Jurnal Penelitian dan Evaluasi Pendidikan
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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<![CDATA[Sequential explanatory technological pedagogical and content knowledge of madrasah teachers in Jambi ]]>
<![CDATA[Sanjaya, Budi]]>;
<![CDATA[Syefrinando, Boby]]>;
<![CDATA[Hidayat, Wahyu]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta ]]>
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DOI: 10.21831/pep.v28i1.70429
<![CDATA[This study aims to describe the structural model of Sequential Explanatory Technological Pedagogical and Content Knowledge (TPACK) of Madrasah Teachers in Jambi Province.This research involved 132 teachers for surveys and 5 teachers for interviews. Descriptive statistics, t-test, Anova, and SEM-PLS were used in quantitative data analysis, while qualitative data was carried out using descriptive thematics. The findings show that Madrasah teachers' TPACK is at a good category level. There are no differences in teachers' TPACK levels based on gender, certification status, madrasa level, age, teaching experience, and field of study. Technological pedagogical knowledge (TPK) has a stronger influence on technological pedagogical and content knowledge (TPACK) compared to technological content knowledge (TCK) and pedagogical content knowledge (PCK). Teachers need support from schools and communities to increase TPACK knowledge in addition to from self-awareness to developing competence as well as several other information that have been discussed in the discussion of this research. Teachers should increase their TPACK knowledge so that they can confidently implement technology in their learning.]]>
<![CDATA[An evaluation of teachers' performance on gender and work experience with the charlotte danielson evaluation model ]]>
<![CDATA[Lelatobur, Lovely Ezverenzha]]>;
<![CDATA[Manongga, Daniel Herman Ferdy]]>;
<![CDATA[Iriani, Ade]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta ]]>
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DOI: 10.21831/pep.v28i1.67533
<![CDATA[The performance teachers in the preliminary study still use teacher-centred methods, both teachers who have received certification and those who have not. On the other hand, the evaluation in schools is still on teacher performance related to learning design and the learning process in the class. Therefore, social, personality and professional competencies are still less reviewed. The purpose of this study is to evaluate teachers' performance based on their gender and work experience in public senior high schools in Maluku Barat Daya (MBD) district. Four main components were used to assess teacher performance: lesson planning and preparation, class management, lesson implementation, and professional responsibility. Data was collected from twelve teachers using the Charlotte Danielson Evaluation Model. Simple qualitative and quantitative approaches were used to collect data. The results showed that both female and male teachers planned and designed lessons well. In class management, female teachers performed very well, while male teachers performed well. In implementation, female teachers performed very well, while male teachers were categorized as good. Professional responsibility was evaluated as good for both gender groups. The study also showed that gender affects class management and implementation performance, while work experience has no significant effect.]]>
<![CDATA[Learning evaluation of the study group of Packages C programme in Sragen Regency ]]>
<![CDATA[Junanto, Subar]]>;
<![CDATA[Tuanaya, Rugaya]]>;
<![CDATA[Shofa, Mila Faila]]>;
<![CDATA[Muntaha, Muntaha]]>;
<![CDATA[Fajrin, Latifah Permatasari]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta ]]>
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DOI: 10.21831/pep.v28i1.22822
<![CDATA[This study aims to evaluate the learning of the Study Group of Packages C programme in Sragen Regency. This evaluation research uses the EPPKC model, which consists of Process and Product aspects. This research uses a mixed method, a combination of quantitative and qualitative research using a descriptive approach. The evaluation subjects in this study were 322 people, including the Study Group of Packages C programme organiser, tutors, and learning citizens in the Sragen Regency. The main field trial used a sample of 84 people, while the operational field trial used a sample of 238 people. Data were collected using questionnaires, interviews, observation and documentation. Data validity techniques used source and method triangulation. The qualitative data analysis technique used in this research is an interactive analysis model, while the quantitative questionnaire results were analysed using the percentage analysis formula (percentile). The results showed that (1) the implementation of the Study Group of Packages C programme learning for the process component was included in the good category, (2) the Study Group of Packages C programme learning for the product component was included in the good category, and (3) the results of the Reviewer's Assessment of the EPPKC Instrument in the Study Group of Packages C Programme were included in the excellent category.]]>
<![CDATA[Evaluation of the professional development stake model for geography teachers in Jambi city ]]>
<![CDATA[Nurhidayanti, Mega]]>;
<![CDATA[Nursa'ban, Muhammad ]]>;
<![CDATA[Isa, Nor Kalsum Mohd]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta ]]>
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DOI: 10.21831/pep.v28i1.70724
<![CDATA[The research aims to assess the Continuous Professional Development (CPD) of geography teachers, addressing: 1) the CPD profile at each level of the stake evaluation model and 2) recommendations based on the Minister of State Regulation Utilization of State Apparatus and Bureaucratic Reform Number 16 of 2009, regarding the Teacher's Functional Department and Credit Score Article 11, which mandates teachers to engage in self-development activities, scientific publications, and innovative works over the past 10 years (2012-2022). The research employs a quantitative descriptive approach utilizing the Stake Model Evaluation, covering the antecedent (planning), transaction (process), and outcomes (results) levels. Primary data collection involves questionnaires supplemented by observations, interviews, and documentation as needed. Data analysis utilizes a percentage approach at each level. Research respondents, selected through disproportionate Random Sampling, include 19 schools in Jambi City, comprising a total of 32 Geography Teachers. Data presentation follows a quantitative descriptive approach. The research findings indicate that: 1) the CPD profile of geography teachers at the antecedent (planning) level is in the good category (79%), the transaction (process) level is also in the good category (84%), while the outcomes (results) level is in the less category (13%). 2) Recommendations at the antecedent level include engaging in enrichment activities. Transaction-level recommendations suggest improving digital skills and supplementing infrastructure facilities with CPD-related books. Outcome-level recommendations propose that the Education Department implement continuous teacher construction. Schools are encouraged to manage teacher's academic qualifications. Geography teachers are urged to contribute to educational works.]]>
<![CDATA[A study of nonlinear pedagogical teaching models for cognitive and affective development of elementary school students ]]>
<![CDATA[Yuliarto, Hari]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta ]]>
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DOI: 10.21831/pep.v28i1.72709
<![CDATA[This research aims to advance the psychomotor, cognitive, and affective abilities of elementary school students through a nonlinear pedagogical approach. The method adopted is research and development which combines quantitative and qualitative analysis. From a total of 2,411 elementary school teachers in 150 elementary schools spread across the Kota District area, 52 teachers were selected as the sample in this study. Data analysis uses a quantitative descriptive approach, with a focus on the use of percentages. The results show teachers' understanding of nonlinear pedagogy with a general average score of 2.705, indicating relatively good performance. However, the lowest rating was found in the item "Teachers' Understanding of the LED Approach", with an average score of 3.247, while understanding of "Cooperative Learning" achieved the highest score, namely 4.325, indicating very good understanding. These findings reveal that overall, teachers' understanding of nonlinear pedagogy is still not optimal, underscoring the need for more in-depth training for physical education teachers, as well as strategies for effective implementation of nonlinear pedagogy in elementary schools. This research invites new initiatives for teachers to embrace and implement innovative learning strategies that suit the demands of 21st-century education while exploring the impact of nonlinear pedagogy on the learning process.]]>
<![CDATA[Individual ability on high-stakes test: Choosing cumulative score or rasch for scoring model ]]>
<![CDATA[Khair, Muhammad Dhiyaul]]>;
<![CDATA[Marianti, Sukaesi]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta ]]>
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DOI: 10.21831/pep.v28i1.71661
<![CDATA[In a test, a method is required to estimate an individual's ability based on their responses. Typically, this is done by summing the correct responses or calculating a cumulative score. An alternative method is the Rasch model. This study aims to determine whether an individual's position, based on cumulative score estimates, remains unchanged or changes when compared with ability estimates using Rasch on dichotomous responses. The study uses open-source data from the 2018 Program for International Student Assessment (PISA) by the Organization for Economic Co-operation and Development (OECD) and involves 317 Indonesian students. Ability analysis will be conducted on Math and Reading aspects using cumulative scores and Rasch with dichotomous responses. The study will employ data analysis techniques such as Rasch, paired samples t-test, and descriptive statistical analysis. The cumulative score and Rasch results will be tested using a paired samples t-test, and a comparison of the cumulative score and Rasch estimation results will be carried out using descriptive statistical analysis. The study results indicate that there are differences in individual positions based on ability estimates using cumulative score and Rasch. These differences are caused by variations in scores. Therefore, even if two individuals have the same cumulative score, they may have different Rasch estimates.]]>
<![CDATA[Evaluation of the learning implementation of technopreneur profile elements in the subject of fundamentals of fashion skills based on the independent curriculum in Vocational High Schools ]]>
<![CDATA[Kusumadewi, Putu Diah Ari]]>;
<![CDATA[Wening, Sri]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta ]]>
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DOI: 10.21831/pep.v28i1.64591
<![CDATA[This study aims to evaluate the implementation of technopreneur profile element learning in the primary subject of fashion skills based on the independent curriculum at SMK Negeri 1 Wonosari and SMK Negeri 6 Yogyakarta in terms of planning (antecedent), process (transaction), results (output). This research is evaluation research using the Countenance evaluation model of Stake. The study population consisted of 2 teachers and 180 students in phase E of Fashion Design at SMK Negeri 1 Wonosari and SMK Negeri 6 Yogyakarta. Data collection techniques used are documentation and questionnaires. The results showed that: (1) The antecedent aspect of the implementation of technopreneur profile element learning at SMK is in the very good category (100%), planning the flow of learning objectives (ATP) shows the very good category (100%), as well as planning the teaching module shows a very good category (100%); (2) The transaction aspect of the technopreneur profile element of learning at SMK is in a good category (70%), the implementation of learning shows the good category (63%), and the learning assessment shows the good category (43%); (3) The output aspects of the technopreneur profile element of learning at SMK found that students from both schools succeeded in achieving the minimum completeness criteria with a percentage of 100%. Achievement of the learning objectives of the technopreneur profile at SMK Negeri 1 Wonosari & SMK Negeri 6 Yogyakarta was measured by test and non-test assessments.]]>
<![CDATA[Do self-awareness and behavioural biases impact ethics compliance? A student's perspective ]]>
<![CDATA[Sibarani, Blasius Erik]]>;
<![CDATA[Wiharsianti, Ervilia Agustine]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta ]]>
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DOI: 10.21831/pep.v28i1.70870
<![CDATA[This study aims to investigate the impact of self-awareness and behavioural biases on students' ethics compliance. In the context of rapid development, ethics is becoming an increasingly important issue both in and outside the academic sphere. Ethics is a moral value that guides individuals or groups in acting and behaving. A person's moral character is formed early through the influence of the family, culture, and religious environment. Good ethical knowledge can affect a person's moral understanding and awareness. The sample analyzed in this study amounted to 100 respondents consisting of high school students and college students. The data is analyzed with the help of SmartPLS. SmartPLS allows researchers to test relationships between variables in a model using PLS methods. Hypothesis testing is carried out with a path coefficient that looks at the p-value at a significance level of 5%. The results of this study show that self-awareness has a positive impact on students' ethics compliance, and behavioural biases have a negative impact on students' ethics compliance]]>
<![CDATA[Increasing measurement accuracy: Scaling effect on academic resilience instrument using Method of Successive Interval (MSI) and Method of Summated Rating Scale (MSRS) ]]>
<![CDATA[Febriana, Beta Wulan]]>;
<![CDATA[Setiawati, Farida Agus]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta ]]>
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DOI: 10.21831/pep.v28i1.69334
<![CDATA[A research instrument is crucial and must meet the requirements to be valid and reliable in content and construction. Not infrequently, various methods are tried to increase the accuracy of research instruments, one of them being a simple method such as the scaling technique. This research aims to improve measurement accuracy by using scaling techniques through the process of successive intervals and summated rating scale in confirmatory factor analysis of the Academic Resilience (ARS) instrument. This research is a descriptive exploratory study using a questionnaire consisting of five answer choices (5-point Likert scale) as the research instrument. Participants in this research were 300 students. Data analysis was conducted using Microsoft Excel and R programs. The research results showed that there was a significant difference in the results of the reliability and validity of the constructs as well as the parameters in the confirmatory factor analysis of the ARS instrument before and after transformation with the method of successive intervals and summated rating scale. This research contributes to implementing quantitative data scaling practices in measurement research, and it has been proven that there was an increase in measurement accuracy after scaling.]]>
<![CDATA[Item analysis of the role of teachers in efforts to prevent the three great sins of education with rasch modeling ]]>
<![CDATA[Andrian, Muhammad]]>;
<![CDATA[Martodiryo, Suratno]]>;
<![CDATA[Rahmattullah, Muhammad]]>;
<![CDATA[Hasanah, Mahmudah]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta ]]>
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DOI: 10.21831/pep.v28i1.71466
<![CDATA[This study aims to test reliability and validity, namely finding statement items that can be measured precisely as well as finding statement items that can be submitted as material to measure the instrument of the teacher's role in cultivating student character values in efforts to prevent the three deadly sins in education. The Three deadly sins in education, based on this version, are intolerance, sexual violence, and harassment or bullying. The sample of 197 people was taken based on the Isaac and Michael formula with a sampling error rate of 5% selected using a systematic sampling technique from 613 people. The instrument was prepared, revised and validated using the Rasch model. The results showed that the separation of 15.26 items could identify the respondents. The reliability value of the item is 0.83, which is categorized as good. Cronbach's alpha value is 0.80, indicating that the value is excellent and consistent. Instrument difficulty is classified as complicated, complex, medium, and accessible. The instrument of efforts to prevent three deadly sins in education is declared reliable and valid with the criterion of "good", and 12 of the 15 points of the statement are said to be "valid", so to test the role of teachers in cultivating student character values can be measured using this instrument. So, it can be concluded that the instrument is qualified and can be used as material to measure the role of teachers in cultivating student character values in schools.]]>
