cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
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 499 Documents
 46   47   48   49   50 
Item analysis test of science, Indonesian language, and mathematics using the rasch model in elementary schools Ernawati, Ernawati; Habibah, Rini Yaumi; Syarifah, Nur; Firmansyah, Firmansyah; Attamimi, Has'ad Rahman
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 2 (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.v28i2.75448

Abstract

Assessment of learning outcomes is an important component in the learning process to measure student learning achievements and assist teachers in determining appropriate learning strategies. This study aims to evaluate the quality of test items and student ability levels in Science, Indonesian Language, and Mathematics subjects using the Rasch model. The evaluation includes item reliability, person reliability, and the overall fit of the test items to the model. The research was conducted with 187 students from four public elementary schools in West Jakarta, using a quantitative method with a descriptive design. Data collection involved administering tests to the students, which consisted of 12 items in Science, eight items in Indonesian Language, and 10 items in Mathematics. The data were analyzed using the Quest software to provide comprehensive Rasch analysis results. The findings revealed that the consistency of student responses was weak, but the quality of the test items was good, as evidenced by high item reliability and low person reliability. In terms of model fit, all Science items met the Rasch model criteria, while in the Indonesian Language, one item (item 19) did not fit, and in Mathematics, three items (items 21, 27, and 28) failed to meet the criteria. The analysis of item difficulty levels showed a predominance of medium difficulty. The validity results indicated that 26 items were valid, and four items (1 in Indonesian Language and 3 in Mathematics) were invalid. Most students fell into the medium ability category across all subjects, indicating the need for further tutoring and personalized learning strategies to improve student performance.
Construct of anti-corruption character using exploratory factor analysis (EFA) Salimah, Zahrotun; Istiyono, Edi; Widihastuti, Widihastuti; Febrianto, Agus Dwi
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 2 (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.v28i2.70730

Abstract

Corruption is a highly complex problem in the current global era. One of the government's innovations in the battle against corruption is anti-corruption education. Along with the implementation of anti-corruption education, tools are needed to measure the success of implementing anti-corruption education programs through anti-corruption instruments. This study uses a quantitative research method with the Exploratory Factor Analysis (EFA) data analysis technique to show the validity of the construction of anti-corruption character assessment tools. The anti-corruption values consist of nine values: courage, justice, caring, simplicity and independence, hard work, responsibility, honesty, and discipline. This study uses the SPSS application to process EFA construct validity data. The questionnaire has been tested on 72 junior high school students. The study's findings show that the character evaluation tool satisfies a number of EFA requirements: 1) The criteria for adequacy of the sample with a KMO-MSA value of > 0.5 (0.681) and sig. 0.000 on Bartlett's Test. 2) All items can be carried out by factor analysis because they have an anti-image correlation value > 0.5. 3) There are eight factors formed from the eigenvalues of factor 1 (6.080), factor 2 (2.066), factor 3 (1.636), factor 4 (1.510), factor 6 (1.360), factor 7 (1.257), and factor 8 (1.085). 
The evaluation of integrating english language learning program in islamic boarding school: The CIPP mode Sari, Yulnada; Padmadewi, Ni Nyoman; Suarcaya, Putu; Utami, IGA Lokita Purnamika; Ramendra, Dewa Putu
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 2 (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.v28i2.75962

Abstract

One of the challenges in educational places is to make a suitable program, which is expected to help the students to be more active in teaching and learning processes, especially in English class. One of the institutions that provides English programs is Fadhilatul Islmiyah Islamic Boarding School. Then, this study aims to evaluate the English program, namely the Integration of English Language Learning Program. The evaluation uses the CIPP model by Stufflebeam (1971). The study uses a qualitative method with a case study. The participants are five students, two teachers, and a headmaster at Fadhilatul Islmiyah Islamic Boarding School. The data analysis uses thematic analysis from both teacher and student views following context, input, process, and product stages. The context evaluation showed the students' need to learn grammar and vocabulary. Input evaluation found that the curriculum, syllabus, and textbook are designed by the English teacher. Process evaluation found that the teacher used game and role-play strategies to improve student's speaking skills. Lastly, product evaluation is used to determine whether the program is effective or not, and it uses a test. Then, it found that the result of the post-test was higher than the pre-test.  
Psychometric quality of multiple-choice tests under classical test theory (CTT): AnBuso, Iteman, and R Nurjanah, Siti; Iqbal, Muhammad; Zafrullah, Zafrullah; Mahmud, Muhammad Naim; Seran, D'aquinaldo Stefanus Fani; Suardi, Izzul Kiram; Arriza, Lovieanta
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 2 (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.v28i2.71542

Abstract

Psychometric quality analysis of psychological instruments was important to ensure credible measurement. This study aims to compare the psychometric quality analysis of multiple-choice test items using three different applications to evaluate the advantages and disadvantages of the features provided in supporting classical test theory analysis. This study used a quantitative approach by analysing dichotomous data from 50 participants of a 30-item multiple-choice test. The data were analysed using three applications (AnBuso, Iteman, and R) to compare the statistical output of the main psychometric parameters of the classical test theory, such as difficulty index, discrimination index, and distractor effectiveness. Data analysis was conducted descriptively and quantitatively by comparing the features provided by the application in support of classical test theory analysis to evaluate the advantages and disadvantages of each application. The study found that all three applications produced similar results for the difficulty index, distractor effectiveness, and discrimination index. AnBuso proved user-friendly but limited in capacity, Iteman offered comprehensive output with restricted free functionality, and R provided flexibility but required programming expertise. The application demonstrated unique strengths that are suitable for different research needs and user proficiencies. The choice of application should consider factors such as analysis complexity, sample size, and user expertise. Further research into paid options and diverse test conditions is recommended for a more comprehensive evaluation of these applications in classical test theory analysis.
School management autonomy in Cambodia: A case study at new generation schools (NGS) Chet, Chealy; Serey, Sok; Chey, Chan Oeurn; UN, Leang; Sou, Veasna
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 2 (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.v28i2.78274

Abstract

Autonomy is a crucial factor affecting the overall functioning of educational institutions, particularly in decision-making. In developing countries, schools have faced challenges in adopting autonomy; however, it is very useful for quality education. Cambodian schools also face challenges in achieving effective autonomy across key areas. Organizational and staff autonomy is restricted by limited local governance and hiring flexibility, while financial autonomy is hindered by insufficient funding and financial management skills. Academic autonomy is constrained by centralized curriculum requirements, limiting innovative, locally-responsive teaching approaches.  This study investigates the extent of school management autonomy in New Generation Schools (NGS) in Cambodia and its impact on teaching quality. The research used a mixed-methods research design; data were collected from 235 secondary school teachers across four NGSs, representing both urban and rural settings, to capture diverse perspectives. A structured questionnaire was used to measure teachers' perceptions of autonomy across key dimensions and in-depth interviews with school principals. The results indicate that the NGS enjoys a high degree of autonomy, with the respondents rating organizational, financial, staff, and academic autonomy highly. This level of autonomy enables schools to implement management practices and educational programs tailored to their specific needs, thereby enhancing teaching quality. The findings suggest sustaining and furthering these autonomies can significantly improve academic outcomes. The study concludes that extending the NGS autonomy model to more schools could enhance educational outcomes nationwide.
Development of digital literacy assessment instrument for prospective teacher students in higher education Kantona, Hari; Munadi, Sudji
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 2 (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.v28i2.72712

Abstract

This study aims to (1) develop an instrument to assess digital literacy skills among prospective teacher students, (2) examine its psychometric quality, and (3) describe students' digital literacy levels. The instrument development followed ten stages, including item writing, expert review, limited and large-scale testing, and data analysis. A total of 262 prospective teachers from UNY and UIN Sunan Kalijaga Yogyakarta participated in the large-scale test. Construct validity was tested using confirmatory factor analysis (CFA), and item characteristics were analyzed using the graded response model (GRM) within item response theory (IRT). Reliability was measured using Cronbach's Alpha. The final instrument contains 35 items across seven aspects: information literacy, digital scholarship, learning skills, ICT literacy, career and identity management, communication and collaboration, and media literacy. The instrument showed good psychometric quality based on Aiken's V, CFA, and IRT analysis. Measurement results showed 9% of students had excellent digital literacy, 19% good, 38% sufficient, 30% lacking, and 4% very lacking. These results highlight the need for targeted training and support to improve digital literacy among prospective teachers in Yogyakarta.
Analysis of the quality of biological laboratories of state senior high schools ini Majalengka regency in the academic year 2023/2024 Mustofa, Romy Faisal; Ali, Mufti; Azzahra, Noni
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 2 (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.v28i2.76052

Abstract

This study This study aims to determine the quality of Public Senior High School biology laboratories in Majalengka Regency in the 2023/2024 academic year, especially in the aspect of room and laboratory managers. This research uses a qualitative method with a discrepancy evaluation model. The research was conducted in 4 Public Senior High School biology laboratories in Majalengka Regency. The research subjects in this study were the head of the laboratory, the head of facilities and infrastructure, biology subject teachers and representatives of students in grades XI and XII science class. The data collection techniques used by researchers were systematic observation, semi-structured interviews, and documentation. The research indicators in this study are the standardization of biology laboratory rooms and biology laboratory management. The results showed that the quality of the biology laboratory from the aspect of the room fell into a good category with an average percentage of 77.5%, while the management of the biology laboratory has not been done optimally and maximal.
Effective evaluation strategies in catholic religious education: A case study in schools in indonesia Bawa Toron, Vinsen
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 2 (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.v28i2.77364

Abstract

Research examines the evaluation of learning in Catholic religious education. Learning evaluation is an important tool for improving the quality of Catholic religious education. This study aims to evaluate the role of religious teachers and parents in guiding students' moral formation. The research method uses a qualitative approach with a phenomenological tradition. Data is collected through interviews at Catholic schools in Indonesia, as well as semi-structured interviews with six senior and junior Catholic religion teachers. Data analysis is carried out by applying Creswell's steps with the help of the ATLAS ti tool and analysis of learning device documents. The findings show that religious education requires a holistic learning approach from teachers to guide students' moral formation with skill reinforcement, holistic assessment, appropriate rubrics, and also an approach tailored to the variations in topography and the role of parents as a cultural asset of students' families, contributing to students' academic achievement.
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.

Page 48 of 50 | Total Record : 499

 46   47   48   49   50 

Filter by Year

1998 2025


Reset
Filter By Issues
All Issue Vol. 29 No. 2 (2025) Vol. 29 No. 1 (2025) Vol. 28 No. 2 (2024) Vol. 28 No. 1 (2024) Vol. 27 No. 2 (2023) Vol. 27 No. 1 (2023) Vol. 26 No. 2 (2022) Vol. 26 No. 1 (2022) Vol 25, No 2 (2021) Vol 25, No 1 (2021) Vol 24, No 2 (2020) Vol 24, No 1 (2020) Vol 23, No 2 (2019) Vol 23, No 1 (2019) Vol. 22 No. 2 (2018) Vol 22, No 1 (2018) Vol. 22 No. 1 (2018) Vol 21, No 2 (2017) Vol. 21 No. 1 (2017) Vol 21, No 1 (2017) Vol 20, No 2 (2016) Vol. 20 No. 1 (2016) Vol 20, No 1 (2016) Vol. 19 No. 2 (2015) Vol 19, No 2 (2015) Vol. 19 No. 1 (2015) Vol 19, No 1 (2015) Vol. 18 No. 2 (2014) Vol. 18 No. 1 (2014) Vol 17, No 2 (2013) Vol. 17 No. 2 (2013) Vol. 17 No. 1 (2013) Vol. 16 (2012): Edisi Dies Natalis ke-48 UNY Vol. 16 No. 2 (2012) Vol. 16 No. 1 (2012) Vol. 15 No. 2 (2011) Vol. 15 No. 1 (2011) Vol. 14 No. 2 (2010) Vol. 14 No. 1 (2010) Vol 14, No 1 (2010) Vol. 13 No. 2 (2009) Vol. 13 No. 1 (2009) Vol. 12 No. 2 (2008) Vol. 11 No. 1 (2008) Vol 10, No 2 (2007) Vol 9, No 1 (2007) Vol 8, No 2 (2006) Vol 8, No 1 (2006) Vol 7, No 2 (2005) Vol 7, No 1 (2005) Vol 6, No 2 (2004) Vol 6, No 1 (2004) Vol 5, No 6 (2003) Vol 4, No 5 (2002) Vol 3, No 4 (2001) Vol 2, No 3 (2000) Vol 2, No 2 (2000) Vol 1, No 1 (1998) More Issue