JURNAL EVALUASI PENDIDIKAN
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.
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<![CDATA[AKREDITASI TERHADAP KINERJA PENDIDIK DAN HASIL UJIAN NASIONAL MADRASAH ]]>
<![CDATA[FIRDAUS BASUNI]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 2 No 1 (2011): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.021.01
<![CDATA[Many efforts have been done by the government to improve the quality of education and one of them is accreditation program. This research is focused to identify the impact of accreditation on teachers’ performance and national examination score of Madrasah. The research used an ex post facto method to analyze past events and their time order to find out the influencing factors. The population of this study was 8.844 madrasah located in provinces of DKI Jakarta, Central Java, South Sulawesi, and South Sumatera. Using purposive sampling technique, 202 teachers from 73 madrasah representing those from the provinces mentioned were taken as the samples. Data analysis and interpretation suggest that: (1) From accreditation status point of view, there was no significant difference between teachers’ performances of accredited madrasah and those from non-accredited ones, (2) There was a significant difference between the teachers’ performance judging from the accreditation level point of view (on the scale of A, B, C, or D), between the teachers’ performance of madrasahs with A accreditation and B accreditation; and between the teachers’ performance of madrasah with A accreditation and C accreditation, (3) There was no significant differences between the teachers’ performance of madrasah with B accreditation and C accreditation, (4) there was a significant difference between the national examination score of accredited madrasah and the non-accreditation ones, and (5) There was no significant difference between national examination score of madrasahs with different accreditation scale of level (A, B, C, or D). Shortly, the accreditation has more influence on the teachers’ performances than on the national examination scores.]]>
<![CDATA[PERBANDINGAN KEPEKAAN MODEL MANTEL HAENSZEL DAN MODEL RASCH DALAM MENDETEKSI KEBERBEDAAN FUNGSI BUTIR DITINJAU DARI UKURAN SAMPEL ]]>
<![CDATA[IDRUS ALWI]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 2 No 1 (2011): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.021.02
<![CDATA[The aims of this research is to study the sensitivity comparison of Mantel Haenszel and Rasch Model for detection differential item functioning, observed from the sample size. These two differential item functioning (DIF) methods were compared using simulate binary item respon data sets of varying sample size, 200 and 400 examinees were used in the analyses, a detection method of differential item functioning (DIF) based on gender difference. These test conditions were replication 4 times. For both differential item functioning (DIF) detection methods, a test length of 42 items was sufficient for satisfactory differential item functioning (DIF) detection with detection rate increasing as sample size increased. Finding the study revealed that the empirical result show Rasch Model are more sensitive to detection differential item functioning (DIF) than Mantel Haenszel. With reference to findings of this study, it is recomended that the use of Rasch Model in evaluation activities with multiple choice test. For this purpose, it is necessary for every school to have some teachers who are skillfull in analyzing results of test using modern methods (Item Response Theory).]]>
<![CDATA[EVALUASI PROGRAM DIKLAT PRAJABATAN GOLONGAN III ]]>
<![CDATA[JUANDA JUANDA]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 2 No 1 (2011): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.021.03
<![CDATA[The objective of this research is to explore the effectiveness of the third level civil servant pre-service training. This research was conducted at Balai Diklat Keagamaan Jakarta, involving 800 pre-service teachers of MORA’s school. This research uses Kirkpatrick’s model of evaluation. The research presented four conclusions. Firstly, only 43% of the instructors’ performances are good. Secondly 64% of the materials are not correlative with the participants’ requirements. Thirdly, the equipments of the training are good rate. The fourth, the goal of the training as to improve the participants’ knowledge and skill that related to their job are very low (36%), but attitudes changed due to the training are good (60%).]]>
<![CDATA[EVALUASI PROGRAM PENDIDIKAN DAN PELATIHAN PIMPINAN ESELON III DI LINGKUNGAN KEMENTRIAN AGAMA RI ]]>
<![CDATA[SYAUKANI SYAUKANI]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 2 No 1 (2011): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.021.04
<![CDATA[This is an evaluation study on the training program for the echelon III leader at the Ministry of Religious Affairs. This study utilizes the four levels of Kirkpatrick’s evaluation modelreaction, learning, behavior, and results. There are 30 respondents in this study; All of them are the echelon III leaders at the Ministry of Religious Affairs all over Indonesia. The finding of the study shows that the 23rd training program conducted by the center for education and training of the Ministry of Religious Affairs can be categorized well performed, since 85% of the projected program can be utilized, the substances of the training can be understood and applied at the participants’ work environment. However, this study also finds some parts of the training program that ought to be reformed in order to get a better result or outcomes in the future training program. The data informs us that the use of the outsider tutors is still important in order to get a broader knowledge for those who participate in the training and the facilities to support the training should be improved.]]>
<![CDATA[PENGEMBANGAN INSTRUMEN KECERDASAN EMOSIONAL ]]>
<![CDATA[SANTI LISNAWATI]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 2 No 1 (2011): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.021.05
<![CDATA[The purpose of this research is to develop an instrument to measure emotional intelligence of high school students. The sample of this research was taken using multi stage random sampling technique. The instrument was developed using Thurstone scale, consisting of 90 items. A panel of judges was involved to review and select the items and based on the rational judgment; scores of scale (S), interquartile range (Q) were calculated, giving 45 items chosen. The instrument was tried out to 480 high school students in Bogor. Construct validity was calculated by using factor analysis. The result indicated that 5 factors were extracted from the data obtained by using exploratory method Principal Component Analysis (PCA), which is in accordance with the theoretical estimated factors; the confirmatory method used is the maximum likelihood (ML) to test the goodness of fit of the factors. The obtained index of test of the 5 factors is 1108,269. Therefore, it can be convinced that the correlation model of the five factors is valid. Alpha reliability is used to determine the reliability of the instrument (α = 0,783). It can be concluded that the questionnaire measuring emotional intelligence has appropriate construct validity an internal consistency. Further tryout is still needed to standardize the instrument.]]>
<![CDATA[FREKUENSI PENILAIAN FOMATIF DAN KEMANDIRIAN BELAJAR ]]>
<![CDATA[SUPARDI U. S.]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 2 No 1 (2011): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.021.06
<![CDATA[The objective of the study was to know the effects of interaction between formative assessment frequency and learning independence toward Calculus learning outcomes with controlling university students’ prior capacity. Research using experimental methods with 2 x 2 treatment by level design, and can be concluded from the finding, that with controlling university students’ prior capacity: (1) the group with high learning independence and was given formative assessment each subject matter got lower score on calculus learning outcomes than the group was given conventional formative assessment, (2) the group with low learning independence and was given formative assessment each subject matter got higher score calculus learning outcomes than the group was given conventional formative assessment, (3) the group was given formative assessment each subject matter and have high learning independence got lower score calculus learning outcomes than the have low learning independence, and (4) the group was given conventional formative assessment and have high learning independence got higher score calculus learning outcomes than the low learning independence. The result showed that there was interaction between formative assessment frequency and and learning independence toward Calculus learning outcomes with controlling university students’ prior capacity. To improve the quality of Calculus learning outcomes, the lecturers were supposed to evaluate the university stuents’ using formative assessment variously. It must be matched with level of the learning independence of university students’.]]>
<![CDATA[PENGEMBANGAN TES LITERASI MEMBACA KRITIS-KREATIF UNTUK SISWA SMP ]]>
<![CDATA[TITIK HARSIATI]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 2 No 1 (2011): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.021.07
<![CDATA[The purpose of the study is to develop an instrument to assess critical-creative reading literacy. Research was conducted at Junior High School in Malang and Batu, East Java. Validity and reliability instrument were designedin three stages of calibrate: (1) panel of expert, (2) varied sample and population test, and (3) factor analysis. The population of the study was students of Junior High Schools. Samples were chosen based on stratified random sampling. Empirical test, using factor analysis and involving 307 students shows that dimension of the instrument developed theoretically agrees with the results of factor analysis. Result of research indicates that the critical-creative reading literacy test consists of four dimensions namely: (1) content comprehension, (2) critical comprehension, (3) creative comprehension, and (4) problem solving based on reading comprehension. The four dimensions were elaborated to make 14 factors. The result of factor analysis indicates that each factor has loading factor bigger than 0,30. Result of calibration of the critical-creative reading literacy test has coefficients reliability 0,798.]]>
<![CDATA[METODE PENYETARAAN SKOR DAN UKURAN SAMPEL ]]>
<![CDATA[TRI RIJANTO]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 2 No 1 (2011): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.021.08
<![CDATA[This study is aimed to obtain information of different score variance result of equating linear method and equipercentile method for sample size 200, 400, and 800 in Ujian Akhir Sekolah Berstandar Nasional (UASBN). The research is important in considering the test device of UASBN shaped packages of different tests. Scores obtained from different packages can not be directly inferred the existence of differences in ability between them, because the difficulty level of the package used influencing these differrences. To overcome the differences are doing through equating. The method used is an experiment of two variables, equating method and the number of respondents. The experiments are not conducted during the learning process, but conducted after the score and the pattern of the answers obtained through UASBN. The population examinee UASBN SD/MI 2008/2009 for IPA subject matter at East Jakarta. Sampling uses random replacement technique. The hypothesis is tested using similarity variance. The results with α = 0,05 shows: (1) score variance equipercentile method (σ2ekp200) is not different to score variance linear method (σ2lin200) for the sample size 200, (2) score variance equipercentile method (σ2ekp400) is not different to score variance equating linear method (σ2lin400) for the sample size 400, and (3) score variance equipercentile method (σ2ekp800) is not different to score variance equating linear method (σ2lin800) for the sample size 800.]]>
<![CDATA[PENILAIAN KELAS DAN MODEL PEMBELAJARAN TERPADU PADA PEMBELAJARAN IPS ]]>
<![CDATA[AHMAD AHMAD]]>;
<![CDATA[YULIATRI SASTRAWIJAYA]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 2 No 2 (2011): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.022.01
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh penilaian kelas dan model pembelajaran terpadu terhadap hasil belajar Ilmu Pengetahuan Sosial (IPS) siswa. Sampel terdiri dari 92 siswa SMP yang diambil dengan multi stage random sampling dengan desain faktorial 2 x 2. Data menggunakan analysis of variance dan dilanjutkan dengan uji Tukey. Hasil penelitian menunjukkan bahwa: (1) hasil belajar IPS siswa yang diberi penilaian proyek lebih tinggi daripada siswa yang diberi penilaian portofolio, (2) hasil belajar IPS siswa yang diajar dengan model terjala lebih tinggi daripada siswa yang diajar dengan model terhubung, (3) terdapat pengaruh interaksi antara penilaian kelas dan model pembelajaran terpadu terhadap hasil belajar IPS siswa, (4) untuk kelompok siswa yang diberi penilaian proyek, hasil belajar IPS siswa yang diajar dengan pembelajaran model terjala lebih tinggi dari pada hasil belajar siswa yang diajar dengan pembelajaran model terhubung, (5) untuk kelompok siswa yang diberi penilaian portofolio, hasil belajar IPS siswa yang diajar dengan pembelajaran model terjala lebih rendah dari pada hasil belajar siswa yang diajar dengan pembelajaran model terhubung, (6) untuk kelompok siswa yang diajar dengan pembelajaran model terjala, hasil belajar IPS siswa yang diberi penilaian proyek lebih tinggi dari pada hasil belajar siswa yang diberi penilaian portofolio, dan (7) untuk kelompok siswa yang diajar dengan pembelajaran model terhubung, hasil belajar IPS siswa yang diberi penilaian proyek lebih rendah dari pada hasil belajar siswa yang diberi penilaian portofolio. Berdasarkan hasil penelitian diharapkan guru IPS dalam proses pembelajaran menggunakan model pembelajaran terjala dan diberikan penilaian proyek.]]>
<![CDATA[KETIDAKWAJARAN SKOR BERDASARKAN TEORI RESPONSI BUTIR ]]>
<![CDATA[BUDI SANTOSO]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 2 No 2 (2011): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.022.02
<![CDATA[The objective of this research is to compare inappropriateness based on Item response theory as an effect of using model of scoring and number of options for multiple choice items. The research method used quasi experiment. Independent variable of this research are Correct Score (CS), punishment score (PS), and Reward Score (RS). And also three and five option multiple choice items. To see this comparison, the proportions of fair score are compared by using gZ index. For the student corrected by CS model compared between the group who answer three choice item and group who answer five choice item. While for group of student doing test with a five choice item compared between the couple of CS, PS and RS. The result of this research indicate that for low ability (q <- 1) student, the use of CS model for student who answer a five choice item compared has more fair score than students who answer a three choice item. But for high ability (q > 1) students there are no difference fair score among the two groups. For the students who answer a five choice item, indicate that for high ability student, the use of PS and RS model have more fair score compare with CS model, but for PS model does not yield fair score difference compare with RS model. Meanwhile for low ability student there is no difference in fair score among the use of three models of scoring.]]>
