Quantitative data were analyzed using descriptive statistics and Pearson correlation analysis with SPSS, while qualitative data were analyzed using reflexive thematic analysis. Main Findings: The findings indicate that algorithmic systems enhance transparency and consistency in educator performance measurement, with the adoption rate of digital evaluation systems reaching 82.3% across institutions. A significant positive correlation was found between digital technology use and performance evaluation scores (r = 0.62, p < 0.01). However, the results also reveal that algorithmic evaluation systems tend to prioritize measurable digital activities, potentially overlooking educators' social context, pedagogical depth, and professional values. Novelty/Originality of this study: This study introduces the concept of algorithmic reflexivity as a new evaluative framework in educational management. The framework emphasizes integrating algorithmic analytics with human professional judgment, encouraging educational institutions to critically reflect on the ethical, human-centered, and data-driven implications of algorithmic SDMP evaluation.
Emotional Intelligence and Digital Competence in Enhancing Teacher Performance: A Two-Stage Higher-Order PLS-SEM with Learning Effectiveness as Mediator Opi Vita Mayang Sari; Bambang Dwi Suseno; Umalihayati Umalihayati
Journal Evaluation in Education (JEE) Vol 7 No 3 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i3.2913

Abstract

Purpose of the study: This study examines how emotional intelligence and digital competence jointly influence teacher performance through the mediating role of learning effectiveness in private elementary schools in Cilegon, Indonesia. It addresses a key gap in prior research by adopting a process-oriented perspective to explain how teacher competencies are translated into professional performance. Methodology: A cross-sectional survey was conducted involving 243 teachers selected using proportional stratified random sampling. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with a two-stage higher-order approach to capture the multidimensional nature of the constructs and their structural relationships. Main Findings: The results indicate that emotional intelligence and digital competence both have significant positive effects on teacher performance. Emotional intelligence strongly predicts digital competence and contributes to learning effectiveness, while digital competence enhances instructional quality. Learning effectiveness partially mediates the relationships between competencies and performance, demonstrating that teacher capabilities influence outcomes both directly and through teaching–learning processes. Novelty/Originality of this study: This study contributes by proposing an integrative competency framework that positions emotional intelligence as a foundational resource for digital competence and identifies learning effectiveness as a key mediating mechanism. It extends existing models by offering a process-based explanation of how competencies translate into teacher performance, providing both theoretical advancement and practical insights for teacher development in the digital era.
Simultaneously Boosting Motivation and Learning Outcomes: A Collaborative Classroom Action Research on the Problem-Solving Model in Grade 8th Social Studies Anita Prastiwi
Journal Evaluation in Education (JEE) Vol 7 No 3 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i3.3380

Abstract

Purpose of the study: Low levels of student motivation and Social Studies learning outcomes at Junior high school 14 Madiun have been attributed to the predominance of teacher-centered instructional methods. This study aims to analyze the implementation of the Problem-Solving instructional model in enhancing students’ motivation and Social Studies learning outcomes. Methodology: A Classroom Action Research (CAR) design was employed in two collaborative cycles involving 32 Class VIII-B students. Data were collected through observation, testing, documentation, and field notes. Quantitative data were analyzed using percentages and descriptive statistics, while qualitative data were analyzed through data reduction, presentation, and conclusion drawing. Main Findings: The implementation of the Problem-Solving model improved students' motivation and learning outcomes. Learning motivation increased from 62% in Cycle I to 78% in Cycle II, reaching the high category. The class average score rose from 65.6 in the pre-cycle to 73.8 in Cycle I and 82.5 in Cycle II, while classical mastery improved from 47% to 63%, and finally to 84% in Cycle II. Novelty/Originality of this study: Unlike prior studies that examined motivation and learning outcomes separately, this study simultaneously investigates both variables within a single collaborative Classroom Action Research design, offering a holistic and replicable instructional framework. These findings provide practical guidance for teachers to implement the Problem-Solving model to improve students' learning motivation and Social Studies learning outcomes.
Optimizing the Quality of Learning Through the Role of Educational Administration Armin Haluti; Hasrat A Aimang; Ma Cristina D Ravela
Journal Evaluation in Education (JEE) Vol 7 No 3 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i3.3128

Abstract

Purpose of the study: This study aims to identify and analyze the role of educational administration in improving the quality of learning in Senior high schools in Luwuk City. The main focus is to understand how effective educational administration can support a better learning process and address existing challenges at the school level. Methodology: This study adopts a qualitative approach with a descriptive method. Data was collected through semi-structured interviews with principals, teachers, and administrative staff from several high schools in Luwuk City. Data analysis was conducted using thematic analysis to identify key themes related to educational administration management and learning quality in schools. Main Findings: The results of the study show that good education administration can improve the quality of learning by managing time, budget, and resources more efficiently. However, the main challenges found are the lack of managerial training for administrative staff as well as budget constraints that affect the quality of available educational facilities and resources. Schools with more organized administration showed better management of learning activities and higher student participation. Novelty/Originality of this study: This research contributes significantly to education management by highlighting the importance of educational administration in enhancing learning quality, especially in areas with limited resources and managerial capacity. Additionally, it proposes a more systematic approach to educational administration management that can improve learning quality in Luwuk City High Schools, a local context seldom discussed in educational literature.
GASING Method Training and Elementary Teachers’ Content Knowledge of Basic Arithmetic in West Manggarai, Indonesia Yenni Natalina Buknoni; Turmudi Turmudi; Effy Mulyasari; Eva Puspitasari
Journal Evaluation in Education (JEE) Vol 7 No 3 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i3.3186

Abstract

Purpose of the study: This study examined the effectiveness of GASING (Gampang, Asyik, dan Menyenangkan) method training on elementary school teachers’ content knowledge of basic arithmetic operations, namely addition, subtraction, multiplication, and division, in West Manggarai Regency, East Nusa Tenggara, Indonesia. Methodology: A pre-experimental one-group pretest-posttest design was employed. Fifty-five elementary school teachers in West Manggarai Regency participated in a 10-day (80-hour) GASING training program. A content knowledge test (Cronbach's alpha = 0.89) was administered as the measurement instrument. Data were analyzed using the Wilcoxon signed-rank test, Hake’s normalized gain (N-gain), and Cohen's d, processed with SPSS version 26. Main Findings: Teachers’ content knowledge improved substantially following training, with mean scores rising from 31.00 to 72.09 out of 100, more than double the pretest level. This gain was statistically significant (Wilcoxon Z = −6.441, p < 0.001) and represented a very large practical effect (Cohen's d = 2.94), indicating the improvement was not only reliable but also substantively meaningful. Normalized gain analysis (N-gain = 0.59, medium category) showed that 96.4% of teachers achieved moderate-to-high learning gains, suggesting the training was effective across nearly the entire cohort rather than only for a subset of participants. Novelty/Originality of this study: This study extends the existing GASING literature, unlike prior studies that centered on student learning outcomes or general teacher motivation, this study contributes targeted evidence on teacher professional development in basic arithmetic instruction, offering a replicable, low-resource training model applicable to similarly under-resourced regions in eastern Indonesia.

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