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INDONESIA
Jurnal Penelitian dan Evaluasi Pendidikan
Published by Universitas Negeri Yogyakarta
ISSN : 26857111     EISSN : 23386061     DOI : 10.21831
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education
Jurnal Penelitian dan Evaluasi Pendidikan memuat dan menyebarluaskan hasil-hasil penelitian pendidikan dosen, dan penelitian disertasi mahasiswa S3 dari berbagai perguruan tinggi di Indonesia. Hasil-hasil penelitian yang disampaikan pada jurnal ini tidak terbatas pada bidang evaluasi pendidikan tetapi juga hasil penelitian dan evaluasi pendidikan dalam arti luas, seperti bidang teknologi dan kejuruan, ilmu pengetahuan sosial, pendidikan luar sekolah, linguistik terapan, teknologi pembelajaran, manajemen pendidikan, pendidikan sains, dan pendidikan matematika. Jurnal Penelitian dan Evaluasi Pendidikan dengan Nomor ISSN cetak 1410-4725 dan ISSN online 2338-6061 telah terakreditasi kembali dengan Surat Keputusan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 040/P/2014 yang berlaku selama 5 (lima) tahun sejak ditetapkan pada tanggal 18 Februari 2014
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Articles 10 Documents
 1 
Search results for , issue "Vol 25, No 1 (2021)" : 10 Documents clear
Cognitive domain analysis (LOTS and HOTS) assessment instruments made by primary school teachers Puji Hartini; Hari Setiadi; Ernawati Ernawati
Jurnal Penelitian dan Evaluasi Pendidikan Vol 25, No 1 (2021)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v25i1.34411

Abstract

This research aims to qualitatively analyze the validity of items and the suitability of cognitive domains (LOTS and HOTS) assessment instruments on natural science subjects made by elementary school teachers in East Jakarta. The method used is descriptive qualitative method with analysis of observations, documents in the form of teacher-made assessment instruments, interviews, and results of expert validation which are analyzed by comparison analysis techniques. The observation results show that all schools use the questions that are available in textbooks owned by students for assessment and the results of analysis of teacher-made assessment instruments validated by experts, there are 81.25% items included in the LOTS category, while 18.75% are included in the HOTS category, so it can be concluded that: (1) the instruments used by elementary school teachers in East Jakarta have fulfilled the content validity, (2) the cognitive domain (LOTS HOTS) on the instruments used by elementary school teachers are proportional, (3) the quality of assessments conducted by elementary school teachers in East Jakarta is good with a record of improvement, (4) the implementation of assessments conducted by elementary school teachers in East Jakarta has followed the assessment standards provided by the government.
A psychometric evaluation of the career decision making self-efficacy scale Purnama, Chandra Yudistira; Ernawati, Linda
Jurnal Penelitian dan Evaluasi Pendidikan Vol 25, No 1 (2021)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v25i1.39960

Abstract

The assessment tool for a career currently being developed requires special treatment from a psychologist/psychometrist. The measurements are conducted when students are confused about career options. However, for students who have decided, it is uncommon for them to seek professional help. Psychological tools that focus on capturing information about students’ maturity in relation to their ability to make career decisions can help them choose a major that is suitable for their career. This study concerns adapting the career decision-making self-efficacy (CDMSE) that can predict one’s confidence in his/her ability to make career choices. The adaptation of this instrument went through several stages such as translation, back translation, testing the reliability, and testing the validity evidence of content and internal structure using confirmatory factor analysis (CFA). This study used a sample of 539 high school students in Bandung and Cimahi. The construct reliability (CR) of the instrument was α=0.929. The evidence for internal structure using CFA showed that the CDMSE scale has an acceptable goodness of fit index. The standardized loading factor item is in the range 0.710-0.998. It can be concluded that the Bahasa Indonesia version of the CDMSE scale has good psychometric properties and can be used for research or assessment to measure a person’s degree of confidence about his/her ability to make career choices.
Developing assessment in improving students' digital literacy skills Amnie, Erlida; Rosidin, Undang; Herlina, Kartini; Abdurrahman, Abdurrahman
Jurnal Penelitian dan Evaluasi Pendidikan Vol 25, No 1 (2021)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v25i1.33600

Abstract

This research aims to develop an assessment of problem-solving skills in improving students' digital literacy skills. This research is directed to produce physics learning assessments that can improve students' digital literacy using problem-solving skills assessments. The use of assessments that refer to the problem-solving skills stage is expected to improve students' digital literacy. The study is an R D research with the Borg and Gall development model. On the preliminary research, a questionnaire is needed to detect need analysis of an assessment that can help improving student digital literacy skills. Questionnaires were used to collect expert review data, while cognitive tests were used to collect data on students' problem-solving skills. Cognitive tests by posttest form were held to find out the progress of students understanding during the learning process using the products. The results of content validity by Aiken’s V is 0.80. The factor analysis is seen by the Bartlett test value with Chi-squares = 1.604 and significance at 0.659. Therefore, the problem-solving skills assessment from the aspect of content and construction has valid criteria and is suitable for use. The N-Gain test results of students problem-solving skills in the experimental class by 0.3 with a quite effective category higher than the control class of 0.12 with a quite effective category. The results show that the use of assessment of problem-solving skills effectively improved students digital literacy skills.
Determinant factors affecting the improvement of education index Jalil Setiawan Jamal; Muslim Salam; A. Nixia Tenriawaru; Didi Rukmana; Muhammad Hatta Jamil; Saadah Saadah
Jurnal Penelitian dan Evaluasi Pendidikan Vol 25, No 1 (2021)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v25i1.40160

Abstract

The Human Development Index (HDI) of the Selayar Islands Regency experienced an insignificant improvement. The low education index causes the low HDI achievement of the Selayar Islands Regency because the achievement of the education index is lower than the health index and the expenditure index. Therefore, it is essential to improve the education index. This study aims to analyze the factors that influence the education index. This study uses secondary data in panel data, a combination of time-series data from 2014 to 2019, and cross-section data from 11 sub-districts. Panel data to measure the factors that affect the Education Index were analyzed using regression analysis. The results show that the teacher to student ratio at elementary school has a negative effect on the education index, the class to student ratio at elementary school has a positive effect on the education index, while the school to student ratio at elementary school, school to student ratio at junior high school, class to student ratio at junior high school and teacher to student ratio at junior high school do not affect the education index.
Developing self and peer assessment to improve student's appreciative critical ability in learning drama appreciation Rohmah, Khafidatur; Priyatni, Endah Tri; Suwignyo, Heri
Jurnal Penelitian dan Evaluasi Pendidikan Vol 25, No 1 (2021)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v25i1.36221

Abstract

This study aims to develop self and peer assessment instruments to improve students' critical and appreciative abilities in learning drama appreciation. This research was conducted by following the ADDIE model development steps: needs analysis, product design, product development, product implementation, and product evaluation. There are two types of data in this study: qualitative data and quantitative data. Quali-tative data are in the form of suggestions and comments from assessment experts, literature experts, and drama appreciation learning experts, as well as students, while quantitative data are in the form of scores obtained from assessment experts, literature experts, and drama appreciation learning experts, as well as students. Both data were obtained through questionnaire guidelines. The data obtained were then analyzed. Qualitative data were analyzed using descriptive analysis techniques, while quantitative data using quantitative descriptive analysis techniques. The analysis technique used shows that the product developed can increase students' critical appreciative abilities by getting an average percentage of 8.3% for the display aspect, 9.7% for the product content aspect, and 90.4% for the language aspect. The three averages were obtained from assessment experts, literary experts, and drama appreciation learning experts. When testing the product, students got an average score of 82.2% on the aspect of students' impressions of the use of self and peer assessment in increasing students' critical appreciation skills in learning drama appreciation and 80.4% on the aspect of practicality and ease of self and peer assessment for improving students' appreciative critical abilities in drama appreciation learning.
Applying Item Response Theory model for evaluating item and test properties of academic potential test for students with disability Sukaesi Marianti; Dian Putri Permatasari; Unita Werdi Rahajeng
Jurnal Penelitian dan Evaluasi Pendidikan Vol 25, No 1 (2021)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v25i1.38808

Abstract

Universitas Brawijaya (UB) is one of the pioneers of inclusive education in higher education in Indonesia. One of the innovations in the policies related to inclusive education is affirmative action admissions special for students with disabilities, namely Seleksi Mandiri Penyandang Disabilitas (Independent Selection for Person with Disabilities), which focuses on accommodating admissions selection for students with disabilities who want to enroll in bachelors or vocational programs. A part of this admission selection is the test called the Computer-Based Academic Potential Test. This study aims to evaluate, from a psychometric perspective, the psychometric properties of the potential academic test. The approach used in this study is the item response theory (IRT) framework, which is mostly used for evaluating psychometric quality at both item-level and test levels. This study's IRT model is a two-parameter logistic model that includes difficulty parameter and discrimination parameter. The result of this study exhibited that the three subtests of the Computer-Based Academic Potential Test, in general, have satisfying results from the 2PL model estimation. The result also showed that most of the item difficulties ranged from medium to very difficult.
Character education strengthening model during learning from home: Ki Hajar Dewantara’s scaffolding concept Hasti Robiasih; Ari Setiawan; Hanandyo Dardjito
Jurnal Penelitian dan Evaluasi Pendidikan Vol 25, No 1 (2021)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v25i1.36385

Abstract

In providing educational and learning services to students during the Covid-19 Pandemic, learning is carried out from home. The disparity in learning achievements, especially related to attitude competencies, is strongly experienced during learning from home. This study aims to integrate attitude values through learning with Ki Hajar Dewantara’s scaffolding concept: Identifying, Imitating, Developing, Dissemi-nating. This scaffolding is applied to strengthen the character of junior high school students in Yogyakarta Special Region to become Pancasila students. This is a research and development study that applies a qualitative approach. The respondents of this study were teachers, principals, students, parents, and supervisors of junior high schools in this province. Data were collected using focus group discussion, interview, and observation, then were analyzed using Miles and Huberman models, which comprised data reduction, data display, and inference stages. The results of this study is a character education strengthening model during learning from home applying Ki Hajar Dewantara’s scaffolding concept. This model contributes to the policymaking of character education strengthening during the learning from home online.
Analysis of mathematics test items quality for high school Budi Manfaat; Ayu Nurazizah; Muhamad Ali Misri
Jurnal Penelitian dan Evaluasi Pendidikan Vol 25, No 1 (2021)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v25i1.39174

Abstract

This study aims to determine the quality of the mathematics test items at high school in terms of validity, reliability, differentiation, difficulty level, and distractor effectiveness. This study is an evaluation type of research with a quantitative approach. The subjects in this study were 44 class XII students of SMKN 3 Kuningan and 39 class XII students of SMAN 1 Jalaksana. The results show that the majority (96.67%) of the items are declared valid in content by the experts. The test has very high reliability (0.90). The items have the ideal difficulty level. Most of the questions (70%) have medium difficulty, a few questions (6.67%) are very easy, and a few questions (20%) are difficult, and (3.3%) are very difficult. Most of the items (83.33%) have good discriminating power, and only a few questions (16.67%) have poor discriminating power. Most (90%) of the questions have a well-functioning answer choice, and only a few questions (10%) have the answer choice not functioning properly. Overall, this study can be concluded that the Mathematics Test Questions at SMKN 3 Kuningan are of good quality.
Developing the flipped learning instrument in an ESL context: The experts’ perspective Wahyu Hidayat; Mohammad Musab bin Azmat Ali; Nur Asmawati Lawahid; Mujahidah Mujahidah
Jurnal Penelitian dan Evaluasi Pendidikan Vol 25, No 1 (2021)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v25i1.38060

Abstract

Numerous studies have accepted the flipped learning approach as an approach in implementing technological-based classroom environments. This article aims to identify the required constructs in developing an instrument for flipped learning in an ESL environment. This study uses the Fuzzy Delphi method to collect and analyze the viewpoints of 18 experts from relevant fields. An online questionnaire was developed to gather the experts’ agreement towards seven constructs: flexible environments, the shift in learning culture, intentional content, progressive networking activities, professional educators, engaging effective learning experiences, and diversified seamless learning platforms, and 68 items gathered from the literature. The Fuzzy Delphi Method (FDM) analysis rejected seven items, finalizing the instrument with seven constructs and 61 items. The instrument is beneficial to teachers and learners of ESL and developers of technology-based learning methods. The implication of the study is the provision of the constructs to help guide and implement the flipped learning approach in educational contexts. Furthermore, these constructs can be used as the basis for further investigations that lead to developing frameworks or models for the flipped learning approach. Future works on the topic may look at a bigger sample for stronger results. Furthermore, the instrument developed can be used on the student population and in other contexts as well.
Evaluation of TOEFL preparation course program to improve students’ test score Mega Selvi Maharani; Nur Hidayanto Pancoro Setyo Putro
Jurnal Penelitian dan Evaluasi Pendidikan Vol 25, No 1 (2021)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v25i1.39375

Abstract

This research was conducted to evaluate the management program in English village, maintain the implemented program, and increase program quality. The method used in this study was descriptive qualitative and quantitative research. The model evaluation used was CIRO (Context, Input, Reaction, and Outcome) by War, Bird, and Rackman. The subject of this research were 30 students, four tutors, and a program director. Interview, survey, and observation were used for collecting the data. The analyzed quantitative data used descriptive percentages, and qualitative data used condensation, data exposure, conclusion drawing, and verification. The results of this study show that (1) context in this study considered to participant needed which synchronized to the standard implementation of the TOEFL real test and national standard. (2) input has been provided and is well prepared, including program plan, tutor qualification, for admission of course participants, and facilities. (3) Reaction of the participants' satisfaction was in the satisfactory category, and the participant's assessment reaction of the TOEFL program implementation process was in the very good category. (4) Outcome obtained by course participants in the TOEFL scoring has not increased significantly; it has even decreased during the last test.

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