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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
Arjuna Subject : -
Articles 489 Documents
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Assessment of geography learning process standards in the indonesian curriculum: Instrument development and quality Amalia, Tuti; Nursa'ban, Muhammad
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 27 No. 2 (2023)
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.v27i2.67434

Abstract

The need for mapping the achievement of geography learning process standards in the Indonesian curriculum can provide recommendations in accordance with the conditions in the field. This study aims to determine and describe the quality of geography learning process standard instruments in the Indonesian curriculum, namely: 1) content validity 2) construct validity 3) reliability. This research is instrument development research. The development stage used is the development stage of the instrument test by Heri Retnawati. The process of preparing the instrument, namely: determining the purpose of instrument preparation, searching for relevant theories, compiling indicators of instrument items, compiling instrument items, content validation, revising based on expert input, conducting trials to respondents, conducting reliability analysis, and assembling instruments by considering certain characteristics. The data analysis used was content validity with the Aiken method, construct validity with Exploratory Factor Analysis (EFA), and reliability with the Cronbach Alpha formula. The results of this study showed that: 1) The standard instrument of geography learning process in Indonesian curriculum based on Aiken's V index value of 0.92 is categorized as high. 2) The standard geography learning process instrument in the Indonesian curriculum using EFA formed into eight factors can explain the variance of 73.452%. 3) Reliability estimation results on the standard instrument of geography learning process in the Indonesian curriculum amounted to 0.913 very high category. This research is expected to be an appropriate recommendation for the follow-up of geography learning process standards in the Indonesian curriculum.
Sequential explanatory technological pedagogical and content knowledge of madrasah teachers in Jambi Sanjaya, Budi; Syefrinando, Boby; Hidayat, Wahyu
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024)
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.v28i1.70429

Abstract

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.
The online evaluation of the teacher certification program using the CIPP Model Sari, Intan Kemala; Kasmini, Lili; Rosdiana, Rosdiana; Manurung, Mayor M. H.
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 27 No. 2 (2023)
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.v27i2.57914

Abstract

The Teacher Certification Program (PPG) is a government program to support competency improvement and standardization of teachers in Indonesia. Program organizers are LPTKs that have met the requirements for further preparation and fulfillment of human resources, infrastructure, and supporting policies. Evaluation of the PPG Program is essential, especially for LPTKs still new to implementation. Evaluation of the PPG Program is carried out using the CIPP Model, an evaluation model in terms of Context, Input, Process, and Product. The evaluation was carried out using a qualitative descriptive approach using observation, documentation, interviews, and survey instruments. The PPG program on the subject was carried out on 204 students involving 28 lecturers and 38 teachers for 94 days. The evaluation results show that the PPG Program implemented on subjects is a good and excellent value, with a context assessment directly proportional to the process and product. It is excellent, and the input assessment is good value with a comparison of students and human resources, which are still in minimum control. These results indicate that the program will be implemented very well if it fulfills the content and process aspects which are also very good for producing a product that is also very good. At the same time, the input, which consists of the number of students and human resources who have an unbalanced ratio, is not an obstacle if the implementation control is carried out as well as possible.
An evaluation of teachers' performance on gender and work experience with the charlotte danielson evaluation model Lelatobur, Lovely Ezverenzha; Manongga, Daniel Herman Ferdy; Iriani, Ade
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024)
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.v28i1.67533

Abstract

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.
Learning evaluation of the study group of Packages C programme in Sragen Regency Junanto, Subar; Tuanaya, Rugaya; Shofa, Mila Faila; Muntaha, Muntaha; Fajrin, Latifah Permatasari
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024)
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.v28i1.22822

Abstract

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.
The evaluation of village building program/thematic real work lecture (KKNT) MBKM's implementation at UIN Sunan Kalijaga Muyassaroh, Muyassaroh; Sudiyatno, Sudiyatno; Putro, Nur Hidayanto Pancoro Setyo; Yunita, Rahma; Syafiqurrahman, Syafiqurrahman
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 27 No. 2 (2023)
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.v27i2.65531

Abstract

This study aims to determine the standards of MBKM Thematic KKN, how the implementation of this program at UIN Sunan Kalijaga, as well as to determine the gap between the existing standards and the form of implementation.  This evaluation research uses the descrepancy evaluation model with a descriptive qualitative approach. Data collection in this study used interview techniques, documentation, and was equipped with an open questionnaire. The data sources in this study at the interview stage were 7 resource persons 1 Head of PPM UIN Sunan Kalijaga, 2 Field Supervisor (DPL), 2 heads of Study Programs and 2 students, as well as 33 students as respondents on the open questionnaire instrument. The content validity of the open questionnaire in this study received a value of 0.958, this value was obtained with 5 experts. Observation and documentation are also important data source instruments. Evaluation results in this study are in accordance with existing standards, the village development policy/KKNT for MBKM at UIN Sunan Kalijaga is a derivative policy called KKN conversion. The purpose of this conversion KKN is in line with KKNT, but there are various policy details that are changed according to the situation and conditions of UIN Sunan Kalijaga. The recommendation from this research is that the village development policy/KKNT MBKM can be implemented well in universities but adjusted to the situation and circumstances in each university.
Evaluation of the professional development stake model for geography teachers in Jambi city Nurhidayanti, Mega; Nursa'ban, Muhammad ; Isa, Nor Kalsum Mohd
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024)
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.v28i1.70724

Abstract

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.
Development of CBT Testlet Model for minimum competency assessment of numeracy literacy at elementary school level Hamdi, Syukrul; Purnomo, Yoppy Wahyu; Hidayati, Kana; Mu'minin, Nurul
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 27 No. 2 (2023)
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.v27i2.67473

Abstract

The application and development of accurate and reliable technology-based test instruments to assess aspects of knowledge and attitudes is an innovation teachers need to meet the demands of the National Assessment Policy. This research aims to apply the Computer-Based Test (CBT) Testlet Model with Local Wisdom Context as a New Form of Innovation in Supporting the Implementation of Minimum Competency Assessment and Integrated Character Survey. In addition, this research is a new solution for teachers in learning assessment. This research is development research. This research involved 11 experts, each from media and computer experts, material experts from mathematics education study programs, and measurement experts. The test instrument that has been developed has been proven to be valid using content validity and analyzed using the Aiken formula. In contrast, validity has been proven for the character survey using confirmatory factor analysis and reliability estimation using Cronbach alpha. This research produced a testlet model of CBT and test instruments in the form of a minimum competency assessment and an integrated character survey, which have proven valid and reliable.
Measuring the perceptions of prospective teachers: Planning technology-based learning during the Covid-19 pandemic Sudaryanto, Memet; Zainudin, M.
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 27 No. 2 (2023)
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.v27i2.65739

Abstract

Online learning planning presents unique challenges that aspiring teachers must prepare for. This study aims to identify potential teachers' perspectives on designing technology-based instruction. Competency dimensions were created based on the findings of focused group discussions (FGD) with teachers and lecturers, which resulted in aspects of social networking, managing digital identity, filtering, creating content, and reusing. Following the FGD, indicators of nine dimensions"”pre-learning, opening planning, material mastery, learning models, learning resources, student involvement, assessment of processes and results, interaction mastery, and closing learning"”were created. Samples were taken through simple random sampling of 250 prospective teachers in education study programs at Jenderal Soedirman University, Sebelas Maret University, IKIP PGRI Bojonegoro, PGRI University Yogyakarta, and Surabaya State University. From these competencies, construction testing through confirmatory factor analysis shows a chi-s Square of 1063.59 with df= 32 (required criteria for chi-s Square < 2df), p-value 0.000 (required criteria ≥ 0.05), even though the Root value of the Mean Square Error of Approximation (RMSEA) has met the required criteria of ≤ 0.08, namely 0.072. Testing on the measurement model generated 32 items and nine indicators of prospective teachers' perceptions of planning technology-based learning. The four competencies of pre-learning, planning to open learning, and closing learning have the highest scale of abilities attained. The learning resources and media created by future teachers have the lowest aptitude.
A study of nonlinear pedagogical teaching models for cognitive and affective development of elementary school students Yuliarto, Hari
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 1 (2024)
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.v28i1.72709

Abstract

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.

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