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International Journal of Educational Evaluation and Policy Analysis

IJEEPA
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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 99 Documents

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Strengthening the National Identity of Indonesian Children Abroad through an Educational Program on Indonesian Islands and Culture Usmaidar Usmaidar; Rosalinda Rosalinda; Rika Anggraini
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 2 (2026): 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.v3i2.498

This study aims to enhance knowledge, foster a sense of patriotism, and strengthen the national identity of Indonesian children living abroad through an educational program introducing Indonesian islands and culture. Children living in foreign environments tend to interact more frequently with foreign cultures, potentially leading to a lack of familiarity with their own national culture. Therefore, this activity was designed as a fun and easily understandable learning experience to ensure children remain connected to their roots. The method used was qualitative descriptive research employing direct observation of 30–40 participants over a two-week period. The program was implemented in several stages: orientation, presentation of materials, video screenings, drawing and coloring activities, and traditional games. The results showed that participants demonstrated increased knowledge of the names of major islands in Indonesia as well as various regional cultures, such as traditional attire, dances, and folk songs. Additionally, the program successfully fostered a sense of pride, boosted self-confidence, and strengthened camaraderie among participants. The children appeared enthusiastic and active in every activity provided. Thus, this educational program proved effective as a means to introduce Indonesian culture while strengthening the national identity of Indonesian children abroad through engaging and enjoyable learning methods.

The Implementation of the Educaplay Interactive Digital Media Application via the Problem-Based Learning Model to Improve Learning Outcomes in Mathematics (Whole Number Multiplication) for Grade III Students Ayatullah Jaya Kusuma; Ribut Prastiwi Sriwijayanti; Didit Yulian Kasdriyanto
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 3 (2026): July: 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.v3i3.514

This study examines the academic performance and motivation of third-grade students at SDN Ban-jarsawah 2 with respect to their comprehension of abstract mathematical concepts, particularly whole numbers, as demonstrated by the considerable proportion of students who do not meet the Minimum Mastery Criteria (KKM) score of 75. The predominance of traditional teaching approaches and a lack of diversity in educational methods are the causes of this predicament. The study is to analyse student learning results and explain the use of the Problem Based Learning (PBL) paradigm, which is supported by the interactive digital media application Edu-caplay. Two phases of a Classroom Action Research (CAR) methodology were used, each of which included preparation, execution, reflection, and observation. The research subjects were fifteen third-graders from SDN Banjarsawah 2. Data collection techniques included observation, learning achievement tests, and recording; data analysis techniques included both qualitative and quantitative descriptive approaches. The results showed that relatively few students met the learning requirements in the initial condition (pre-intervention), indicating low student learning achievement. After the intervention was implemented in Cycle I, the class-wide learning attainment rate reached 60% (9 out of 15 students), and the teacher activity implementation rate was 62.5% (rated "Fair"). In Cycle II, student learning results significantly increased following reflection and approach modification.

The Application of Wordwall-Based Digital Media Through the Problem-Based Learning Model to Improve Learning Outcomes in the Pancasila Education Course for Third Grade Students Chaterine Angel Anugrah Natalia; Ribut Prastiwi Sriwijayanti; Didit Yulian Kasdriyanto
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 3 (2026): July: International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

The poor levels of student engagement and learning accomplishment among third-grade students at SDN Banjarsawah 2 in Probolinggo in the topic of Pancasila, which were brought on by the employment of dull lecture-based approaches, served as the impetus for this two stage classroom action research (CAR). The minimal accomplishment level (CCC), which is 75, had not yet been attained by many students. The goal of this study was to employ the digital tool Wordwall in the context of problem-based learning (PBL) to enhance student engagement and learning outcomes in the “following rules” curriculum. Fifteen students served as the study's subjects. Tests, documentation, and observation were used to gather data, which were then subjected to quantitative, qualitative, and descriptive analysis. The analysis's findings indicated a notable rise at every level. Just 20% of pupils in the pre-cycle demonstrated mastery of the standard curriculum (3 individuals). Following the intervention, the proportion rose to 60% (9 students) in the first cycle and 86.67% (13 students) in the second. As a result, student learning activities increased from the first cycle's "adequate" category (63.3%) to the second cycle's "very good" category (100%). In conclusion, third-grade elementary school students' engagement and learning outcomes have improved when the Wordwall digital media is used in conjunction with problem-based learning (PBL).

Development Of Educaplay-Based Educational Game Media in Ipas Subject On Energy Around Us for Grade 3 SDN Bulang 1 Fitri Yuliatin; Didit Yulian Kasdriyanto; Faridahtul Jannah
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 3 (2026): July: 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.v3i3.517

This study aims to develop an Educaplay-based educational game for the Natural and Social Sciences (IPAS) subject specifically the topic of "energy around us" for third-grade students at SDN Bulang 1, and to determine the validity, practicality, and effectiveness of the developed media. The study was motivated by low student learning outcomes, a lack of instructional media usage, and a teaching process that remained teacher-centered. The research employed the Research and Development (R&D) method using the ADDIE model, which comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection instruments included expert validation sheets, practicality questionnaires, and learning outcome tests. The results indicate that the developed Educaplay-based educational game achieved a very high level of validity, with validation scores of 92% from the subject matter expert and 95% from the media expert. The media's practicality was also rated very highly, with a 100% score from the class teacher and a 94.8% positive response from students. Furthermore, effectiveness testing showed an improvement in student learning outcomes; the average pretest score rose from 61.12 to 90.54 in the posttest, yielding an N-Gain score of 0.76, which falls into the high category. Based on these results, the Educaplay-based educational game is deemed highly valid, highly practical, and effective for use in third-grade IPAS instruction on the topic of energy around us.

Implementation of The Problem Based Learning Model Using The "Pancasila Smart Board" Medium to Improve Student Learning Outcomes in The Pancasila Education Subject Topic: Pancasila Values for Grade Iii at Sdn Ta-mansari 1 Delfi Riski Anjana; Ribut Prastiwi Sriwijayanti; Shofia Hattarina
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 3 (2026): July: 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.v3i3.518

This study examines the implementation of the Problem-Based Learning model using the "Pancasila Smart Board" medium to improve student learning outcomes in the Pancasila Education subject—specifically regarding Pancasila values—for third-grade students at SDN Tamansari 1. The study was motivated by low student learning outcomes regarding Pancasila material at the elementary level and a teaching process dominated by the lecture method, which resulted in low student engagement. The objective of the study was to describe the implementation of the instructional medium and to improve student learning outcomes. A classroom action research method was employed, conducted over two cycles with 16 students as subjects. The results demonstrated an improvement in learning outcomes, with the average rising from 37.5% in the pre-cycle stage to 56.25% in Cycle 1, ultimately reaching 93.75%. It can be concluded that implementing the Problem-Based Learning model using the Pancasila Smart Board medium effectively improves the learning outcomes of third-grade students at SDN Tamansari 1.

Development of A Mixed-Materials-Based Three-Dimensional Diorama Learning Media for The Sci-ence Subject on The Metamorphosis of Living Things for Third-Grade Students at SDN Andungsari III Madinatul Hasanah; Ribut Prastiwi Sriwijayanti; Shofia Hattarina
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 3 (2026): July: 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.v3i3.520

This study aims to develop a 3-Dimensional Diorama Learning Medium based on mixed materials for the Science subject of Metamorphosis of Living Creatures for third-grade students at Andungsari III Elementary School. The identified problem is that students have difficulty imagining the metamorphosis process through images and text. Furthermore, students may have never seen or directly observed the natural metamorphosis process. Therefore, this study aims to develop engaging learning media to increase student interest and understanding. This study employed the Research and Development (R&D) method using the ADDIE model, which consists of five stages: (1) Analysis of the problem and learning media needs; (2) Design, in the form of storyboard design; (3) Development of a 3-dimensional diorama product using mixed materials; (4) Implementation through trials with third-grade students at Andungsari III Elementary School; and (5) Evaluation based on validator feedback to assess the media validity. The results showed that the mixed-materials-based 3-dimensional diorama received a score of 88.46% from media experts, 93.18% from material experts, and 87.50% from classroom teachers, all of which were considered very appropriate. The student response questionnaire received a score of 90.67%, indicating that this medium was highly effective. Student trials showed an increase in material comprehension, with an average pretest score of 76.67 and a posttest score of 91.33. Based on these results, it can be concluded that the mixed-materials-based 3-dimensional diorama effectively improves student comprehension and motivation and is suitable for use as an innovative learning medium in science subjects in elementary schools.

Development of a Coding-Integrated Project-Based Learning (PJBL) Module to Enhance Digital Literacy Among Elementary School Students Anggita Silvi Zahrotus Jannah; Faridahtul Jannah; Shofia Hattarina; Ribut Prastiwi Sriwijayanti
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 3 (2026): July: 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.v3i3.521

This study aimed to (1) develop a Project-Based Learning (PjBL) model integrated with coding activities that aligns with the learning characteristics of elementary school students, (2) examine the validity of the developed model through expert evaluations, and (3) investigate its effectiveness in improving students’ digital literacy. The research employed a Research and Development (R&D) approach using the ADDIE framework, consisting of Analysis, Design, Development, Implementation, and Evaluation phases. The study was conducted in a fifth-grade classroom at SDN Ambulu II. Data were collected through classroom observations, interviews, expert validation sheets, student response questionnaires, and pre-test and post-test assessments. Descriptive quantitative analysis was used to interpret the data, while the N-Gain index measured improvements in students’ digital literacy. The results indicated that the coding-integrated PjBL model was highly feasible, with validity scores of 95% from material experts and 95.8% from media experts. Practitioners rated the model’s practicality at 95%, while student responses reached 99%, indicating high acceptance. The effectiveness analysis produced an N-Gain score of 0.76, categorized as high, demonstrating a significant improvement in students’ digital literacy. These findings suggest that the coding-integrated Project-Based Learning model is valid, practical, and effective for supporting elementary school IPAS learning and enhancing students’ digital literacy.

Implementation of Coding-Based Learning as a Digital Learning Culture in Grade V at SD Negeri Ambulu II, Probolinggo Regency Nur Rahmat; Faridahtul Jannah; Shofia Hattarina; Ribut Prastiwi Sriwijayanti
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 3 (2026): July: 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.v3i3.522

This study aims to describe the implementation of coding learning as part of a digital learning culture in Grade V at SD Negeri Ambulu II, Probolinggo Regency. The study focuses on the planning, implementation, assessment system, interaction patterns between teachers, students, and technology, as well as the challenges encountered during implementation. A qualitative approach with a descriptive research design was employed. Data were collected through observations, interviews, and documentation involving the principal, Grade V teacher, and students. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings indicate that coding learning was implemented systematically through integrated planning, implementation, and assessment supported by digital technology. Teachers utilized digital learning media and project-based learning to enhance students’ creativity, critical thinking, collaboration, and digital literacy. Coding learning also fostered more active, communicative, and collaborative interactions between teachers and students, contributing to the development of a digital learning culture within the school. Furthermore, it promoted students’ independent learning, creativity, problem-solving abilities, and adaptability to technological advancements. However, several challenges remained, including limited technological facilities, teachers’ readiness to manage digital learning, and differences in students’ abilities to understand coding concepts. Overall, coding learning represents an innovative instructional strategy that supports the strengthening of digital learning culture and the development of essential twenty-first-century competencies in elementary school students.

Effectiveness of Virtual Reality-Based Badminton Simulating In-Game Scenarios on Students' Badminton Performance Sri Wicahyani; Abdul Rachman Syam Tuasika; Sapto Wibowo; Mochamad Ridwan; Supriyono Supriyono; Diva Ristie Valentina; Muchammad Arif Krisna Wijaya; Alvin Afandi; Nandya Rizky Nur Febriana
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 3 (2026): July: 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.v3i3.523

Badminton instruction in higher education is commonly dominated by isolated technical drills, limiting students' ability to transfer acquired skills into authentic match situations that require tactical awareness and rapid decision-making. This study aimed to develop and evaluate the effectiveness of a Virtual Reality (VR)-Based Badminton Simulating In-Game Scenarios learning model for improving university students' badminton performance. A Research and Development (R&D) approach employing the ADDIE instructional design model was adopted, comprising the phases of analysis, design, development, implementation, and evaluation. The developed VR application was implemented with 24 undergraduate students enrolled in a badminton course using a one-group pre-test–post-test design. Data were collected through expert validation, badminton skill assessment, observation, and student response questionnaires. The normality of the data was examined using the Shapiro–Wilk test, while differences between pre-test and post-test scores were analyzed using the Wilcoxon Signed-Rank Test. The results demonstrated statistically significant improvements in player performance (Z = –2.718, p = 0.007) and match-winning performance (Z = –3.051, p = 0.002) following the VR intervention. These findings indicate that the developed learning model effectively enhances badminton performance by providing immersive and representative learning environments that integrate technical execution, tactical awareness, perception–action coupling, and contextual decision-making. This study contributes to technology-enhanced sport education by proposing an innovative VR-based instructional model that extends conventional badminton learning beyond isolated technical practice toward authentic game-based learning experiences.

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Home Page

OAI Link

Editorial Team

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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

Abstract

Abstract

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Abstract

Abstract

Abstract

Abstract

Abstract

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