cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Alfina Wildatul Fitriyah
Contact Email
garuda@apji.org
Phone
-
Journal Mail Official
Fatqurizki@apji.org
Editorial Address
Jl. Nilam I No. 33, RT. 013, RW. 002, Kel. Sambiroto, Kec. Tembalang, Semarang, Provinsi Jawa Tengah, 50275
Location
Kota semarang,
Jawa tengah
INDONESIA
International Journal of Educational Evaluation and Policy Analysis
Published by Asosiasi Riset Ilmu Pendidikan Indonesia
ISSN : 30480833     EISSN : 30480841     DOI : 10.62951
Core Subject : Health, Education, Social,
Education Mathematics Public Health Social Sciences
The fields of study in this journal include the sub-groups of Educational Sciences, Social Sciences, Language and Literature, Sports and Health, Mathematics and Mathematics and Natural Sciences, Technology and Vocational Sciences, Educational Sciences and Arts
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2024): April : International Journal of Educational Evaluation and Policy Analysis" : 6 Documents clear
Assessing the Role of Parental Involvement Policies in Improving Early Childhood Education Outcomes in Indonesia Maria Fernanda Oliveira; Joao Carlos Pereira; Ana Luiza da Silva
International Journal of Educational Evaluation and Policy Analysis Vol. 1 No. 2 (2024): April : International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v1i2.71

Abstract

This article investigates the role of parental engagement policies in improving early childhood education (ECE) outcomes in Indonesia. Through a longitudinal analysis of ECE institutions and surveys with parents and teachers, the study highlights the impact of parental engagement on children’s cognitive and social development. Findings suggest that targeted policy measures to increase parental engagement contribute to improved educational outcomes, particularly in disadvantaged communities. The study advocates for policies that foster partnerships between parents and educators to support holistic child development.
Policy Implications of School Autonomy on Educational Quality in Indonesian Public Schools Chusnul Chotimah; Aprillia priseyla Longdong; Septi Dwi Nursanti
International Journal of Educational Evaluation and Policy Analysis Vol. 1 No. 2 (2024): April : International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v1i2.72

Abstract

This article analyzes school autonomy policies in Indonesia and their implications for educational quality. Studying schools with varying degrees of autonomy, the study examines the relationship between decentralized management practices and student performance. The findings suggest that while autonomy can lead to better educational outcomes, its success depends largely on the capacity of school leadership and access to resources. The paper concludes with policy recommendations for balancing autonomy with support systems to ensure quality education.
The Impact of Digital Learning Policies on Educational Equity in Rural Indonesian Schools Yuli Endang Lestari; Yuslim Alif Pudin; Vishnu Murti Wibowo
International Journal of Educational Evaluation and Policy Analysis Vol. 1 No. 2 (2024): April : International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v1i2.74

Abstract

This study examines the effects of digital learning policies implemented in rural Indonesian schools on educational equity. By analyzing policy documents, teacher interviews, and student performance data from multiple rural regions, this research identifies key factors that facilitate or hinder equitable access to digital education. Findings reveal that while digital learning policies have the potential to improve educational access, disparities in infrastructure and digital literacy remain significant challenges. Recommendations for policymakers focus on strategies to address these gaps and enhance policy effectiveness.
Evaluating the Effectiveness of Teacher Training Programs on Curriculum Implementation in Indonesian Secondary Schools Chyntia wongso; Sabrina Rosa Aidia; Muhammad Zanuar Habibi
International Journal of Educational Evaluation and Policy Analysis Vol. 1 No. 2 (2024): April : International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v1i2.75

Abstract

This study assesses the effectiveness of teacher training programs aimed at supporting the implementation of Indonesia's national curriculum reforms in secondary education. Using a mixed-methods approach, the research evaluates teacher perceptions, classroom practices, and student outcomes in schools across different provinces. Results indicate that well-structured training significantly enhances teacher confidence and curriculum delivery, although challenges in program consistency and support mechanisms remain. Policy implications emphasize the need for continuous professional development and localized support to improve curriculum implementation.
Evaluating the Outcomes of Inclusive Education Policies for Students with Disabilities in Indonesian Schools Katarzyna Nowak; Piotr Kowalski; Anna Zielinska
International Journal of Educational Evaluation and Policy Analysis Vol. 1 No. 2 (2024): April : International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v1i2.76

Abstract

This study explores the outcomes of inclusive education policies for students with disabilities in Indonesian public schools. The study analyzed data from schools implementing inclusion programs and conducted interviews with students, teachers, and administrators. Findings indicate improvements in social integration but also highlight ongoing challenges in resource allocation and teacher preparedness. Recommendations for policymakers include strengthening teacher training, increasing resources, and improving monitoring mechanisms to support effective inclusive education practices.
The Influence of Principal Leadership Style on Teacher Performance Muhammad Nur Rasyid
International Journal of Educational Evaluation and Policy Analysis Vol. 1 No. 2 (2024): April : International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v1i2.361

Abstract

The purpose of this article is to determine whether the principal's leadership style influences teacher performance. This qualitative research employed a literature review method, which examined several national articles. The results indicate that the principal's leadership style has both positive and negative effects on teacher performance in schools. The various leadership styles include transformational leadership, charismatic leadership, transactional leadership, autocratic leadership, bureaucratic leadership, and democratic leadership.

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 2 No. 4 (2025): October : International Journal of Educational Evaluation and Policy Analysis Vol. 2 No. 3 (2025): July : International Journal of Educational Evaluation and Policy Analysis Vol. 2 No. 2 (2025): April : International Journal of Educational Evaluation and Policy Analysis Vol. 2 No. 1 (2025): January : International Journal of Educational Evaluation and Policy Analysis Vol. 1 No. 4 (2024): October : International Journal of Educational Evaluation and Policy Analysis Vol. 1 No. 3 (2024): July: International Journal of Educational Evaluation and Policy Analysis Vol. 1 No. 2 (2024): April : International Journal of Educational Evaluation and Policy Analysis Vol. 1 No. 1 (2024): January: International Journal of Educational Evaluation and Policy Analysis