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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
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Search results for , issue "Vol. 29 No. 1 (2025)" : 10 Documents clear
Developing an assessment instrument to measure the minimum competency of high school physics using item response theory Novika, Resti; Istiyono, Edi; Notiavina, Andriandrainiarimanana Anjamampionona
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 1 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i1.70700

Abstract

The minimum competence of reading literacy and numeracy is a fundamental competency that students must possess to participate in society. The government stipulates a minimum competency assessment as a basic assessment to develop students' self-quality. This research aims to produce a minimum competency assessment instrument (MCA) for high school physics. This research is research and development research. Selection of test subjects using purposive sampling with 321 samples. This research and development resulted in the quality of the MCAPhys instrument in terms of content validity; Aiken's V score was in the valid category. The empirical validity based on item compatibility with the IRT Rasch model and PCM approach proved that 80 items fit the model. Reliability estimation based on Cronbach's Alpha reliability is obtained with very reliable criteria. The item difficulty level is in the range of -3.5 to 2.9. The quality of the developed MCAPhys test instrument meets the eligibility of the test instrument so that it can be used as a reference for teachers making minimum competency assessment instruments and as practice questions by students. This finding is a significant contribution to the development of education, especially related to the provision of an instrument model based on empirical evidence. This test development framework can be adapted to other subjects and added to the study of the validity and reliability of minimum competency assessments.
Validity and reliability of students' mathematical communication instruments in class VII middle school statistics material Audiwinanda, Syahfira; Mahmudi, Ali
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 1 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i1.71234

Abstract

This research aims to reveal content validity, construct validity, and reliability of mathematical communication ability instruments. This research involved 100 junior high school students. The instrument has been validated, contains 12 multiple-choice questions and three describing mathematical communication skills, which use the V Aiken index to measure content validity. Meanwhile, construct validity was proved using factor analysis using the Kaiser Meyer-Olkin (KMO) test, and Cronbach's Alpha test for reliability estimation by R Studio. The level of difficulty, different strengths, alternative answers, and final conclusions are calculated using Anbuso version 8.0. The research results show that 1) The instrument meets the content validity criteria from the material, construction and linguistic aspects based on the satisfaction of 4 expert validators, proven by calculating the V Aiken index for all valid question items. 2) All items meet the construct validity criteria. 3) The estimated reliability for all types of questions is 0.812 for multiple choice questions with an SEM of 2.5 and 0.868 for essay questions with an SEM of 2.1, so the instrument is reliable overall. 4) The distinguishing power of the good category is 87%, while the quite good category is 13%. 5) The difficulty level for the difficult category is 7%, and the medium category is 93%. 6) All alternative answers work well. 7) Final conclusion: 93% of the 16 questions on the mathematical communication ability instrument are acceptable, and 7% need to be changed. 7% (1 question) are questions with indicators connecting diagrams, graphs, tables to mathematical ideas.
Creative thinking in elementary education: Reliable assessment instruments for science and social studies Alfarisa, Fitri; Arisetyawan, Andika; Maulana, Farid Rizqi; Lathifah, Nadhila Yanama; Afriani, Sinta; Mashudi, Mashudi
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 1 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i1.79429

Abstract

Creative Thinking Skills (CTS) are essential abilities that students must possess. CTS can be stimulated by teachers through the learning and assessment processes. The scarcity of specific CTS instruments, particularly in the subject of science and social studies, presents a gap that this research aims to address. The objectives of this study are to 1) develop a test instrument for measuring CTS in Science and Social Studies to enhance students' 21st-century competencies, 2) evaluate the quality of the developed CTS instrument, and 3) examine the CTS profile of fifth-grade elementary school students in Serang City. This research employs a development methodology based on Mardapi's instrument development model, which consists of nine steps, starting from constructing test specifications to interpreting test results. The developed instrument takes the form of an essay-based CTS test for fifth grade, consisting of 10 items. The CTS indicators include fluency, flexibility, originality, and elaboration. Content validity was established through expert judgment, with agreement levels assessed using Aiken's V index. Construct validity was tested using Confirmatory Factor Analysis, and reliability was measured with Cronbach's Alpha. Data analysis utilized the R program to assess the characteristics of the developed CTS instrument.
Literary comprehension competence among senior high school students in Purwokerto Sudaryanto, Memet; Fadilah, Aldi Nur
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 1 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i1.83343

Abstract

Literature learning should be designed according to students' characteristics. However, there is still no available competency map that specifically measures students' understanding of literary competencies in schools. This study aims to measure and describe students' competencies in prose, poetry, and drama in Purwokerto. Quantitatively, this study employs a test method based on theoretical construction by developing 30 multiple-choice items that assess students' ability to understand intrinsic and extrinsic elements in prose, poetry, and drama. The study population comprised 5.187 10th-grade students in Purwokerto. A sample of 1.034 students was randomly selected from three public schools in Purwokerto using the PickerWheel application. Instrument validation was conducted using the Aiken Index, yielding a result above 0.75 with five experts. Ekspert merupakan guru dan dosen Bahasa Indonesia yang memenuhi kualifikasi dan kompetensi sebagai ahli di bidang sastra. Reliability was assessed using Cronbach's Alpha and the Test Information Function (TIF) to evaluate the items' ability to explain students' competencies. Through the Rasch Model, this study identified a range of item difficulty levels on a logit scale from -2.55 to 3.17, indicating that the difficulty level of the items falls within a normal range. Based on the analysis of student literature competencies at senior high schools in Purwokerto, the results indicate that the highest student ability score is 100, the lowest score is 0, with a median of 51.11, a standard deviation of 13.89, and the 75th percentile at 59.87.
Recognition of prior learning: The CIPP model in Early Childhood Teacher Education program Widianti, Yessi Mey; Haryono, Bambang Santoso; Anggaini, Niken Lastiti Veri
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 1 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i1.84077

Abstract

The early years from birth to age five are critical for children's cognitive and socio-emotional development. Supporting this development is challenging for teachers, who must not only design learning experiences but also manage meaningful learning environments for children. Effective Early Childhood Education (PAUD) requires teachers with a bachelor's degree relevant to PAUD. However, many early childhood teachers do not have this qualification, which can hinder the implementation of meaningful learning. The Recognition of Prior Learning (RPL) program offers a solution by providing a pathway for teachers to achieve a relevant degree. This research aims to provide a comprehensive description of the achievement of the Recognition of Prior Learning Program in the S-1 PG PAUD Study Program at the State University of Surabaya in terms of CIPP (Context, Input, Process, Product). This study used a descriptive qualitative approach by collecting data through observation, documentation, and semi-structured interviews. This research focuses on the evaluation of the RPL program at the S-1 PG PAUD program at the State University of Surabaya using the Context, Input, Process, Product (CIPP) model. The results showed that the RPL program contributed positively to improving the professionalism and competence of PAUD teachers, especially in Surabaya. The findings in this study provide important implications for universities as RPL program organizers and expansion of collaboration between program organizers and other local governments.
Confirmatory factor analysis of problem-based learning instrument for Office Management and Business Service program Febrianti, Dika Putri; Hermanto, Febrika Yogie; Nnamdi, Anthony Ogbolu; Rosy, Brillian; Septiana, Nova
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 1 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i1.84368

Abstract

This study examines the development and validation of a non-test instrument for assessing the Problem-Based Learning (PBL) model in vocational high schools, specifically within the Office Management and Business Services (OMBS) program. The instrument covers seven constructs: problem identification, fact identification, hypothesis formulation, self-directed learning, collaboration and cooperation, solution determination, and evaluation of the problem-solving process. This study uses a quantitative method with a Confirmatory Factor Analysis (CFA) approach to test the validity and reliability of the instrument. Using probability sampling with simple random sampling, 372 respondents (30 teachers and 342 students) from vocational schools in Surabaya participated. Data analysis was conducted using SPSS 16 for reliability testing and LISREL 8.8 for CFA. Results showed high internal consistency (Cronbach's Alpha = 0.949) and satisfactory anti-image coefficients (>0.5), indicating that the data met the requirements for factor analysis. The results of the model fit test also showed that the developed CFA with modification indices model met the criteria for a good fit with a Chi-square value of 170.51 with a degree of freedom (df) of 110, producing a p-value = 0.00019, an RMSEA value of 0.039 <0.08. The validity and reliability of the constructs in each instrument indicator also prove that this model meets a good fit with the resulting value above 0.5. Thus, this non-test instrument is worthy of being used as an assessment standard for evaluating problem-based learning in vocational high schools in the OMBS program to improve the quality of student learning outcomes.
Developing an instrument to measure students' anti-corruption character using modern test theory Rachmawati, Ema; Siswanto, Siswanto
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 1 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i1.84560

Abstract

This research aims to 1) develop an instrument construct to measure anti-corruption character (integrity), 2) test the quality of the developed integrity instrument, and 3) character profile of economics and accounting students at universities in Indonesia. This research adopts the instrument development model from Istiyono's (2020), which consists of three main stages: Planning, testing, and measurement. Each stage consists of several steps. Planning includes the preparation of objectives and the drafting of instruments and scoring guidelines. Trials and measurements were conducted on students of economics, accounting, economics education, and accounting education in 8 universities in Indonesia. The trial subjects were 200 students, and the measurement subjects were 176. The analysis proved content validity with V Aiken, construct validity with Confirmatory Factor Analysis (CFA), and reliability estimation with construct reliability. The fit of the four-category polytomous data model and student integrity was analysed with Item Response Theory (IRT). The results of this study are: 1) The integrity instrument construct consists of nine aspects, namely: a) Honesty, b) Discipline, c) Care, d) Responsibility, e) Hard work, f) Simplicity, g) Independence, h) Courage, and i) Justice, each of which consists of sub-aspects and indicators that are translated into 45 items of integrity scale statements; 2) the quality of the instrument with content validity analysis by two experts, with V-Aiken between 0.38 and 1.00. The results of the CFA analysis show that it fits with the unidimensional model and nine aspects and, based on IRT analysis, fits the Graded Response Model (GRM). Based on the information function, the instrument is suitable for almost all (integrity between -4.14 and 4.31); 3) 87% of respondents' anti-corruption character is at the very high (ST) and high (T) levels, 64% and 23% respectively. In contrast, the moderate (S), low (R) and very low (SR) levels are only 13%. As for the nine aspects of honesty and responsibility, they are low compared to the other seven aspects.
Evaluating the quality of high school coursebooks: Implications for materials development Sukarno, Sukarno; Jinabe, Megan; Gharamah, Fadhl Mohammed Awadh
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 1 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i1.84564

Abstract

A coursebook is one of the essential learning resources. However, limited research has highlighted the evaluation of English coursebooks for the high school level. This research intends to assess the efficacy of three high school English coursebooks under the Merdeka Curriculum to determine their strengths and weaknesses in meeting curriculum expectations and enhancing student learning. While the coursebooks are designed to aid English teaching and integrate reform, many reports have emerged regarding their usability, content relevance, and alignment with the local context. In evaluating these coursebooks with SQRAR, this research aims to analyze the suitability of these materials for the target students, the variety of exercises proposed, and the balance achieved between theoretical instruction and practical language use. The findings highlight the challenges educators and learners face regarding these materials and articulate suggestions for future coursebook revisions, such as adding more explicit teaching strategies, giving greater attention to pluralistic approaches, increasing engagement with authentic materials, and more modern technology-oriented tasks. The evaluation seeks to support ongoing efforts in developing curricula to ensure that English coursebooks can effectively foster students' learning.
Psychometric evaluation of diagnostic test instruments on physics wave material AM, Muh. Asriadi; Sanam, Anna Isabela
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 1 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i1.84655

Abstract

This study aims to evaluate the psychometric quality of diagnostic test instruments on wave material in physics learning, with a focus on their validity and reliability. The instrument was validated by seven experts using the content validation method, which resulted in an average validity score of 0.849, indicating that the instrument is very valid. Confirmatory factor analysis (CFA) was conducted to test the model fit and validity of the instrument structure. The KMO test results showed a figure of 0.946, indicating the suitability of the data for factor analysis, while the Bartlett Test of Sphericity results confirmed that the intercorrelation data was not an identity matrix. The tested model showed a good fit to the data, with a CFI value of 0.948, TLI of 0.935, and RMSEA of 0.072. The model parameter estimates showed a significant relationship between the latent variables and the observed items, with a strong influence from the "Wave" variable. Although the Chi-square test results indicated a statistically poor fit of the model, this result could be influenced by the large sample size. Limitations of this study include the limited sample size of seven validators, which may not cover all perspectives. This study suggests that further research involving a larger number of validators and more in-depth analysis should be conducted to strengthen the results obtained. The results of this study are expected to contribute to the development of more effective diagnostic test instruments for physics teaching at the secondary school level.
Psychometric properties of the general conspiracy belief scale using item response theory Sumin, Sumin; Khairawati, Khairawati; Kamaruddin, Mohd. Shahrul
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 1 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i1.84659

Abstract

Evaluation of the psychometric properties of conspiracy theory belief instruments has been dominated by classical approaches with limitations, especially in dependence on sample size and inaccuracies in item-level analysis. This study aims to fill this gap by applying a polytomous Item Response Theory (IRT) approach to reanalyze the General Conspiracy Belief Scale (GCBS). This study aims to re-examine the psychometric properties of the GCBS with an IRT approach to produce measurements that are more precise and independent of sample characteristics. The research design used was a quantitative replication utilizing secondary data from 2,495 students at the college level. The instrument used consisted of 15 items on a five-category Likert scale. The analysis was conducted using three polynomial IRT models, namely the Graded Response Model (GRM), Partial Credit Model (PCM), and Generalized Partial Credit Model (GPCM), with the help of R software. The results showed that the GRM model was the model that best fit the data, with most items showing high distinctiveness and providing maximum information on respondents with low to moderate levels of conspiratorial belief. Empirical marginal reliability coefficients were high, indicating that the instrument's internal consistency was perfect. This study contributes to the field by offering a more robust and nuanced psychometric evaluation of the GCBS through IRT, providing researchers with a validated framework for assessing conspiracy beliefs with higher accuracy and scale precision. However, the limitation of this study lies in the use of secondary data sourced from one particular population group, so the generalizability of the findings still needs to be further examined in a more diverse context.

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