Journal of Educational Research and Evaluation
Journal of Educational Research and Evaluation (JERE) is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The JERE aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.
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<![CDATA[Problem-Based Learning: Learning Approach Solutions in Crisis Period ]]>
<![CDATA[I Wayan Eka Mahendra]]>;
<![CDATA[Gusti Ayu Dessy Sugiharni]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.34575
<![CDATA[Currently, there are many schools that apply poor learning activities using conventional approaches during the Covid-19 pandemic. Moreover, it is suspected that there has been a learning loss. Therefore, a learning approach is needed that can improve student learning activities which lead to an increase in students' higher order thinking skills (HOTS). Therefore, the aim of this study is to analyze the application of online PBL in its effect on student`s thinking abilities. This research was conducted at State Junior High Schools which involving a sample of 78 students who were taken using a simple random sampling technique. The students' higher-order thinking skills (HOTS) were collected by using the test which has examined its validity and reliability coefficients. The collected data were analyzed using the t-test which has initially examined the normality of the data distribution and the homogeneity of the variants. The results of this study indicated that there was an effect of implementing a problem-based learning (PBL) approach on the students' higher-order thinking skills (HOTS).]]>
<![CDATA[Pedagogical Competence of Teachers in Planning Vocational High School Learning ]]>
<![CDATA[Ahyanuardi]]>;
<![CDATA[Yulia Efronia]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.41556
<![CDATA[The teacher becomes the main actor in the learning process, especially in vocational education, namely productive learning which has its own characteristics that cannot be equated with adaptive and normative learning. This research aims to analyze directly the pedagogical evaluation of teachers in planning learning activities in vocational school in the field of electricity. This study used the Countenance Stake evaluation research method. This research focuses on one aspect, namely the planning aspect (antecedents) in the productive learning process. The research method used is the quantitative method. The data collection techniques used are questionnaires. Data analysis techniques are performed using descriptive quantitative. The results showed that there was a weakness in the pedagogical competence of teachers in making plans for learning activities with an average of 3.24 which was in the category quite well. Learning planning made by teachers has not been in accordance with process standards and also does not refer to a curriculum that is tailored to the abilities and needs of learners. There needs to be a review and improvement of the aspects that have not been fulfilled in the learning planning made by teachers and also the need to improve the pedagogical competence of teachers so that learning activities can be carried out properly and able to print competent vocational school graduates.]]>
<![CDATA[Characteristics of National Standardized School Examination Test Items on Biology Subject in High School ]]>
<![CDATA[Murti Ambarwati Hidayah]]>;
<![CDATA[Heri Retnawati]]>;
<![CDATA[Eri Yusron]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.42656
<![CDATA[A good test instrument is required to measure students’ academic abilities. For final-year students, this ability is measured by USBN tests. This study aimed to analyses the characteristics of biology test items in the National Standardized School Examination (USBN) and analyses item tests categorized as difficult and poor. Type of study was descriptive exploratory with quantitative and qualitative approaches. Quantitative data analysis was performed using the classical test and item response theories with 1 logistic parameter model. Qualitative data analysis described why such question items are categorized as difficult and poor according to the classical test theory. The data were collected by using documentation of the answers of 193 students. The study results show that, according the classical test theory, Biology USBN item tests had the average difficulty index of 0.525 (moderate category) and the average of discrimination index obtained is equal to 0.124 (good category). Based on the item response theory, the mean difficulty index was -0.00029 (moderate category). The reliability test estimation result was 0.51, categorized as moderate. The qualitative analysis result showed that items categorized as difficult are the food web in the ecosystem, nervous system, and human excretion system.]]>
<![CDATA[The Commitment of Special School Teachers Towards The Implementation of Distance Learning During the Covid-19 Pandemic ]]>
<![CDATA[Subagya Subagya]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.44455
<![CDATA[The COVID-19 pandemic is a challenge for teachers to keep learning. One alternative that teachers can do is distance learning. The continuity of learning is largely determined by the commitment of the teacher. The purpose of this study is to reveal the contribution of teacher commitment to the continuity of learning, as well as to find out the effective contribution and relative commitment of teachers to learning in special schools. This research approach is quantitative research. The sampling technique used is accidental sampling, where the determination of the sample is based on chance, anyone who responds to the researcher can be used as a sample. Data collection techniques using a questionnaire. The teacher commitment instrument was adapted from the commitment scale developed by Allen and Meyer which has sufficient validity and reliability. The learning instrument uses content validity, and the instrument reliability uses the interrater technique. Questionnaires were sent via WhatsApp to all teacher communities throughout Indonesia which were limited to 3 days and collected 872 respondents. The data were analyzed by multiple regression with the help of SPSS 23. The results showed that the teacher's commitment to the implementation of distance learning was influenced by the teacher's commitment by 2.5% and influenced by other variables not included in the linear regression model by 97.5%. Normative commitment has an effective contribution (1.31%) and a relative contribution (51.77%), which is the largest contribution compared to the other two aspects of commitment.]]>
<![CDATA[How Picture Storybook Improve Creative Thinking Skills and Learning Outcomes of Elementary School Students? ]]>
<![CDATA[Lutfi Andi Darmawan]]>;
<![CDATA[Wuri Wuryandani]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.45566
<![CDATA[The lack of creative and innovative media use can make the atmosphere of learning activities tend to be boring and students find it difficult to understand the subject matter discussed in class, so that students become less active, independence and interaction of students in the learning process is not visible so that students tend to be passive and uncommunicative. This study aims to produce an appropriate Picture Storybook, produce the practical picture Storybook, and reveal the effectiveness of the media produced to improve students’ thinking skills and learning outcomes. This research was R&D with the Borg & Gall model. The subjects in this study were fourth-grade elementary school students. Data collection in the initial study was carried out through observation and interviews. Product validation was carried out by material experts and media experts. Data analysis used independent sample t-test and MANOVA test. The results of this study are in the form of a picture storybook that is suitable for use based on the results of the validation with the "very appropriate" category. Independent sample t-test on creative thinking skills resulted in a significance value of 0.008, which means that there is a difference in the average creative thinking skills of students who use picture storybook media. Independent sample t-test on student learning outcomes resulted in a significance value of 0.001, which means that there is a difference in the average student learning outcomes using picture storybook media. The MANOVA test results show a significance value of 0.001 less than 0.05, which means that the picture Storybook media has a significant effect on creative thinking skills and learning outcomes.]]>
<![CDATA[Attitude and Understanding of Concepts: It’s Influence in Science Learning ]]>
<![CDATA[Lika Anggraini]]>;
<![CDATA[Maison]]>;
<![CDATA[Syaiful]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.45991
<![CDATA[Attitude measurement is very important because the teacher can find out that each student responds to science learning with an indication that students reject or accept science learning in students. This research is aimed to analyse how the science attitude of students, analyse understanding of students' concepts on Newton's law material and analyse the effect of science attitudes on students' understanding of concepts in Newton's law material. This research is a mixed type of research, namely a mixed method with the aim of knowing how science attitudes are, how students understand concepts, and the effect of science attitudes on students' conceptual understanding. This study took a sample of 358 junior high school students with the sampling technique used was purposive sampling. The instruments used were student science attitude questionnaires, concept understanding questionnaires, and interview sheets. Analysis of the data used in the form of descriptive statistics, simple linear regression, and Miles Huberman for qualitative data. The results obtained from the study are that the overall average of students is in a good category on both variables, it is also known that there is an influence of 51.2% of the influence of students' science attitudes on students' understanding of concepts. This certainly illustrates that junior high school students in the Telaipura sub-district are quite good at understanding Newton's law concepts.]]>
<![CDATA[Aspect of Reasoning Development on Authentic Assessment Indicators in Electronic School Book in Senior High School ]]>
<![CDATA[Wini Tarmini]]>;
<![CDATA[Imam Safi'i]]>;
<![CDATA[Ade Hikmat]]>;
<![CDATA[Sobri]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.46151
<![CDATA[Reasoning is one of the most fundamental aspects in solving problems. This study aims to analyses the development of reasoning in authentic assessment indicators contained in language electronic school books for high school. The method used in this research is content analysis. The subject of this study are electronic school books for Senior High School class X, XI, and XII, The research procedure carried out refers to the stages of qualitative research, namely data collection, data display, data reduction, and drawing or verifying. The data that has been collected is then analyzed by calculating the number or intensity of the reasoning aspects and the tendency of the spread of various aspects of reasoning which are grouped into five categories. The result of this study found that reasoning contained in Senior High School electronic school book has been developed quite well, but has not developed the aspect of reasoning proportionally. The reasoning aspect that is most often developed in authentic assessment indicators is identifying problems and identifying assumptions. Aspects of reasoning that have not been developed are related to formulating problems in the form of questions, choosing their own problems, give reasons for the solution, give reasons for the strategy used, and evaluate the systematic strategy. The results of this study can be used to measure the quality of developing authentic assessment indicator supplements contained in high school electronic school books.]]>
<![CDATA[Learning with Coping Strategies in Solving Multi-step Arithmetic Problems Towards Numeracy Skills ]]>
<![CDATA[Nabhila Yosa]]>;
<![CDATA[Mohammad Faizal Amir]]>;
<![CDATA[Mahardika Darmawan Kusuma Wardana]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.47036
<![CDATA[The numeracy skills of elementary school students are still inadequate in solving multi-step arithmetic problems. This study aims to analyses the effect of learning with coping strategies in improving the numeracy skills of elementary school students in solving multi-step arithmetic problems. This type of research uses a quasi-experimental design with a pretest-posttest control group. The research participants were 51 fifth grade elementary school students who were randomly assigned to the experimental and control groups. Data collection using tests with multi-step arithmetic problem instruments those are oriented towards numeracy. Data analysis in this study used a paired t-test followed by a chi-square test. The results showed that coping strategies in solving multi-step arithmetic problems had a significant effect on the achievement of increasing primary students' numeracy skills. The results of this study have implications for initial empirical evidence for educators and subsequent research those elementary school students who have inadequate numeracy skills can be improved through coping strategies which are stimulation strategies by imitating and solving multi-step arithmetic problems that have gradual completion.]]>
<![CDATA[Contextual Electronics Learning Module in Sociology Learning at Senior High School ]]>
<![CDATA[Benediktus Baeng]]>;
<![CDATA[Robinson Situmorang]]>;
<![CDATA[Murni Winarsih]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.47405
<![CDATA[The low achievement of student learning outcomes in sociology learning is caused by student learning difficulties. This learning difficulty is caused by limited contextual learning resources. One solution to overcome these learning difficulties is to use contextually based sociology e-modules. This study aims to develop sociology learning e-modules based on a contextual learning approach, especially with the context of East Nusa Tenggara society. This research is a Research and Development (R&D) developed using the Dick and Careys model which is integrated with Hannafin and Peck. Data collection methods are carried out by observation, interviews and questionnaires. Methods of data analysis carried out qualitatively and quantitatively. This study involved teachers, experts and students of class XI IPS as users of the e-module. The results of the study show that the Sociology E-module is declared feasible based on the assessment of experts. The sociology e-module received good ratings by learning design experts, very good by material experts, and very good by media experts. The user response also gives a very good assessment of the E-module. Based on the results of effectiveness testing, the sociology e-module is effective in improving student learning outcomes. This research contributes to sociology learning based on the context of East Nusa Tenggara society.]]>
<![CDATA[Virtual Laboratory for Practical Learning in Vocational Education Using Nine Events of Instruction Approach ]]>
<![CDATA[Eveline Siregar]]>;
<![CDATA[Dwi Kusumawardani]]>;
<![CDATA[Eskawati Musyarofah Bunyamin]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i3.47691
<![CDATA[Laboratory is a place where students can recognize and utilize the working system of tools and materials and allow students to gain practical skills through experimentation. However, practicum cannot always be carried out due to limited tools and materials. A virtual laboratory is a media that is made similar and can simulate real laboratory conditions to practice before entering the real laboratory. Therefore the aims of this study is developing virtual laboratory for practical learning in vocational education using nine events of instruction approach. The approach used in this research is the approach of nine instructional events 9 instructional events (9 events in learning) which can be applied in the conventional learning process (face-to-face) and online learning. approach taken in this research is a product-oriented learning development approach and uses a model development. The selection of respondents in this study used a purposive sampling technique. The selected sample is class XII students of vocational high school. Data collection techniques use observations, interviews, questionnaires, and learning outcomes tests. The data that has been collected needs to be analyzed using qualitative analysis and quantitative analysis. This research and development found virtual laboratory for practical learning in vocational education using the nine events of instruction approach which in this approach in learning is a systematic process that has a behavioral approach with a focus on outcomes or behavior during the learning process.]]>
