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.
Articles
635 Documents
<![CDATA[EFFECT OF PROBLEM SOLVING LEARNING MODEL ON STUDENTS ACHIEVEMENT ]]>
<![CDATA[Damopolii, Insar]]>;
<![CDATA[Nunaki, Jan Hendriek]]>;
<![CDATA[Supriyadi, Gatot]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 2, No 1 (2018) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v2i1.12558
<![CDATA[This research aims to determine the difference in student achievement that used problem solving learning model and conventional learning model. The type of research was quasi experimental. The research was conducted at SMP N 11 Manokwari. The sampling technique used purposive sampling. A number of the sample the control group of 31 students and the experimental group of 30 students. Data analysis used independent t-test at significant level 0,05 with help of SPSS 22 for Windows program. The results showed that there was a difference in the student achievement (P = 0,000 <0.05), where the N-Gain value of experimental group was 0.4 and the control group was 0.3. The conclusion, there is a difference in the improvement of student achievement, where the students who learn by using the problem solving learning model higher the improvement of student achievement compared to the students who learn by using the conventional learning model.]]>
<![CDATA[THE DEVELOPMENT OF INTERACTIVE MULTIMEDIA WITH DRILL AND PRACTICE MODEL ON MULTIMEDIA II (TWO DIMENTION ANIMATION) COURSE IN POLITEKNIK GANESHA GURU ]]>
<![CDATA[Pujawan, Kadek Agus Hendra]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 2, No 1 (2018) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v2i1.13142
<![CDATA[This study aims (1) To create interactive multimedia design with drill and practice model at Multimedia II (animation 2 dimension) course, (2) To know the feasibility of interactive multimedia with drill and practice model at Multimedia II (animation 2 dimension) course. The type of study used was Research and Development by using development model of Dick & Carey. This study involved the first grade students of Informatika Management program at Politeknik Ganesha Guru. Based on the result of data analysis which is derived from the content feasibility aspect performed by the content expert showed that the product was acceptable with SAP of Multimedia II (animation 2 dimension) course. In the tests which were performed by the media expert obtained 85% calculation results are in good qualification. In the tests which were done by the design of the learning expert obtained 88% calculation results are in good qualification. The user/lectures gave good response. Field trials that were conducted obtained a calculation of 89% are in good qualification.]]>
<![CDATA[Instructional Media Development for Teaching Japanese Language ]]>
<![CDATA[Firmansyah, Dian Bayu]]>;
<![CDATA[Rahmawati, Riska Sri]]>;
<![CDATA[Tanzil, Andini Qodriya]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v2i2.14453
<![CDATA[This research aims to develop multimedia teaching materials for teaching Japanese language at the senior high school. Using Adobe Flash CS5 software, this interactive media was technology based and provided some features found in the source book, such as vocabularies or sentence patterns introduction, etc. In addition this media also equipped by Japanese words pronounciation practice using Online Japanese Accent Dictionary (OJAD). This research was conducted with pre-experimental method, survey questionnaire and a short interview. Research subjects were teachers and students of senior high schools majoring Japanese language in Indonesia. Survey questionnaire result showed that this media was high rated as an attractive media and user-friendly media based on the contents and features provided on it. Further, it was found that this media was very useful not only for teachers as a teaching materials, but also for learners who are eager to learn Japanese independently.]]>
<![CDATA[Partisipasi Pembelajaran Siswa Dalam Pembelajaran Dengan Classroom Rules ]]>
<![CDATA[Noviyanti, Ayu Kristiana]]>;
<![CDATA[Setyaningtyas, Eunice Widyanti]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v1i2.10071
<![CDATA[This study aims to: (1) Determine the effect of applying classroom rules in participation in teaching students in grades 5 (2) Determine the level of success of the effect of applying classroom rules in participation in teaching students in grades 5 Classroom rules are a set of rules which help organize learning activities, not just a routine or habit but in practice is also based on a standard that will have a positive impact on student behavior both in learning and everyday attitudes. This type of research is experimental research with research design Quasi Experimental Design. Instruments data collection using questionnaires, observations and interviews. Hypothesis testing using t-test and two independent samples t-test two different paired sample with SPSS 16.0. The results showed that: (1) the results of pre-test and post-test participation learning experimental class increased after applying classroom rules is higher than pre-test participation study before applying classroom rules with an average participation of learning by 52 904 and the average after applying classroom learning participation rules amounted to 55 761; (2) Participation of higher learning experimental class of classes controls (t = 2.342> ttabel 5% = 2,021). Thus the application of classroom rules affect the increased participation of student learning. Application of the rules Clasroom done optimally will affect the formation of character and the effect on student achievement.]]>
<![CDATA[An Analysis of Discrepancy between the Lesson Plan and the Implementation of Curriculum 2013 in Teaching and Learning Process in SD Negeri 4 Kaliuntu ]]>
<![CDATA[Jayanta, I Nyoman Laba]]>;
<![CDATA[Suryantari, Kadek Dewi]]>;
<![CDATA[Sumantri, Made]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v1i2.9839
<![CDATA[This research aimed to determine how large the discrepancy between the ideal condition and the implementation of 2013 curriculum in teaching and learning process in SD Negeri 4 Kaliuntu reviewed from the lesson plan and teaching learning process. This research was evaluative research which apply discrepancy model. Measurement of the program effectiveness was done by comparing the ideal conditions, based on Permendikbud No. 103 of 2014, with the real conditions on the implementation of 2013 Curriculum at SD Negeri 4 Kaliuntu. Lesson plan data, was measured by the study documentation methode. Meanwhile, the teaching and learning process data was measured by observation methode. Subject of this research consisted of 6 teachers of SD Negeri 4 Kaliuntu. The data scores was form for all variables were analyzed by using the Wilcoxonâs signed rank test. The sign difference and score difference were calculated with a predetermined standard. The result of the analysis indicate that the large of discrepancy between ideal conditions (based on Permendikbud No. 103 of 2014) and the implementation of 2013 Curriculum in SD Negeri 4 Kaliuntu in terms of lesson plan is 12,17%. The discrepancy lies on indicators of learning activities, assessment of learning result, media and learning resources. Reviewed from the teaching learning process, the discrepancy occurs at 19.17%. The discrepancy occurs in the indicator of giving apperception, convey of evaluation techniques that will be used by teachers, students are directed reflection of the activities that have been implemented, and the provision of follow-up by giving remedial, enrichment, or giving assignments. ]]>
<![CDATA[The Analysis of Pedagogic Competency Culinary Teacher of Implementation Curriculum 2013 ]]>
<![CDATA[Suartana, I Ketut]]>;
<![CDATA[Indah Kumari Dely, Ni Kadek]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v1i1.9845
<![CDATA[The purpose of this study was (1) to describe the pedagogical competence of teachers in the majoring in culinary on the implementation of Curriculum 2013; (2) to describe the obstacles culinary experienced teachers in the implementation of Curriculum 2013. This study used a qualitative research with case studies (qualitative case study) to obtain in-depth information regarding the implementation of Curriculum 2013. The study was conducted in seven vocational schools in the Badung regency who implements 2013. The school curriculum is used in this research was determined by purposive sampling with the base CMS implements the curriculum of 2013. The subjects were all teachers Hospitality in vocational teaching in classes X, XI, and XII are used as a place of research. Meanwhile the object of this study is the pedagogical competence of teachers in curriculum implementation 2013. Data collection techniques used in this study includes observational techniques non participants, documentation, and semi-structured interview. Observation techniques are used to seeing the implementation of learning majoring in food service in class X, IX and XII to implement ccurriculum 2013 interview techniques used to obtain information readiness, obstacles to teachers in implementing appropriate learning in the majoring in culinary Curriculum 2013. The conclusions of this study were: 1) pedagogical competence of teachers catering services in Badung are in accordance with the demands of the curriculum, 2013. In connection with the activities Teacher Performance Assessment there are 7 (seven) aspects and 46 (forty six) indicators developed in respect of mastery pedagogical competence according to Regulation No. 74 of 2008. From the findings, it seemed that all the indicators have been achieved with the criteria very well. With excellent ability pedagogical competence will allow teachers to implement the curriculum in 2013, especially in the culinary learning.]]>
<![CDATA[The Application of Authentic Assessment to Improve the Learning Outcomes of Science in the fourth-grade students of SD Negeri 2 Pupuan ]]>
<![CDATA[Arta Eka Wiana, Pt. Juny]]>;
<![CDATA[Gading, I Ketut]]>;
<![CDATA[Kusmariyatni, Nyoman]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v1i2.9841
<![CDATA[This study is aimed at improving studentsâ learning outcomes in science in the fourth grade of SD Negeri 2 Pupuan District Tegallalang, Gianyar in the academic year of 2014/2015 after the implementation of authentic assessment. This research is a classroom action research conducted in two cycles. Each cycle consisted of four stages, namely planning, action, observation/ evaluation, and reflection. The subjects were students of class IV SD Negeri 2 Pupuan District Tegallalang, Gianyar in the academic year 2014/2015 which amounted to 15 people, consisting of 8 boys and 7 girls. The data of the learning outcomes were obtained by using the test method and analyzed with descriptive statistical analysis techniques. The results of this study were found that the application of authentic assessment can improve studentsâ learning outcomes in science in the fourth grade of SD Negeri 2 Pupuan District Tegallalang, Gianyar 2014/2015 with an average score of learning outcomes at the end of the first cycle reached 62.27 belonged to enough category and the average score of learning outcomes at the end of the second cycle reached 69.33 which was located in the good category.]]>
<![CDATA[Pengaruh Senam SKJ 2008 Terhadap Kebugaran Jasmani Siswi Sekolah Dasar Negeri 20 Alang Laweh Padang Selatan Kota Padang ]]>
<![CDATA[Oktavani, Lucy]]>;
<![CDATA[Meirony, Arfon]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 1, No 3 (2017) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v1i3.11694
<![CDATA[Pendidikan jasmani merupakan bagian integrasi dari pendidikan secara keseluruhan melalui berbagai kegiatan jasmani. Aktivitas fisik yang terencana dan terukur memungkinkan siswi bisa meningkatkan kebugarannya. Latihan yang dapat meningkatkan kebugaran jasmani siswi adalah senam kebugaran jasmani (SKJ) 2008. Siswi yang tidak memiliki kebugaran jasmani yang baik, maka siswi tidak akan belajar dengan baik, karena kurangnya semangat di dalam belajar, pusing dan mengantuk. Masa usia sekolah dasar (SD) merupakan masa kanak-kanak yang berlangsung dari usia enam tahun, karakteristik utama siswa SD adalah mereka menampilkan perbedaan-perbedaan individual dalam banyak segi dan bidang, di antaranya perkembangan fisik anak. Kebugaran adalah kemampuan tubuh seseorang untuk melakukan tugas dan pekerjaan sehari-hari tanpa menimbulkan kelelahan yang berarti, sehingga tubuh masih memiliki simpanan tenaga untuk mengatasi beban kerja tambahan. Senam ialah suatu latihan tubuh yang dipilih dan dikonstruk secara sengaja, yang dilakukan secara sistematis dengan tujuan meningkatkan kebugaran jasmani. Penelitian ini adalah penelitian eksperimen, populasi dan sampel penelitian siswi dari kelas IV sampai V dengan jumlah 28 orang. Uji statistik yang digunakan adalah t-test, dari hasil thitung (3,70) > ttabel (2,05). Berarti bahwa hipotesis penelitian dapat diterima dengan nilai selisih peningkatan yang ditemukan sebesar 3,97%. Berdasarkan analisis data dan pembahasan, maka dapat dikemukakan kesimpulan. Senam SKJ 2008 berpengaruh signifikan terhadap peningkatan kebugaran jasmani siswi. ]]>
<![CDATA[PROTOTYPE BAHAN AJAR BAHASA INDONESIA BERORIENTASI DUNIA KERJA KEPARIWISATAAN UNTUK SISWA KELAS X SMK ]]>
<![CDATA[nurjaya, gede]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 1, No 4 (2017) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v1i4.12251
<![CDATA[This research and development was done with the aim of developing tourism sector oriented instructional material for the tenth grade students at SMK Program Keahlian UPW in Denpasar City. To achieve the aim, a study was done to identify the tourism instructional material and Indonesian material that is relevant to the development of Indonesian instructional material for the tenth grade students at SMK Program Keahlian Usaya Pelayanan Wisata in Denpasar City. In the second year, using document analysis method and panel group discussion, Indonesian instructional material for the tenth grade students at SMK Program Keahlian Usaya Pelayanan Wisata in Denpasar City had been developed The basic framework of the material is as follows: (1) the use of thematic approach to cover the theme of tourism in the Indonesian textbook, (2) the use of text based Indonesian instructional material development, (3) the use of scientific approach in implementing text based instructional material. The prototype designed has good validity when it was judged by relevant judges. With the findings, it is suggested that in developing instructional material with other orientations the instructional material development has to be adapted to the design of the prototype found in this study.]]>
<![CDATA[REFLEKSI KRITIS IDEOLOGI PENDIDIKAN KONSERVATISME DAN LIBRALISME MENUJU PARADIGMA BARU PENDIDIKAN ]]>
<![CDATA[Wisarja, I Ketut]]>;
<![CDATA[Sudarsana, I Ketut]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 1, No 4 (2017) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v1i4.11925
<![CDATA[The general assumption is that education as a means of acquiring knowledge and knowledge is not indisputable, but the notion that education is available only in the formalist environment is naïve, as it excludes other possibilities where education is also derived from non-formal (andragogic) educational models such as; education pasraman, ashram, pesantren, and so forth. Conservative paradigm with all its attributes, such as; educational fundalism, educational intellectualism, and educational conservatism, basically more towards the attainment of a quo-vadis form of education and harmonization, without any criticism of all pre-existing conditions and post-conditions of knowledge and awareness. This concept is basically not too far from the mere establishment view of educational practices (prison education / shackles), which ultimately leads to the assumption / stigma that educational intellectualism can not be separated from the subject of interest. Then comes the libral paradigm with all its attributes that assume the main purpose of education is to preserve and improve the existing social order, by educating based on existing social reality. The culmination is anarchism of education which tends to a form of conception of the idea of how to rationalize education, eventually this paradigm tends to reject firmly existing order and construct into a more humane and moral education.]]>
