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[The The Effectiveness of Discovery-Inquiry Learning Strategy for Understanding Poetry Message ]]>
<![CDATA[Dina Gasong]]>;
<![CDATA[Eveline Siregar]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 1 (2023): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i1.58021
<![CDATA[In poetry reading contests, it was found that the contestants had not been able to show the correct expression in accordance with the message of the poem. This fact causes the message of poetry to not be understood. Choosing the right learning strategy can lead students to find the right message according to the text of the poem. Understanding the meaning of poetry in learning is very important in adapting to learning strategies. The right learning strategy for exploring the message in poetry is the Discovery-Inquiry Learning strategy. This study aimed to analyze the application of Discovery-Inquiry Learning strategies to understand the message of poetry. The subjects of this study were third semester students of Indonesian Language and Literature Education. The research method used was qualitative, with the following learning steps. The results of the study showed that by applying the find-investigation learning strategy, (1) students were able to find physical elements associated with mental elements. (2) students were motivated to study poetry, (3) students were able to understand the message of poetry by investigating the connotative meaning of repeated words or lines.]]>
<![CDATA[Talking Stick Learning Model Assisted by Media Question Box: Effectiveness on Science Learning Outcomes in Elementary Schools ]]>
<![CDATA[Bella Yulia Purnama Sari]]>;
<![CDATA[Ika Candra Sayekti]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 1 (2023): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i1.58196
<![CDATA[Science learning is still conventional, causing students to be less focused and get grades in the low category. The research objective was to analyze the effectiveness of using the talking stick learning model assisted by the media questions box on science learning outcomes in elementary schools. This type of quantitative research with experimental design. Selection of the sample using simple random sampling. The research subjects were fifth-grade elementary school. The research design used the "One Group Pretest-Posttest Design" involving one group without a comparison group. Observation and test data collection techniques. Data analysis techniques using descriptive statistical analysis techniques and inferential statistical analysis. The results showed that after applying the talking stick learning method assisted by the questions box, it increased so that most student scores were in the high category. Based on the analysis results, the output of the Independent Sample T Test is known to be the value of Sig. (2-tailed) of 0.000, then H0 is accepted, so there is an average difference between the pretest and posttest results. The talking stick learning model assisted by the question box media effectively improves science learning outcomes for students. This research implies that teachers can apply learning models to develop learning outcomes and student activity in the classroom.]]>
<![CDATA[Implementation of Augmented Reality In Biology Learning: Its Effect on Learning Motivation and Retention ]]>
<![CDATA[Badrud Tamam]]>;
<![CDATA[Nur Qomaria]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 1 (2023): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i1.59038
<![CDATA[One of the causes of low motivation and retention is the inaccuracy of the learning strategies applied. Therefore, it is necessary to update learning in order to be able to provide digital skills to students through the implementation of technology. This study aims to analyze the effect of implementing augmented reality on learning motivation and student retention in biology learning. This research is a quasi-experimental study with a Non-equivalent Pretest-Posttest Control Group Design. The research was conducted in class X SMA with a total sample of 65 students. The selection of samples was done randomly. Learning motivation was measured using a questionnaire of 36 question items and a Likert scale of 5 points. Retention was measured using an essay test. The test results were then measured using rubric with a scale of 0-4. Data were analyzed using a single ANCOVA with a pretest as the covariate. The results showed a significant effect of AR implementation on students' motivation and retention in biology learning. These results indicate that AR can be a solution as a pedagogical resource to increase motivation and empower retention.]]>
<![CDATA[Interactive LKPD Based on Guided Discovery in Improving Science Learning Outcomes of Grade V Elementary School Students ]]>
<![CDATA[Ni Wayan Suniasih]]>;
<![CDATA[I Wayan Sujana]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 1 (2023): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i1.59627
<![CDATA[This research was carried out on base on phenomena that teachers and students are required to be technologically literate in the learning process along with the development of science and technology which is getting faster in order to be able to compete and increase their potential. Interactive Student Worksheets (LKPD) are needed to guide students in learning to understand the subject matter according to the competencies to be achieved. This study aims to analyze the effectiveness of implementing Guided Discovery-based interactive worksheets on science learning outcomes for fifth grade elementary school students. This experimental research was designed using a non equivalent control group design. The method used to collect research data is in the form of a validated science learning achievement test. The collected data were analyzed using the t-test which was previously tested for normality of data distribution and homogeneity of variance as a prerequisite for analysis. The results showed that there were significant differences in the science learning outcomes of the group of students who were taught with Guided Discovery-based interactive worksheets and the group of students who were taught conventionally. This is evidenced by the results of the tcount test of 6.260 more than the ttable of 2.052. In addition, the results of this study also showed that the results of the Effect Size (ES) test obtained a result of 0.87 in the 0.80 range less than the effective ES in the high effectiveness category. This means that learning using Guided Discovery-based interactive worksheets is effective in improving science learning outcomes for fifth grade elementary school students.]]>
<![CDATA[The Implementation of the Paikem Approach by Using the Graphic Media to Increase Students’ Activeness and Learning Outcomes in the Language Subject ]]>
<![CDATA[Made Aryawan Adijaya]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 1 (2023): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i1.59824
<![CDATA[Student engagement is not optimal and has an impact on learning outcomes, so the PAIKEM approach, aided by graphic media, must be used. The study's goal was to examine the increase in activeness and learning outcomes of Indonesian fourth grade students after using the PAIKEM approach with graphic media. This is a two-cycle classroom action research project. In this study, data was collected through observation and testing methods. The study's findings were analyzed using both descriptive statistical and quantitative descriptive methods. According to the findings of the first cycle of research, the average value of student learning activity was 71 and 71% of classical completeness was obtained. In cycle II, the average value of student learning activity was 86.41, with a classical completeness of 86.41%. The average activeness of 15.41 and 15.41% of classical completeness appears to have increased. The second research cycle yielded an average of 66 student learning outcomes and 66% classical completeness. In cycle II, the average value of student learning outcomes is 85.5, with a classical completeness of 85.5%. There appears to be a 19.5 and 19.5% increase in learning outcomes, respectively. It was concluded that using the PAIKEM approach in conjunction with graphic media could improve the learning outcomes of Indonesian students in elementary school class IV.]]>
<![CDATA[Certainty of Response Index-based E-Diagnostics Assisted by Google Forms to Identify Misconceptions in Simple Harmonic Waves ]]>
<![CDATA[Farchan Oktavianto Pribadi]]>;
<![CDATA[Supahar]]>;
<![CDATA[Pinandita Afriwardani]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 1 (2023): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i1.56351
<![CDATA[Physics learning plays a very important role in everyday life, therefore, students' understanding of physics material is very important. Students who understand physics concepts well will find it easier to apply these physics concepts in everyday life. However, some students had difficulty understanding physics material, especially when they misunderstood the concept. Physics concepts formed webs that were connected to one another, so that a correct understanding at the previous level was one of the determining factors for success. The purpose of this research was to develop an e-Diagnostic based on the Certainty of Response Index (CRI) with the help of Google Forms to identify students' misconceptions about simple harmonic motion material. The type of research used was Research and Development which was adapted from the Four-D model. Grade 10 students were used as research subjects. The data described were in the form of instrument validity and results of identifying misconception profiles in students. The results of the validity test conducted by 2 experts and 8 colleagues stated that the developed test instrument was feasible to use. The results of the identification of misconceptions that were carried out showed that there were misconceptions, especially in the restoration style sub-topic. In conclusion, the e-Diagnostics that was developed is feasible to use as a tool to identify student misconceptions. ]]>
<![CDATA[Increase Student Activity Through The Use of Interactive Learning Videos in Civics Learning during the Study From Home ]]>
<![CDATA[Dwi Ane Risqi Puteri]]>;
<![CDATA[Nurdin Ibrahim]]>;
<![CDATA[Priyono]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i2.38784
<![CDATA[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.]]>
<![CDATA[Is the "Human Reproductive System" Interactive Learning Video Appropriate for Equality Education Programs? ]]>
<![CDATA[Habib Sudira]]>;
<![CDATA[Nurdin Ibrahim]]>;
<![CDATA[Priyono]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i2.40714
<![CDATA[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.]]>
<![CDATA[STEAM: Science, Technology, Engineering, Art, and Mathematics on History Learning in the 21st Century ]]>
<![CDATA[Dea Lestari]]>;
<![CDATA[Nurzengky Ibrahim]]>;
<![CDATA[Corry Iriani]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i2.44172
<![CDATA[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.]]>
<![CDATA[The Use of Learning Methods in Learning History During the Covid-19 Pandemic ]]>
<![CDATA[Frensen S Hiskiya]]>;
<![CDATA[Sarkadi]]>;
<![CDATA[Nurzengky Ibrahim]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i2.44270
<![CDATA[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.]]>
