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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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A Natural Phonology Analysis of Vowel and Consonant Misproduction in Videoke Sessions of Batohanon Youth Porferio Pitogo II; Gisela Abansa; Amytheez Villa; Sheryleen Belcee Roma; Roniel Guitguiten; Rivika Alda
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.v7i3.3352

Abstract

Purpose of the study: This study aimed to determine the most commonly mispronounced vowel and consonant sounds among Batohanon youth during  videoke  performances and analyze these pronunciation  deviations using the Framework of Natural Phonology. Methodology: The study used a descriptive-analytical research design anchored on Natural Phonology theory. Fifteen (15) videoke performances of Batohanon youth and Sangguniang Kabataan performers were audio-video recorded and transcribed using the International Phonetic Alphabet (IPA) with the aid of a collar-clip microphone. The collected data  were examined through phoneme coding, frequency counts, percentage analysis, and classification of phonological  processes based on Standard American English pronunciation, following a purposive, total-enumeration sampling of all performances recorded. Main Findings: The findings showed that the interdental fricatives /ð/ and /θ/ were the most mispronounced consonants,  while the vowel /æ/ emerged as the most difficult vowel sound for the participants. The most common phonological processes were stopping, vowel neutralization, final consonant deletion and cluster reduction, which reflected the Philippine phonotactic influence. Novelty/Originality of this study: The study explored the English pronunciation deviations through videoke performances, a culturally familiar and natural communicative setting that remains underexplored in Philippine pronunciation research. It combined Natural Phonology and music-based spontaneous speech analysis to provide insights into real-life pronunciation behavior among multilingual Filipino youth speakers.
Curriculum Alignment, Implementation Fidelity, and Outcome Evidence in a Pesantren-Based Intensive English Course: A Discrepancy Evaluation of the Madani Course Program Muh Junaidi; Ni Nyoman Padmadewi; I G A Lokita Purnamika Utami; Putu Suarcaya
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.v7i3.3428

Abstract

Purpose of the study: The Intensive English programs in pesantren often provide rich exposure and strong motivational support, yet their curriculum, implementation, assessment, and documented outcomes may not be systematically aligned. This study evaluated curriculum alignment, implementation fidelity, outcome evidence, and improvement priorities in the four-week Madani Course Program using the five stages of the Discrepancy Evaluation Model (DEM). Methodology: A qualitative evaluative case study involved one program director, one coordinator, four tutors, and twenty-four students. Data were generated through semi-structured interviews, six classroom observations, and analysis of schedules, materials, attendance records, tutor notes, assessment records, and program reports. The evidence was thematically coded, triangulated in student- and program-level evidence matrices, compared with explicit standards, and classified as minor, moderate, or major discrepancies. Main Findings: Triangulated evidence indicated positive perceived and observed outcomes in confidence, participation, routine vocabulary use, self-introduction, and learning discipline. However, moderate discrepancies affected measurable outcomes, curriculum sequencing, tutor preparation, structured modules, target-language use, feedback, monitoring, and reporting. A major product-stage discrepancy remained because comparable diagnostic and final speaking assessments were unavailable; therefore, firm claims about linguistic improvement could not be made. Novelty/Originality of this study: The study contextualizes DEM by integrating communicative pedagogy, formative assessment, and pesantren educational culture into a transparent program-alignment framework. The findings imply that similar residential programs should connect measurable weekly outcomes, tutor preparation, staged language-use policies, comparable speaking tasks, portfolios, and evidence-based reporting.
Differences in Collaborative Practice and Professional Communication Between Graduated and Non-Graduated Teacher Professional Education Elementary School: A Causal-Comparative Study Ria Norfika Yuliandari; Nurul Izhan Pepridel Yulanda; Rivan Gestiardi
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.v7i3.3488

Abstract

Purpose of the study: This study aimed to determine and quantify the differences in collaborative practice and professional communication between graduate and Non-graduate teacher professional education elementary school teachers, and to identify the indicators that most strongly differentiate the two groups. Methodology: An ex post facto causal-comparative design was applied to 120 elementary school teachers (80 Graduate teacher professional education and 40 Non-teacher professional education) selected through purposive sampling in one regency of East Java, Indonesia. Data were collected with a validated 40-item five-point Likert instrument and analyzed using SPSS Version 26 through descriptive statistics, the Shapiro-Wilk test, Levene's test, independent samples t-tests, and Cohen's d. Main Findings: Statistically significant differences favored PPG-alumni in collaborative practice (M = 3.62 vs 3.08; t(118) = 5.84, p < 0.001, d = 1.13) and professional communication (M = 3.71 vs 3.18; t(118) = 6.07, p < 0.001, d = 1.18). All ten indicators reached significance with large effects, and joint lesson-plan development and school interaction intensity recorded the widest between-group gaps. Novelty/Originality of this study: This study provides the first effect-size-based comparative evidence of teacher professional education outcomes on the social-relational competencies of Indonesian elementary school teachers, offering a per-indicator diagnostic framework that advances Professional Learning Community theory in an under-represented education system and informs evidence-driven professional development policy. Implications: the findings provide an empirical basis for prioritizing the expansion of in-service teacher professional education and for designing school-level professional development that targets collaborative lesson planning and school interaction intensity.
Career Choice and Transition of Professional Interests among English Education Students Arafiq Arafiq; Arifuddin Arifuddin; Lalu Nurtaat; Amrullah Amrullah; Hidayat Andre; Ni Nyoman Sita Laksmi
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.v7i3.3518

Abstract

Purpose of the study: The division of elective tracks in undergraduate education programs continues to raise concerns regarding the alignment between students’ chosen specializations and subsequent career transitions. So far, studies on career choice and professional interests transitions among English education students in elective-based classes are deficient. This study aims to identify: (1) students’ initial elective class choices, (2) their preferences across elective tracks, (3) their tendency to shift to other professions, (4) the underlying reasons for such transitions, and (5) the adequacy of credit allocation for elective courses offered. Methodology: This descriptive study involved 142 students enrolled in elective tracks. Data were collected through Google Forms and semi-structured interviews. Questionnaire data were analyzed using descriptive statistics, while interview data were examined qualitatively. Main Findings: The findings indicate that students predominantly prefer electives in tourism (47.9%) and education (42.3%), with relatively low interest in research-oriented tracks. Career choice consistency is relatively high (64.7%); however, transitions are influenced by personal, social, and professional development factors. The adequacy of credit allocation for elective courses is generally perceived positively. Novelty/Originality of this study: This study reveals a developed theoretical basis on career choice and professional interest transitions among education students in elective-based classes in non-vocational higher education. Nevertheless, gender, as one of the determining factors, has not been explored in this study.
Evaluating an International Class Initiative Program in EFL Higher Education: A CIPP Model Analysis A. A. Gede Yudha Paramartha; Ni Nyoman Padmadewi; I G A Lokita Purnamika Utami; Putu Suarcaya
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.v7i3.3521

Abstract

Purpose of the study: This study evaluated the implementation of the International Class Initiation (IKI) program within the English Language Education department at Universitas Pendidikan Ganesha (Undiksha) using Stufflebeam’s Context, Input, Process, and Product (CIPP) model. Methodology: This mixed-methods study operationalized CIPP framework. For Context evaluation document analysis was assessed to evaluate policy alignment. For Input Evaluation observation was done to assess the infrastructure and document analysis for assessing the curriculum. Process evaluation focused on instructional quality and EMI consistency collected through surveys. Product evaluation focused on measuring students GPAs as well as mapping students co-curricular achievements. Main Findings: Context and input evaluations revealed positive alignment with Indonesia’s Key Performance Indicators (IKU 8) and the university's vision, supported by strict selection criteria and improved classrooms. Process evaluation demonstrated high pedagogical clarity and consistent English instruction, though it highlighted an affective support gap by the lecturers. Product evaluation empirically proved: IKI students achieved significantly higher GPAs (p < 0.05), secured 38.9% of student awards despite a unequal class distribution ratio, and recorded 15 international mobility placements, including dual-degree programs. Novelty/Originality of this study: This study’s novelty lies in its multi-dimensional evaluation of an International Class Initiative. It uniquely integrates qualitative policy analysis and quantitative instructional surveys with empirical evidences of infrastructure, academic and non-academic achievements, and international mobility outcomes. This comprehensive approach offers a complete picture of how CIPP can be used to evaluate "Internationalization at Home" program.
Transformational Leadership and Teacher Competency Enhancement: Lessons from Faith-Based Private Schools in Remote Indonesia Ribut Suwarsono; Jamaluddin; Kemas Imron Rosadi
Journal Evaluation in Education (JEE) Vol 7 No 4 (2026): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i4.3700

Abstract

Purpose of the study: This study aims to examine how a principal operationalizes transformational leadership strategies to enhance teacher competencies, identify institutional challenges, and formulate a contextual leadership framework in a resource-constrained, faith-based private middle school in remote Indonesia. Methodology: A qualitative single-case study design was executed using purposeful sampling (N = 8). Data collection tools comprised semi-structured interviews, non-participant classroom observations, and institutional document analysis. Qualitative analysis was performed following the Miles, Huberman, and Saldana interactive data condensation model, with trustworthiness established using Lincoln and Guba’s evaluative framework. Main Findings: The principal operationalized transformational leadership through a three-phase onboarding cycle, weekly spiritual mentoring (Bina Pribadi Islam), and internal frugal professional development. These strategies successfully bridged pedagogical divergence among early-career educators, mitigated early-career pedagogical shock, and aligned staff with integrated curricula, while effectively circumventing systemic exclusion from state-funded training through internal peer-led networks. Novelty/Originality of this study: This study establishes a Contextualized Hybrid Leadership Framework, revealing how transformational and spiritual leadership converge through frugal educational innovation. It advances existing knowledge by demonstrating how resource-constrained private faith-based schools overcome state-level policy barriers by leveraging internal social capital and communities of practice to build teacher self-efficacy.

Page 63 of 63 | Total Record : 626

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