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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147 Documents
<![CDATA[UMPAN BALIK MODEL PEMBELAJARAN PADA MATERI MEMBUAT POLA BUSANA ]]>
<![CDATA[NI KETUT WIDIARTINI]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 3 No 2 (2012): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.032.07
<![CDATA[The purpose of this study is to find out the effect of the feedback and learning models toward the students’ achievement on dress pattern making by controlling the students’ artistic talent of class X of the State Vocation Schools in Denpasar Bali. This research is 2 x 2 Experimental Design Factorial. The samples were taken based on the Multistage Random Sampling with 80 students. This study applied the analysis of covariance (ANCOVA). The results, after controlling the students’ artistic talent, are as follow: (1) the achievement in dress pattern making for the students who were given the feedback of the formative test immediately after the test given is higher than those who were given the formative test feedback delayed, (2) the achievement in dress pattern making for the students who were given the cooperative learning model is higher than those who were given the conventional learning model, (3) there was an effect on the interaction between the formative test feedback and the learning models towards the students’ achievement in dress pattern making, (4) the students who were given the formative test feedback immediately after the test given and were taught by using CO-Op cooperative learning model is higher than those who were taught by using conventional teaching model, (5) the students who were given the formative test feedback delayed after the test given and were taught by using CO-Op Cooperative Learning Model is lower than those who were taught by using conventional teaching model, (6) the students who were taught by using the Co-Op cooperative learning model and were given the formative test feedback immediately after the test given show higher achievement in the dress pattern making than those who were given the formative test feedback delayed, and (7) the students who were taught by using the conventional learning model and were given the feedback immediately after the test given show lower achievement in the dress pattern making than those who were given the feedback delayed after controlling the artistic talent. Based on the research findings, it is recommended to the teachers of the state vocational school that: to improve the students achievement in dress pattern making, the teachers need to use the formative tests feedback and learning models correctly and carefully.]]>
<![CDATA[PENGARUH BENTUK TES DALAM MATA PELAJARAN SEJARAH ]]>
<![CDATA[SUYUTI SUYUTI]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 3 No 2 (2012): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.032.08
<![CDATA[The objective of the research is to find out the effect of the formative test form, learning style, and the students’ achievement in history by controlling the students’ reasoning capacity. Research data was collected by questionnaire and analyzed by using the Analysis of Covariate (ANACOVA). The research result after controlling the students’ reasoning capacity shows that: the students’achievement in history for group of students who was given the essay test is higher than that of the students which was given the multiple choice test, the students’ achievement in history for group of students who tended to apply lateral thinking style is higher than that of the students applying the vertikal thinking style, there is an interaction effect between the formative test and the thinking style on the students’ achievement in history, the students’ achievement in history for group of students who tended to apply the lateral thinking style and at the same time was given the essay test is higher than that of the students who were given the multiple choice test, the students’ achievement in history for group of students who tended to apply the vertikal thinking style and same time were given the essay test is lower than that of the students who were given the multiple choice test, and the students’ achievement in history for the students who applied the lateral thinking style and at the same time were given the essay test is higher than that of the students who applied the vertikal thinking style.]]>
<![CDATA[EVALUASI PROGRAM PENGEMBANGAN BAHASA ASING ]]>
<![CDATA[DODY KURNIAWAN]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 4 No 1 (2013): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.041.01
<![CDATA[Entering the global competition era, people need strategies to master foreign language. The objective of the evaluation on the foreign language development program in IHBS Junior High School (JHS) is to determine effectiveness of the program process and identify the problems that emerge. The evaluation model used is the CSE-UCLA which was initiated by Alkin. The evaluation was accomplished in several phases, namely: assessment program, planning program, implementation program, improvement program, and certification program. The research results show that the operational of the foreign language development program di IHBS Junior High school did not meet the qualification as the assigned standard.]]>
<![CDATA[PENGARUH TEKNIK PENILAIAN PORTOFOLIO DAN SIKAP SISWA TERHADAP HASIL BELAJAR KETERAMPILAN PROSES SAINS SISWA ]]>
<![CDATA[AFRINAWATI AFRINAWATI]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 4 No 1 (2013): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.041.02
<![CDATA[This research aimed to discover the effect of students’ attitude and portfolio assessment in biology towards the achievement of students’ science process skill. The portfolio techniques applied in this research are portfolio process and portfolio product. This research was conducted in 52 and 72 High School in North Jakarta using quasi experiment method. Sample collection used cluster random sampling technique from 42 students. Data was obtained through survey on students’ attitude and academic test achievement. Data was analyzed using two way analysis of variance (ANOVA) by design treatment by level 2 x 2. This research result showed that: (1) achievement of academic test of students’ science process skill that received portfolio assessment technique was higher than the one received product assessment technique, (2) there was an interaction effect between students’ attitude and portofolio assessment, and (3) for students who have positive attitude towards biology, the result of students’ process skill that received portfolio assessment process was higher than the one received product portfolio assessment. The next exsperiment is expected to find a proper assessment techniques for students who have a negative attitude toward biology.]]>
<![CDATA[FORMULASI SKOR KOMPOSIT DALAM MENINGKATKAN KEBERHASILAN PADA MATA PELAJARAN MATEMATIKA ]]>
<![CDATA[SITI NURCHAYATI]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 4 No 1 (2013): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.041.03
<![CDATA[This study is aimed to determine whether the composite score of standard deviation model gives more possibility for the students to pass on the Mathematics exams rather than that the composite score of empiric model which has been used in the schools previously.The research was conducted in one of Secondary Schools in Bekasi District with 143 students as respondents for each component of the undertaken assess-ment, namely: Daily Test, Mid Semester Test, and Final Semester Test. The assortment of the daily test data was done by taking the whole scores taken in one semester during the learning process, while the data of the Mid Semester Test and Final Semester Test were obtained by providing sets of Mathematics tests with 40 items each. The data taken from the three test, then, was used to calculate the composite score by using the standard deviation model (standard deviation formula) and two empirical models (The formula 3:1:1 and formula 2:1:1). The results ofresearch areas follow: (1) the proportion of students who could complete the whole Mathematics lessons in which their composite score was calculated by using the standard deviation formula is more than those whose composite score was calculated by using formula 3:1:1, (2) the proportion of students who could complete the whole Mathematics lessons in which their composite score was calculated by using the standard deviation formula is more than those whose composite score was calculated by using formula 2:1:1, and (3) the proportion of students who could complete the whole Mathematics lessons in which their composite score was calculated by using the formula 3:1:1 is more than those whose composite score was calculated by using formula 2:1:1. The implication of this study is that the calculation ofthe composite score by using the standard deviation can become the alternative for the calculation of the composite score in schools by keeping the homogeneity of data taken from the daily assessment for Mathematics specifically and other subjects in general.]]>
<![CDATA[BENTUK TES FORMATIF, KUALIFIKASI GURU DAN HASIL BELAJAR FISIKA DENGAN MENGONTROL KEMAMPUAN AWAL ]]>
<![CDATA[MUNASCO MUNASCO]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 4 No 1 (2013): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.041.04
<![CDATA[The purpose of this study is to determine the influence of the formative test form and the teachers’ qualification toward students’ achievement in Physics by controlling the students’ prior knowledge. Research sample is determined by Cluster Random Sampling technique and 12 students were chosen to be the samples. The research used experimental method of 2 x 2 design factorial and the data were analyzed by using Analysis of Covariant (ANCOVA). The results of research after controlling the students’ prior knowledge in Physics are as follow: 1) the students who were given essay test show higher achievement than those who were given the multiple choice test, 2) those who were taught by the S-1 degree teacher show higher achievement than those who were taught by the non S-1 degree teacher, 3) there is an interaction between test form and the teachers’ qualification, 4) the students who were given the essay test and taught by the S-1 teacher show higher achievement than those who were taught by the non S-1 teacher, 5) the students who were given the multiple choice test and taught by the S-1 teacher show lower achievement than those who were taught by non S-1 teacher, 6) the students who were taught by the S-1 teacher, the students’ achievement in essay test is higher than that of the multiple choice’s, and 7) the students who were taught by non S-1 teacher,the students’ achievement in essay test is lower than that of the multiple choice’s.]]>
<![CDATA[PENGARUH PENERAPAN LESSON STUDY DAN PENILAIAN KINERJA TERHADAP HASIL BELAJAR FISIKA DASAR I DENGAN MENGONTROL INTELIGENSI MAHASISWA ]]>
<![CDATA[FERDY DUNGUS]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 4 No 1 (2013): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.041.05
<![CDATA[The purpose of this research is to investigate the influence of lesson study and performance assessment towards th achievement of Basic Physics I after controlling the students’ intelligence. The research was an experimental in FMIPA UNIMA. The research sampling was obtained with multistage random sampling. Data was analyzed using two ways analyzed of covarian (ANCOVA) by design factorial of experimental method 2 x 2. The research results are as follow: 1) the achievement in Basic Physics I of the students group who learn the lesson study is higher than that of those who were taught by using conventional learning method, 2) the achievement in Basic Physics I of the students group who were given performance assessment is higher than that of those who were given written assessment test, 3) there is an interaction between learning activity and assessment toward the achievement in Basics Physics I, 4) the achievement in Basic Physics I of the students group who learnt the lesson study and was given the performance assessmentis higher than that of those who were taught by using conventional method and given performance assessment, 5) the achievement in Basic Physics I of the students group who learnt the lesson study and was given the written performance assessmentis higher than that of those who studied by using conventional method and was given the written assessment. The research result recommends that the lecturers use the lesson study in the learning process and pay attention to the assessment and the method used.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN KOOPERATIF DAN TEKNIK PENILAIAN TERHADAP HASIL BELAJAR MATEMATIKA ]]>
<![CDATA[ROYANI ROYANI]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 4 No 1 (2013): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.041.06
<![CDATA[The purpose of this research was to find out the influence of cooperative learning models and assesment technique toward mathematics achievement. This research was an experimental which conducted at SMPN 3 and SMPN 31 Bekasi City. The research sampling was obtained with random technique. The data analysis was conduct with two ways analysis of variance (ANOVA) 2 X 2. The research result showed that: (1) The mathematics achievement of student who was given cooperative learning model Two Stay Two Stray (TSTS) is higher than the matematics achievement of student who was given cooperative learning model Learning Together (LT), (2) The mathematics achievement of student who was given the technical assesment performance test is higher than the student who was given the technical assesment of writting test in essay, (3) There was an influence interaction between the cooperative learning model and the the technical assesment toward mathematic achievement, (4)The mathematics achievement of students who was given treatment cooperative learning model of TSTS type with technical assesment performance was higher than the mathematics achievement of student who was given cooperative learning model of LT type with technical assesment test performance, (5) The study of mathematics achievement which was given the technical assesment of performance is higher than which was given technical assesment of writting test in essay form, especially if using the cooperative learning model type TSTS, and (6) The mathematics achievement with technical assesment test performance is higher than technical assesment of writting test in essay form, especially if using the cooperative learning model type LT.]]>
<![CDATA[PENGARUH PEMBERIAN FEEDBACK DAN SELF EFFICACY TERHADAP HASIL BELAJAR IPA-KIMIA ]]>
<![CDATA[HAIRIDA HAIRIDA]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 4 No 1 (2013): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.041.07
<![CDATA[The purpose of this research is to find out the effect of feedback giving and self efficacy toward the achievement in chemistry-science SMP by controlling the student’s intelligence. This research was conducted by employing and experimental method called 2 x 2 treatment by level design, and used analysis of covariate (ANCOVA) has been applied. After controlling the student’s intelligence, it was found that the achievement in chemistry science of the group which was given teacher feedback was higher than the group which was given peer feedback, and there was an interaction effect between of feedback giving and the self efficacy toward in chemistry-science SMP. Interaction effect is shown by the achievement in chemistry-science for students in the group given teacher feedback was higher than the group of students is given peer feedback, especially for student’s in the group that have high self efficacy. Otherwise, especially for student’s in the group that have lower self efficacy, the achievement in chemistry-science of the student’s in the group which was given teacher feedback was lower than the group which was given peer feedback. The results of this study concluded that the results of studying science-chemistry as a whole is affected by the type of giving feedback and high and low self-efficacy students. To that end, students need to be self efficacy considerations in determining ways of giving the right feedback.]]>
<![CDATA[PENERAPAN PRINSIP-PRINSIP ANDRAGOGI DALAM PENDIDIKAN DAN PELATIHAN: EVALUASI DENGAN STAKE’S RESPONSIVE MODEL ]]>
<![CDATA[MANSUR MANSUR]]>
<![CDATA[ Jurnal Evaluasi Pendidikan Vol 4 No 1 (2013): JURNAL EVALUASI PENDIDIKAN ]]>
Publisher : <![CDATA[PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN ]]>
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DOI: 10.21009/JEP.041.08
<![CDATA[The aim of this research is to obtain an objective and comprehensive pictures about the results of applying the andragogical principles in the implementation of education and training. This research used evaluation research method with Stake’s Responsive Evaluation Model. The subject of this research is the training participants, training committees, facilitators, teacher trainers, and the training program supervisor. The data were collected through interview techniques, focus group discussion, observation, questionnaire, and document study. The results of this research showed that some of the component has met the criteria in the implementation of the program, but most of the component and other training aspects require further development. The fundamental weaknesses of the training implementations were inadequate understanding of the conceptual of the facilitator’s to the adult learning principles. This implications for the whole training process and results achieved. However, the summary comes up to a conclusion that the implementation training at Educational Quality Assurance Institution of Maluku Province still need improvement, especially the aspect of application of adult learning principles.]]>
