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JURNAL EVALUASI PENDIDIKAN
Published by Universitas Negeri Jakarta
ISSN : 20867425     EISSN : 26203073     DOI : https://doi.org/10.21009/JEP
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics
JEP is the acronym of Jurnal Evaluasi Pendidikan. JEP is a national and international journal published two times in a year (March and October). It specializes in Instrument Development, Evaluation of Educational Programs, Assessment and Measurement in education. This journal is intended to communicate original research, policy brief and book review on the subject. JEP has been published since 2011 and has been using online system since 2017.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 180 Documents
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KECEMASAN TERHADAP KETIDAKWAJARAN SKOR NASWIATI NASWIATI
Jurnal Evaluasi Pendidikan Vol 3 No 1 (2012): JURNAL EVALUASI PENDIDIKAN
Publisher : PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (793.922 KB) | DOI: 10.21009/JEP.031.05

Abstract

The objective of this research is to find out the effect of students perception to physic, self regulated learning, and students’ anxiety toward the inappropriateness score test of physics. The data was collected through questionnaire and analyzed by using path analysis. The research found that as follows: 1) students perception to and students’ anxiety had positive direct effect toward inappropriateness score test achievement, and 2) students and self-regulated learning had positive direct effect toward students anxiety.
FUNGSI INFORMASI BUTIR PADA RAGAM BENTUK SOAL PILIHAN GANDA NOVI INDAH EARLYANTI
Jurnal Evaluasi Pendidikan Vol 3 No 1 (2012): JURNAL EVALUASI PENDIDIKAN
Publisher : PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (895.681 KB) | DOI: 10.21009/JEP.031.06

Abstract

The objective of the research was to compare item information function logistic model of two parameter by viewing forms of multiple choice test and scoring model. Independent variable of this research are correct score (CS) and punishment score (PS). And also Ordinary Multiple Choice Items (PGB) and Association of Multiple Choice Items (PGA). To see this comparison, the item information function are compared by µImax. For the student corrected by CS model compared between the group who answer Ordinary Multiple Choice Items and Association of Multiple Choice Items. For the student corrected by PS model compared between the group who answer Ordinary Multiple Choice Items and Association of Multiple Choice Items. While for the group of student doing test with Ordinary Multiple Choice Items compared beetwen the couple CS and PS and for the group of student doing test with Association of Multiple Choice Items compared beewen the couple CS and PS. The result of this research inidicate that, first, for students who were given about the form of PGA, students' answers are corrected with PS produced an average maximum value of the items information function is higher with students who corrected with CS. Second, for students who were given about the form of PGB, students are given a warning (PS) produced a mean maximum value of the item information function is higher than the average maximum value of the function item information of students who were not given warning (CS). Third, to answer students were given a warning (PS), students were given about the form of PGA produced a mean maximum value of information function item higher than students who were given about the form of PGB. Fourth, to answer the students who were not given warning (CS), students were given about the form of PGA produced a mean maximum value of information function items higher than students who were given about the form of PGB.
SENSITIVITAS METODE PENDETEKSIAN DIFFERENTIAL ITEM FUNCTIONING (DIF) SUDARYONO SUDARYONO
Jurnal Evaluasi Pendidikan Vol 3 No 1 (2012): JURNAL EVALUASI PENDIDIKAN
Publisher : PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (828.251 KB) | DOI: 10.21009/JEP.031.07

Abstract

The prime objective of this study is to find out the empirical data about a comparison sensitivity as Scheuneman’s Chi-square, Mantel-Haenszel methods and Item Response Theory (IRT) Rasch model in Differential Item Functioning (DIF) detection. The study used experimental methods with 1 x 3 design. The independent variables were, Scheuneman’s Chi-Square methods, Mantel-Haenszel methods and IRT Rasch model. This specific research aims at revealing: (1) the characteristics of test items based on the of classical test-theory, (2) the standard error measurement of classical test theory, and (3) the items detected as containing Differential Item Functioning (DIF) based on gender. Analysis of this study was based on testee’s response to the Mathematics test in the National Examination at Senior High School in Tangerang, 2008/2009 academic year. The data source was computer answer sheets of 5000 consist of 2500 from male student responses and 2500 female student responses, established using the simple random sampling technique. A result of the descriptive analysis using the classical test theory indicated that 28 out of 40 mathematics test items were good, with a reliability index of 0,827. The results indicated that all methods were good for the detection of DIF, but IRT Rasch model was the most sensitive among those methods compared with Mantel-Haenszel, and Sceuneman’s chi-square methods. The result of DIF analysis on the mathematics test was find any items containing DIF based on gender differences.
TES DIAGNOSTIK UNTUK PROGRAM REMEDIAL PADA PEMBELAJARAN MATEMATIKA SADONO SADONO
Jurnal Evaluasi Pendidikan Vol 3 No 1 (2012): JURNAL EVALUASI PENDIDIKAN
Publisher : PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (813.352 KB) | DOI: 10.21009/JEP.031.08

Abstract

The purpose of this research is to find out the impact level of providing diagnostic test with remedial test and the student’s previous knowledge initial capability to the learning achievement of Junior High School maths in Jakarta. The initial capability is divided into two. They are the low initial capability and the high initial capability. There are four hypotheses in that research. First, the student maths learning achievement provided diagnostic test with remedial test after the school hour is better than that of being provided diagnostic test with remedial along the school hour. Second, there is correlation between the student learning achievement provided diagnostic test and the student initial capability. Third, for the students with high initial capability, the maths learning achievement provided diagnostic test after school is better than of being provided with remedial test along the school hour. Fourth, the students with low initial capability. The maths learning achievement provided diagnostic test with remedial test after the school hour is better than that of being provided diagnostic test with remedial test along the school hour. The research data got was analyzed by using Analysis of Variance (ANAVA) two-way. Based on the method, if there are significant differences, the next test must be administrated. The hypothesis testing result showed that: (1) the learning achievement for the students provided diagnostic test with remedial test after the school hour was better than of students provided with remedial along the school hour, (2) relatively there was no significant correlation between the student learning achievement provided diagnostic test with remedial test and the student initial capability. The implication of the research result is that the remedial test provided by teachers can help student’s enhance the achievement of the targeted minimum completeness criteria of school grade for each subject.
AKURASI METODE CONCORDANCE DWINING BINTARAWATI
Jurnal Evaluasi Pendidikan Vol 3 No 2 (2012): JURNAL EVALUASI PENDIDIKAN
Publisher : PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (708.326 KB) | DOI: 10.21009/JEP.032.01

Abstract

This research was aimed to examine the accuracy of concordance method on linear method, linear parallel method and equipercentile method. The accuracy of those three concordance methods is revealed through the average score of the root mean square deviation (RMSD). This research used two sets of test instrument, namely the Final Examination of Chemistry, in which each was developed by SMAN 1 Tambun Selatan and SMAN 1 Cikarang Utara. Both of these two sets of test instrument were developed based on similar construct (similar standards of competence and basic competences). The method used was an experimental method. Random Sampling with replacement technique was used. Research hypotheses were tested by using analysis of one way variance (ANAVA). The study concluded that: (1) there was no difference in the average score of the RMSD between the linear methods, parallel linear methods, and equipercentile method when viewed statistically, and (2) viewed empirically, the difference of the average score of the RMSD of the three concordance methods was very small. The average score of RMSD when perceived by the parallel linear method is 3,0964, when perceived by the linear method is 3,1644, and when perceived by the equipercentile methodis 3,2943. This indicated that the parallel linear method was little more accurate compared to both linear method and equipercentile method.
EVALUASI PENGELOLAAN LABORATORIUM IPA DI SMA NEGERI SEKECAMATAN TAMBUN UTARA KABUPATEN BEKASI RINI ROSILAWATI
Jurnal Evaluasi Pendidikan Vol 3 No 2 (2012): JURNAL EVALUASI PENDIDIKAN
Publisher : PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (725.458 KB) | DOI: 10.21009/JEP.032.02

Abstract

This study is aimed to obtain information on the discrepancy on the components in the management of science laboratories that have been programmed and implemented in State Senior High School in North Tambun in Bekasi by using the Provus’ Discrepancy Model. The research result shows good category in the equality phase of the management process, such as the competencies of the organizer. Meanwhile, the completeness of administration process, tools, and other equipment is good enough. In the installation phase, the planning is categorized good enough. In the phase of process, the laboratory management is classified good. In the phase of product, that is the students’ satisfaction and their competencies in Science, it was found that there was discrepancy on the service carried out by the staff in the laboratory. The highest level of students’ satisfaction is on the capability of the teacher in handling the practical teaching in the laboratory. The students’ learning competencies is higher than the standard score which was identified earlier.
PENILAIAN KINERJA DALAM PEMBELAJARAN KIMIA HETTY HORTENTIE LANGKUDU
Jurnal Evaluasi Pendidikan Vol 3 No 2 (2012): JURNAL EVALUASI PENDIDIKAN
Publisher : PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (835.935 KB) | DOI: 10.21009/JEP.032.03

Abstract

This study is intended to find out the effect of performance assessment and cognitive style on the students’ achievement in chemistry by controlling the students’ prior knowledge. The research was conducted in SMA Negeri 2 and SMA Negeri Manado and the sample was 88 students in which it was chosen by using multistage random sampling technique. The research applied the experimental method by the design of treatment by level and the data were analyzed by using Analysis of Covariant (ANCOVA). The research result shows that after controlling the students’ prior knowledge: 1) the students’ learning achievement for group of students who were given the performance assessment in the form of written skill is higher than that of students who were given the performance assignment in the form of oral skill, 2) the students’ learning achievement for group of students who applied the field independent of cognitive style is higher than that of students who applied the field dependent of cognitive style, 3) there is an effect from the interaction between the performance assessment and cognitive style toward the students’ learning achievement in chemistry, 4) the students’ learning achievement for group of students who applied the field independent of cognitive style and at the same time were assessed by performance assessment in the form of written skill is higher than that of the students who were assessed by the performance assessment in the form of oral skill, and 5) the students’ learning achievement for group of students who were assessed by performance assessment in the form of written skill and at the same time they applied the field independent of cognitive style is higher than that of the students who applied the field dependent of cognitive style.
EVALUASI PROGRAM PENDIDIKAN PESANTREN SALAFIYAH KHAERUDIN KHAERUDIN
Jurnal Evaluasi Pendidikan Vol 3 No 2 (2012): JURNAL EVALUASI PENDIDIKAN
Publisher : PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JEP.032.04

Abstract

This study is an evaluative study applying the CIPPO evaluation model which focuses on context evaluation, input, process, product, and impact. The purpose of this study is to find out the implementation of the education system at Salafiyah Islamic Boarding School of Pemalang. The result of evaluation showed quite good in context aspect which covered the legality and the existence of the school in community. Based on input aspect, the study showed that: infrastructure wasvery adequate, 50% of the total teachers graduated from university level or were S1 degree holder, the development of curriculum always referred to the Government Regulation No. 55 Year 2007, the school management was good, the students who met the criteria of school admission were only 60% from the total students, and the level of community’s participation to school was low. Based on process aspect, the teachers’ ability and activity, the students’ involvement in teaching learning process reached good score. Yet, the score on supervision from supervisor was poor. Based on product aspect, the score of students’ graduation was good as 100% of the total students passed the national exam. Based on outcome aspect, the study showed that all the aspects met the criteria, namely (1) 66,13% of alumni continued their study in colleges, and (2) 33,87% of alumni got job mostly as teachers at Al Qur'an Study Center for Kids (TPQ).
PENILAIAN KELAS DAN RASA PERCAYA DIRI SISWA PADA PEMBELAJARAN MATEMATIKA CUT ASWADI
Jurnal Evaluasi Pendidikan Vol 3 No 2 (2012): JURNAL EVALUASI PENDIDIKAN
Publisher : PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (816.401 KB) | DOI: 10.21009/JEP.032.05

Abstract

This study aims to determine the effect of classroom assessment techniques with confidence mathematics students' learning outcomes. Classroom assessment techniques used are project appraisal and assessment of written tests. This research was conducted in MTsN Model Meulaboh and MTsN Blang Balee West Aceh district by using quasi experimental methods. Sampling was multistage random sampling technique as many as 48 students. Data were obtained through a questionnaire self-confidence of students and math achievement test. Data were analyzed using Analysis of Variance (ANOVA) with a two-lane design treatment by level 2 x 2 to see the main effect and interaction effect was followed by Tukey's test to test the simple effect. The study concluded that: (1) mathematics student learning outcomes assessment project given higher ratings than students who were given a written test, (2) there is an interaction effect between classroom assessment techniques with confidence mathematics students' learning outcomes, (3) results students were given a math project appraisal higher than students who were given a written assessment tests on groups of students that have a high confidence, and (4) for students who have low self-esteem, there is no difference in learning outcomes between students who were given math assessment projects with students who were given a written assessment test. In learning mathematics teachers are expected to use the project appraisal and materials tailored to students' self-confidence.
PENGEMBANGAN INSTRUMEN PENGUKUR KECERDASAN EMOSIONAL SISWA BERBAKAT INTELEKTUAL MISYKAT MALIK IBRAHIM
Jurnal Evaluasi Pendidikan Vol 3 No 2 (2012): JURNAL EVALUASI PENDIDIKAN
Publisher : PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (802.964 KB) | DOI: 10.21009/JEP.032.06

Abstract

This research study aims for finding of: (1) the construct underlying the instrument to measure the emotional intelligence of the intellectually gifted students, (2) the measurement instrument satisfying the construct validity requirement, (3) the factors being constructed from the measurement instrument, and (4) the measurement instrument satisfying the reliability requirement. Conseptually, the construct of the emotional intelligence of the gifted students consists of two domains, namely: (1) the emotional intelligence qualified as being intrapersonal along with self-awareness, self-regulation, self motivation dimensions, and (2) the emotional intelligence qualified as being interpersonal along with emphaty dimensions and working together. Of the items being validated by using expert judgement with the coefficient reliability of 0,89 and the other eighty six items are selected for the instrument to measure the emotional intelligence of the intellectually gifted students. Empirically, the factor analysis using the method of Maximum Likelihood successfully has extracted sixty nine factors in the first try out and sixty five factors in the second try out. The reliability test suggests that bacause the alpha stratified coefficient for multidimensions is 0,815 of the measurement instrument is strongly reliable. The most significant finding of this research is the instrument to measure the emotional intelligence of the intellectually gifted students has an appropriate construct validity and internal consistency.

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