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Jurnal Penelitian dan Evaluasi Pendidikan
Published by Education Research Center
ISSN : 23555092     EISSN : 3090367X     DOI : https://doi.org/10.64540/jpep
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Jurnal Pendidikan dan Evaluasi Pendidikan is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Topics of Interest include, but are not limited to, the following Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 12 No. 1 (2025): MARET" : 5 Documents clear
Peningkatan Pemahaman Peranan Politik Luar Negeri Indonesia Dalam Era Globalisasi Melalui Metode Pembelajaran Kooperatif Model TGT Ahmad Ro’in
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 12 No. 1 (2025): MARET
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/9b8pfe93

Abstract

This study explores the effectiveness of implementing the cooperative learning method, Team Games Tournament (TGT), to enhance students' learning achievements and cooperative skills in Class VI-A at SDN 1 Sawahmulya Sangkapura Gresik. Conducted through two cycles of classroom action research, the study reveals a significant improvement in both students' understanding of the subject matter and their social skills, such as communication, collaboration, and mutual assistance within groups. The findings show a substantial increase in the average class score, with a 100% mastery level achieved by all students in the second cycle. The success observed in the second cycle resulted from various improvements made after reflecting on the first cycle’s outcomes, including better motivation strategies, clearer communication of learning objectives, more effective time management, and the use of relevant learning media. The increased active participation of students in the learning process indicates that the TGT method can create a more interactive and collaborative learning environment. Despite the significant improvements, several aspects require further attention to optimize future learning. Teachers need to continuously develop skills to motivate students, provide more guided assistance in concept formulation, and ensure more effective time management to maintain and enhance positive outcomes. The implications of this study are crucial for the field of education. Teachers and educators are encouraged to leverage these findings and adopt more innovative and adaptive approaches, such as TGT, to improve learning outcomes and students’ social skills. Continuous reflection and adjustment of teaching strategies, aligned with classroom conditions and student needs, are key to achieving effective and meaningful learning. Overall, this study contributes to the development of more effective learning practices in primary education and serves as a reference for further research exploring other cooperative learning strategies. Future studies are expected to enrich the literature on cooperative learning methods and help create better and more innovative teaching and learning processes in various educational contexts  
Meningkatkan Kemampuan Belajar Mengklasifikasikan Makhluk Hidup Melalui Pendekatan Team Assisted Individualy Afriatul Hanik
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 12 No. 1 (2025): MARET
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/ax1xna27

Abstract

This study aims to evaluate the effectiveness of the cooperative learning model with the Team Assisted Individually (TAI) approach in enhancing students' ability to classify living organisms based on their characteristics in Class VII D of SMP Negeri 2 Gresik. Conducted in two cycles, this research involved planning, implementation, observation, evaluation, and reflection stages. The findings from Cycle I indicated several challenges in implementing the TAI model, particularly concerning the teacher's readiness to manage the class and the lack of active student participation. Although most students achieved the Minimum Competency Criteria (KKM), the results did not fully meet the expected success indicators. However, improvements made in Cycle II, covering planning, execution, and evaluation, resulted in significant progress. Teachers were better prepared and more confident, students became more engaged and enthusiastic in the learning process, and student learning outcomes significantly exceeded the expected targets. By the end of Cycle II, 91.75% of students achieved learning mastery with an average score of 89.41, and students' responses to the learning process also improved to a highly positive level. These findings align with previous research, which suggests that cooperative learning, particularly using the TAI model, can enhance student engagement, social interaction, and academic performance. When implemented properly, the TAI model fosters an inclusive and collaborative learning environment, encouraging students to actively participate in learning and develop social and critical thinking skills. This study provides practical implications for teachers and educators to consider using cooperative learning models like TAI as an alternative to enhance student learning outcomes and engagement. However, the success of this learning model highly depends on the teacher's preparedness in planning, managing, and motivating students. Therefore, professional development and training for teachers are essential to improve their skills in applying cooperative learning methods. The limitation of this study lies in its limited scope, focusing on one class in a single school. Future research is recommended to expand similar studies across different schools and broader contexts to strengthen the generalizability of the findings. Additionally, further research could explore various other cooperative learning strategies to assess their effectiveness in different educational contexts. Overall, this study demonstrates that the TAI learning model is an effective approach to improving learning quality and student outcomes, and it is hoped to serve as a valuable reference for teachers, researchers, and policymakers in efforts to enhance the quality of education in Indonesia.
Meningkatkan Kineja Guru Dalam Pembelajaran  Melalui Supervisi Klinis Suwadi
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 12 No. 1 (2025): MARET
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/ent7m676

Abstract

This study highlights the role of the principal as an effective leader in improving teacher competence through classroom supervision activities at SDN Domas 1 Gresik. An effective principal not only understands the problems faced by teachers but also provides support and services tailored to their needs, both individually and in groups. By allowing room for creativity development and encouraging innovative ideas, the principal plays a crucial role in enhancing teacher performance. Moreover, the principal, as a supervisor, acts as a dynamic consultant who guides and motivates teachers to improve their teaching abilities and adapt to changes and developments in the education sector. This study applies the School Action Research (PTS) method, focusing on increasing teacher motivation and competence in preparing Lesson Plans (RPP) through continuous guidance. Various learning tools such as lesson plans, teaching aids, data collection techniques, and evaluation instruments were developed to assist teachers in classroom management and lesson evaluation. The results show that continuous guidance positively impacts the improvement of teacher motivation and competence in preparing lesson plans. Observations revealed a significant increase in teacher competence, with the average score of lesson plan components rising from 69% in the first cycle to 83% in the second cycle, indicating a 14% increase. These findings suggest that a continuous guidance approach is effective in enhancing the quality of teachers' lesson preparation, ultimately contributing to improved learning quality in schools.  
MENINGKATKAN KEMAMPUAN MOTORIK HALUS MELALUI BERMAIN PLASTISIN Nining Witiyarni
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 12 No. 1 (2025): MARET
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/26xnae74

Abstract

This study aims to enhance the fine motor skills of Group B children at TK Sawunggaling Surabaya for the academic year 2018/2019 through the use of modeling clay as a learning medium. The research utilizes a Classroom Action Research (CAR) design, which involves direct intervention in the classroom setting to address specific educational challenges and improve teaching practices. The subjects of this study were 23 children, consisting of 11 boys and 12 girls. The research was conducted over three months, from August to October 2018, and was carried out in two cycles, each comprising planning, action, observation, and reflection phases. The results of Cycle I revealed that 61% of the children had achieved the minimum criteria for fine motor skills development. However, this percentage did not meet the predetermined success criteria of 75%-100%, indicating that 39% of the children had not yet reached the desired level of proficiency. Based on the reflection after Cycle I, modifications were made to the learning strategies, including more varied and interactive activities using modeling clay. In Cycle II, the overall success rate increased significantly to 78%, with 63% of children in the "Developing as Expected" category and 23% in the "Developing Very Well" category. These findings demonstrate that the revised strategies effectively stimulated children's engagement and motivation, leading to a notable improvement in their fine motor skills. The study concludes that using modeling clay as a learning medium is an effective strategy for developing fine motor skills in early childhood education. This approach not only fosters creativity and hand-eye coordination but also enhances children's readiness for further educational activities. Continuous reflection and evaluation in CAR have proven crucial in identifying barriers and optimizing teaching strategies to achieve better learning outcomes. Further research is recommended to explore the use of other play-based learning media that can support holistic development in early childhood education, considering a broader sample size and a longer study duration.
Peningkatan Kemampuan Menulis Narasi Dengan Menggunakan Media Gambar Berseri Edy Sucanto
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 12 No. 1 (2025): MARET
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/d9x5bp36

Abstract

This study investigates the effectiveness of using series picture media to improve narrative writing skills among fourth-grade students at SDN Domas 1 Gresik. Traditionally, writing instruction in the classroom has been predominantly focused on theoretical aspects, where students are often asked to write based solely on their imaginations. Interviews with teachers revealed several challenges faced by students: a lack of interest in writing, difficulty organizing sentences, and an over-reliance on lecture-based teaching without engaging media, leading to disinterest and limited creativity. To address these issues, a classroom action research study was conducted over two cycles, incorporating series picture media into the writing lessons. The results indicate a significant enhancement in students' narrative writing abilities. The average narrative writing score increased from 60 in the pre-cycle stage to 62.58 after the first cycle and further to 67.52 after the second cycle. Additionally, the proportion of students meeting the minimum competency standard rose from 38.23% in the pre-cycle to 64.70% in the first cycle, and 85.29% in the second cycle, demonstrating a marked improvement of 47.06% overall. These findings highlight the effectiveness of using engaging and varied media, such as series pictures, in fostering student interest and improving their narrative writing skills. This approach not only enhances students’ creativity and engagement but also proves to be a valuable strategy in teaching narrative writing for elementary students. The study suggests that the integration of series picture media can be widely adopted to improve writing competencies in other educational settings  

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