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Journal of Educational Research and Evaluation Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Pendidikan Ganesha Jl. Udayana Kampus Tengah Singaraja, Bali, Indonesia 81116 Telp. +62362-22928
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Journal of Educational Research and Evaluation
Published by Universitas Pendidikan Ganesha
ISSN : https://     EISSN : https://     DOI : https://doi.org/10.23887/jere.v5i4.36911
Core Subject : Humanities, Health, Education, Social,
Humanities Education Public Health Social Sciences Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
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Search results for , issue "Vol 7 No 2 (2023): May" : 20 Documents clear
Increase Student Activity Through The Use of Interactive Learning Videos in Civics Learning during the Study From Home Dwi Ane Risqi Puteri; Nurdin Ibrahim; Priyono
Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i2.38784

Abstract

The Civics learning process should be carried out interactively by choosing media to actively stimulate students to solve contextual problems. But the problem is that the learning process must focus on students. This study aimed to conduct a needs analysis to develop interactive learning videos for Civics subjects. This research was conducted using the R&D (Research & Development) method. The research subjects were eleventh-grade students, totaling 36 students—data collection methods by observation, interviews, and tests. In learning from home, students want media in the form of interactive learning videos. Interactive learning videos can be used for a more learner-centered learning process because they contain questions. The questions in the learning video are expected to make students actively listen and answer the learning material. From the analysis results, it was concluded that interactive learning videos are needed to help the learning process be more student-centered to have a positive impact, especially in creating an interactive learning process.
Is the "Human Reproductive System" Interactive Learning Video Appropriate for Equality Education Programs? Habib Sudira; Nurdin Ibrahim; Priyono
Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i2.40714

Abstract

Distance learning impacts students, such as learning outcomes and learning interests. Learning outcomes during distance learning and face-to-face learning have differences. The learning materials used by Package B program students during distance learning are only in the form of e-modules. Natural Sciences (IPA) subjects, especially "Human Reproductive System," are Package Program students' most difficult material. Interactive learning videos are believed to be one of the effective learning media to improve student learning outcomes, get positive responses from students, and can be used for independent learning. This study aimed to develop an interactive learning video, "human reproductive system," in natural science lessons. This research is development research using the Hannafin and Peck model. Data collection techniques in this study consisted of interviews and questionnaires. Data analysis techniques in this research and development use quantitative and qualitative data analysis techniques. Several conclusions can be drawn based on the research that has been carried out. Audiovisual learning styles dominate students' learning styles; the age of package B program students ranging from 14 years old to 37 years old; interactive learning videos can overcome the various limitations of experience that package B program students have. Interactive learning videos can be used for almost all topics, types of learning, and every domain starting from cognitive, affective, and psychomotor, positively impacting the learning process.
STEAM: Science, Technology, Engineering, Art, and Mathematics on History Learning in the 21st Century Dea Lestari; Nurzengky Ibrahim; Corry Iriani
Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i2.44172

Abstract

Implementation of STEAM, both teachers and students, are still a little confused with the concept of STEAM. This article discusses how to apply STEAM and what difficulties educators face when implementing STEAM. This study aims to analyze how the implementation of STEAM in history learning in the 21st century. This study uses qualitative research with a case study research design. Observation data collection techniques, and interviews. The validity of the data was tested through triangulation of sources and using descriptive analysis. The results of this study indicate that STEAM has been applied in history learning. In addition, the implementation of STEAM is an effort to integrate STEAM into one with history learning, by linking the elements of STEAM, so students are given a holistic understanding of the interrelationships of the fields of science through 21st century learning experiences. STEAM is one of the important concepts that must be mastered by history teachers to integrate history material with other sciences, then make students have high thinking and analytical power in the learning process.
The Use of Learning Methods in Learning History During the Covid-19 Pandemic Frensen S Hiskiya; Sarkadi; Nurzengky Ibrahim
Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i2.44270

Abstract

During the Covid-19 pandemic, online learning was carried out so that learning had to be done from home to break the Covid-19 chain. This study aims to analyze the use of the history learning method used during the Covid-19 pandemic. The research method used was descriptive qualitative. By using a case study approaches so that data collection in the research process uses observation, interviews, and documentation techniques. Furthermore, the data and sources of this research data come from the schools studied. The results of the study found that several history learning methods were used during the Covid-19 pandemic, such as the audiovisual method, the indirect learning method, the project method, and the group work method. This learning method is most often used by teachers in conducting history lessons during the Covid-19 pandemic. By using various learning methods in learning history, students are very happy because the method used is not boring during learning hours by using learning methods and materials carried out by the teacher, students are also very quick to understand the material conveyed by the teacher in carrying out learning.
Application of Microsoft Teams Applications in History Learning Mevi Bozed Tanikwele; Sarkadi; Nurzengky Ibrahim
Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i2.44309

Abstract

The Microsoft Teams application is one of the learning applications that can be applied to online distance learning during the covid-19 pandemic, with the application of the Microsoft Teams learning application, teachers can increase students' interest/motivation in learning while they are at home. This study aims to analyze the implementation of history learning, the application of the Microsoft Teams application, and the obstacles encountered by history teachers using the Microsoft Teams application in learning history. This type of research uses qualitative research with a case study approach. The subjects in this study were 1 history teacher and 5 students in class XII IPS 5 whose learning was done through the Microsoft Teams application. The trial of this research was in class XII IPS 5 with 35 students. Data collection methods used interviews, observations and take notes. Analysis of the data used is the Analysis Interactive model of Miles and Huberman. The results showed that learning history during distance learning using the Microsoft Teams application can still run smoothly, but this condition can also affect the interaction of teachers and students in learning. The teacher has been able to apply the Microsoft Teams application in learning because there are media that support the teacher during online learning, the learning media in question are the meter, quiz, padlet and group room. The obstacles encountered by the teacher in learning history by implementing the Microsoft Teams application were mainly on the internet network so that students were quite passive in carrying out history learning.
Google Meet and Google Classroom on Learning History: Review from Students Perspective Ayuhel Letrik Marian; Umasih; Sarkadi
Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i2.44337

Abstract

Changes in the learning process require teachers to be more creative and innovative in delivering learning. The effectiveness of online learning needs to be considered, by utilizing various platforms, including using Google Classroom and Google Meet in history learning. This study aims to analyze the students' perspectives are related to the effectiveness of the platforms used during distance learning. The method used in this research is descriptive with a quantitative approach. Respondents in this study were 39 active students, eleventh grade. Data was collected using an online questionnaire via Google Form. The results of this study indicate that as many as 81.3% of students stated that they were motivated to take part in learning because it did not require a lot of quota, and the features used on the platform were very easy to operate and very attractive. Meanwhile, 18.7% of respondents stated that they were not interested in the platforms used in online learning and needed an alternative platform. From this it appears that in general these two platforms are one of the right choices to use, which is not only appropriate for the suitability of the material, or with the characteristics of students, but also the right platform because it does not require too much of a large quota load but is sufficient in online usage that does not burdensome students.
Factors Affecting the Economics Learning Outcomes: Discipline Character, Learning Motivation, and Teaching Variations Suratno; Ekawarna; Rachmad; Suardi
Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i2.51164

Abstract

The success or failure of a student in education depends on the learning process experienced by the student. The teachers can provide more varied learning in order to improve student learning outcomes. This study aims to analyze the influence of the character of discipline and learning motivation as well as variations in teaching on the economics learning outcomes of students in grade X. The type of research used is explanatory research with survey method. The population in the study were all students in class X high school, using random sampling so that the research sample was all participants in class X high school. The research instrument used in this study was a questionnaire while the learning outcomes were taken from the student's learning scores. The data analysis technique in this study is to use path analysis (path analysis) in its implementation is carried out through the SPSS program. There is an influence between student characters on student learning outcomes. The character of discipline and learning motivation have a positive effect on student learning outcomes because learning outcomes will increase if the character of learning discipline increases and is followed by learning motivation and student learning outcomes can be bad if students are not instilled with the character of discipline and motivation in learning. Variations given by the teacher can develop student learning outcomes if they have various kinds of teaching variations.
Integrating Task-Based Learning and ICT in Reading and Writing Classes in Hybrid Setting Damar Isti Pratiwi; Candradewi Wahyu Anggraeni; Novita Eka Tristiana; Rengganis Siwi Amumpuni; Masriatus Sholikhah
Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i2.51922

Abstract

Several ICT tools are chosen as media in reading and writing courses, such as socrative for practicing and testing vocabulary, google form for practicing and evaluating reading ability, and writeabout for practicing students' writing skills based on given topics. The study analyze classroom practices of a reading and writing course in hybrid setting which integrated Task-Based Learning (TBL) and Information and Communication Technologies (ICT). It is a case study with quantitative approach. This project was done in 6 classes of reading and writing course consisted of 159 students in total. The data was gathered through classroom observation, pre-, and post-test scores analysis, and questionnaire analysis about students' feedback. The pre-and post-test scores were analyzed using descriptive statistical analysis, paired sample t-test, and changing level analysis.The findings indicated that teachers integrated TBL and various ICT tools to accomplish the course description and objectives. The result of those three data analyses described significant improvement in students' learning outcomes. The course received positive responses from the students with a 4.02 out of 5 (good level). The integration of TBL and ICT in a reading and writing course is considerable in enhancing students' achievement and enjoyment in hybrid setting. This study provided benefit from insight into the knowledge and practice for reading and writing lecturers to integrate TBL and ICT in their instruction particularly in hybrid context.
Evaluation of Polysynchronous Learning of Statistical Materials in High School Mohammad Syaifuddin; Fadhila Nur Zaqiya; Anis Farida Jamil
Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i2.55562

Abstract

Evaluation of learning implementation is critical. The emphasis is mostly on polysynchronous learning. The purpose of this study is to assess polysynchronous learning of statistical material in high school. The type and approache  of this study is descriptive-quantitative. The subjects of the study were 29 high school students. Observation, tests, and questionnaires were used to collect data on the implementation of polysynchronous learning, problem-solving ability, and student learning independence. Data analysis is performed in three stages: scoring, computing percentages, and generating conclusions based on the provided categories. The results demonstrated that polysynchronous learning can be implemented properly utilizing Whatsapp for asynchronous and Google Meet for synchronous. Pupils with very high, high, medium, and low problem-solving talents are represented by 11, 7, 5, and 6 students, respectively. The number of pupils with learning independence ranges from very high to high to medium, with as many as 6, 19, and 4 students in each category. Students have the ability to solve mathematical problems and the independence to learn high-level categories, which makes it possible for the implementation of polysynchronous learning of statistical material to be carried out in an appropriate manner. The findings of this study suggest that educators can make use of polysynchronous learning to enhance the problem-solving abilities and independent learning capabilities of their pupils, regardless of whether they are living in a pandemic or new-normal environment.
Construction of Analytical Thinking Skills Instruments for Micro Teaching Courses Jusuf Blegur; Agus Mahendra; I Made Sriundy Mahardika; Andreas J. F. Lumba; Christin P. M. Rajagukguk
Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i2.57025

Abstract

Living the life of the 21st century, one of the essential things that the world of education pays attention to is the development of students' analytical thinking skill activities. Research in various countries found only a few studies on developing analytical thinking instruments for Micro Teaching courses. Reports of several studies are limited to developing analytical thinking instruments for elementary school students. This research aims to construct analytical thinking skill instruments for Micro Teaching courses by adopting a development research model (test design, test trials, and test assembly). Nine items were designed using the concept of analytical thinking skills from Anderson and his colleagues; differentiation, organizing, and attributing, then validated by nine raters and tested on 30 students. Content validity testing (rater assessment) uses the Aiken–V formula, reliability testing uses Cronbach's alpha formula, Inter–Rater Reliability testing from Pearson's Intraclass Correlation Coefficients, construct validity testing uses Exploratory Factor Analysis (EFA), as well as analyzing the difficulty and discrimination item. The research results prove that the validity of the content of each item and the reliability test has been fulfilled. While the results of the trial using EFA confirmed the formation of three dominant factors with a loading factor value of ˃0.50, with a reliability coefficient of 0.82. The instrument is appropriate to use because, in addition to fulfilling the parameters of statistical testing, this instrument is also more operational, contextual, and practical to use to measure and assess analytical thinking skills for Micro Teaching courses.

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