Hattie's Visible Learning Evaluation Model in Learning Strategies and Publication of Scientific Work of IKIP Siliwangi Students

Abstract

This research aims to evaluate the application of the Hattie's Visible Learning Evaluation Model in strategy learning and the publication of scientific work sat IKIP Siliwangi. Using quantitative and qualitative data analysis methods, this research analyze student responses to sixty aspects of assessment that cover various learning elements. The results of the research identified the aspects with the highest and lowest scores from each study program, namely Guidance and Counselling (BK) and Indonesian Language and Literature Education (PBSI). These results provide in-depth insight regarding significant factors in developing effective learning strategies and supporting the publication of student scientific work such as humor, teaching strategies teacher, credibility outdoor/adventure programmes, lecturer effect, lecturer subject matter knowledge, questioning, religious campus, feedback personality, mentoring computer-assisted instruction, lecturer-students relationships, drama/art programs, study skills, extra-curricular programs, dan classroom discussion. Meanwhile, less effective factors are of concern, such as parental involvement, students control over learning, boredom, gender, use of calculators, changing school calendar, lack of sleep, moving between schools, mathematics, drugs, pre-term birth weight, ability grouping, not labeling students, ability grouping for gifted students. The implications of this research finding can be the basis for improving more optimal learning strategies in higher education environments, especially IKIP Siliwangi.

Full text

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HATTIE'S VISIBLE LEARNING EVALUATION MODEL IN
LEARNING STRATEGIES AND PUBLICATION OF SCIENTIFIC
WORK OF IKIP SILIWANGI STUDENTS
Suhud Aryana
IKIP Siliwangi
suhudaryana@ikipsiliwangi.ac.id
ABSTRACT
This research aims to evaluate the application of the Hattie's Visible Learning Evaluation Model in strategy
learning and the publication of scientific work sat IKIP Siliwangi. Using quantitative and qualitative data analysis
methods, this research analyze student responses to sixty aspects of assessment that cover various learning
elements. The results of the research identified the aspects with the highest and lowest scores from each study
program, namely Guidance and Counselling (BK) and Indonesian Language and Literature Education (PBSI).
These results provide in-depth insight regarding significant factors in developing effective learning strategies and
supporting the publication of student scientific work such as humor, teaching strategies teacher, credibility
outdoor/adventure programmes, lecturer effect, lecturer subject matter knowledge, questioning, religious campus,
feedback personality, mentoring computer-assisted instruction, lecturer-students relationships, drama/art
programs, study skills, extra-curricular programs, dan classroom discussion. Meanwhile, less effective factors are
of concern, such as parental involvement, students control over learning, boredom, gender, use of calculators,
changing school calendar, lack of sleep, moving between schools, mathematics, drugs, pre-term birth weight,
ability grouping, not labeling students, ability grouping for gifted students. The implications of this research
finding can be the basis for improving more optimal learning strategies in higher education environments,
especially IKIP Siliwangi.
Keywords: Evaluation, Hattie's Visible Learning Model, Publication of Scientific Papers
ABSTRAK
Penelitian ini bertujuan untuk mengevaluasi penerapan Model Evaluasi Hattie's Visible Learning pada
pembelajaran strategi dan publikasi karya ilmiah di Institut Keguruan dan Ilmu Pendidikan (IKIP) Siliwangi.
Dengan menggunakan metode analisis data kuantitatif dan kualitatif, penelitian ini menganalisis tanggapan
mahasiswa terhadap enam puluh aspek penilaian yang mencakup berbagai elemen pembelajaran. Hasil
penelitian mengidentifikasi aspek-aspek dengan nilai tertinggi dan terendah dari masing-masing program studi,
yaitu Bimbingan dan Konseling (BK) serta Pendidikan Bahasa dan Sastra Indonesia (PBSI). Hasil ini
memberikan wawasan mendalam terkait faktor-faktor yang signifikan dalam pengembangan strategi
pembelajaran yang efektif dan mendukung publikasi karya ilmiah mahasiswa seperti humor, teaching strategies
teacher, credibility outdoor/adventure programmes, lecturer effect, lecturer subject matter knowledge,
questioning, religious campus, feedback personality, mentoring computer-assisted instruction, lecturer-students
relationships, drama/art programs, study skills, extra-curricular programs, dan classroom discussion. Tetapi
yang menjadi perhatian faktor yang kurang efektif seperti parental involvement, students control over
learning, boredom, gender, use of calculator, changing school calendar, lack of sleep, moving between
schools, mathematics, drugs, pre-term birth weight, ability grouping, not labeling students, ability
grouping for gifted students. Implikasi temuan penelitian ini dapat menjadi dasar untuk perbaikan strategi
pembelajaran yang lebih optimal di lingkungan pendidikan tinggi kshusnya IKIP Siliwangi.
Kata Kunci: Evaluasi, Hattie's Visible Learning Model, Publikasi Karya Ilmiah

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INTRODUCTION
Evaluation is an important component in education that aims to measure and understand
the impact of learning and identify areas of improvement (Supriyadi, 2013; Lipsch-Wijnen &
Dirkx, 2022). Assessment is an integral part of the educational process that helps institutions
ensure the quality of learning provided to students. In recent decades, there has been rapid
development in the field of educational evaluation, especially in terms of the use of empirical
evidence to measure the impact of learning. One evaluation model that is increasingly well
known is "Hattie's Visible Learning" (Terhart, 2011; Devi et al., 2022).
This model is based on the research of John Hattie, an education expert from New
Zealand. Hattie's Visible Learning uses meta-analysis methods to identify the factors that most
influence learning outcomes. This model aims to measure the impact of various factors,
strategies and learning practices on increasing student achievement (Moulds, 2021,
Ramakrishna & Lalitha, 2023).
IKIP Siliwangi is a higher education institution that is committed to improving the quality
of student learning. In this context, the implementation of Hattie's Visible Learning evaluation
model can provide valuable insights into the factors that most influence learning (Hattie, 2008,
Hattie., J. & Ziere., 2019, Nielsen & KlitmØller, 2021, Lipsch-Wijnen & Dirkx , 2022).
Effective learning strategies and publication of scientific papers are two very important aspects
in the higher education process. Good learning strategies help increase student understanding
and achievement, while the publication of scientific papers is a way to contribute to knowledge
and scientific development (Khulzannah, 2018, Sabela & Roesdiana, 2022, Budiantoro et al.,
2023).
This research aims to explore the potential for using the Hattie's Visible Learning
evaluation model in the context of strategy learning and scientific work publication on the IKIP
Siliwangi campus. Using this model, researchers identified the most influential factors in
improving teaching in learning strategy courses and the publication of scientific papers.
Therefore, the results of this research can provide information and academic contributions that
are useful for lecturers' decision making in increasing the effectiveness of student scientific
work learning at the IKIP Siliwangi campus.
METHOD
This research uses a mixed research design (mixed-methods research) which combines
quantitative and qualitative approaches. This design allows a more comprehensive analysis to

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be carried out on the impact of the Hattie's Visible Learning evaluation model in strategy
learning and the publication of scientific papers. The population and sample of this research
are students at the IKIP Siliwangi campus with a sample of two appropriate study programs
that teach learning strategy courses and publication of scientific papers. The two study
programs in question are Bachelor of Education in Indonesian language and literature (PBSI)
and Bachelor of Counseling Guidance (BK). The total number of students is 140 from two
study programs, 67 (BK) and 60 (PBSI), namely two classes from the PBSI study program and
two classes from the BK study program. Data collection for this research used a questionnaire
on a scale of 4 (very effective), 3 (effective), 2 (less effective), 1 (not effective). Qualitative
data analysis in this research uses the Mile & Humberman model, namely data collection, data
reduction, data presentation, conclusions or data verification and analysis. Data processing uses
Microsoft Excel 2019 and comparison of 4 interval scores as follows.
Table 1 Fourth interval
INTERVAL
4
3,66
4,00
Very effective
3
2,66
3,65
Effective enough
2
1,66
2,65
Less effective
1
1,00
1,65
Ineffective
RESULT AND DISCUSSION
Result
a) Student Questionnaire Results for the Guidance and Counselling Study Program
In Hattie's Visible Learning evaluation model of strategy learning and scientific work
publications in the Guidance and Counseling Study Program at IKIP Siliwangi, these aspects
are assessed based on their relative impact on learning. The results can be seen from the total
value given to each aspect. The following are several aspects that have a very effective impact
on learning, marked by high score responses including (1) Humor 3.87; (2) Personality 3.85,

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(3) Mentoring 3.82; (4) Lecturer-Students Relationships 3.77; (5) Computer-assisted
Instruction 3.77; (6) Lecturer Subject Matter Knowledge 3.73; (7) Study Skills 3.72, (8)
Drama/Art Programs 3.72; (9) Classroom Discussion 3.70; (10) Extra-curricular Programs
3.70.
In contrast, several aspects of learning evaluation with a lower impact on student
responses include (1) Changing School Calendar 2.51; (2) Lack of Sleep 2.51; (3) Moving
Between Schools 2.51 (4) Mathematics 2.59, (5) Drugs 2.62; (6) Pre-term Birth Weight 2.63;
(7) Boredom 2.63; (8) Ability Grouping 2.67 (9) Not Labeling Students 2.68; (10) Ability
Grouping for Gifted Students 2.71.
b) Results of Student Questionnaire for Indonesian Language and Literature Education Study
Program
In Hattie's Visible Learning evaluation model of strategy learning and scientific work
publication in the Indonesian Language and Literature Education Study Program IKIP
Siliwangi, some aspects have a relatively higher impact, while others have a lower impact. The
following are several aspects with high impact, indicated by a higher total score (1) Humor
3.72; (2) Teaching Strategies 3.72; 3) Lecturer Subject Matter Knowledge 3.70; (4) Lecturer
Effect 3.70; (5) Outdoor/Adventure Programs 3.70, (6) Teacher Credibility 3.70; (7) Religious
Campus 3.68; (8) Questioning 3.68; (9) Personality 3.67; (10) Feedback 3.67.
Meanwhile, several evaluations of aspects of learning with lower impact include (1)
Parental Involvement 2.09; (2) Changing School Calendar 2.15; (3) Mathematics 2.16; (4) Lack
of Sleep 2.24, (5) Pre-term Birth Weight 2.54; (6) Students Control Over Learning 2.55; (7)
Boredom 2.57; (8) Moving Between Schools 2.66; (9) Gender 2.93; (10) Use of Calculator
2.69.
Below are presented the results of sixty aspects of the assessment carried out and ten
aspects taken, both aspects with the highest and lowest scores from each study program.

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Table 2 Highest responses to evaluation aspects of strategic learning and scientifically rich
publications
NO
Aspects evaluated
Total
Evaluation
Study
Program
Aspects evaluated
Total
Evaluation
Study
Program
1
Humor
3,77
PBSI
Humor
3,87
BK
2
Teaching Strategies
3,72
PBSI
Personality
3,85
BK
3
Lecturer Credibility
3,70
PBSI
Mentoring
3,82
BK
4
Outdoor/Adventure
Programmes
3,70
PBSI
Computer-assisted Instruction
3,77
BK
5
Lecturer Effect
3,70
PBSI
Lecturer-Students Relationships
3,77
BK
6
Lecturer Subject Matter
Knowledge
3,70
PBSI
Lecturer Subject Matter
Knowledge
3,73
BK
7
Questioning
3,68
PBSI
Drama/Art Programs
3,72
BK
8
Religious Campus
3,68
PBSI
Study Skills
3,72
BK
9
Feedback
3,67
PBSI
Extra-curricular Programs
3,70
BK
10
Personality
3,67
PBSI
Classroom Discussion
3,70
BK
*BK: Guidance and Counseling
PBSI: Indonesian Language and Literature Education
Table 3 Lowest responses to evaluation aspects of strategic learning and scientifically rich
publications
NO
Aspects evaluated
Total
Evaluation
Study
Program
Aspects evaluated
Total
Evaluation
Study
Program
1
Parental Involvement
2,09
PBSI
Changing School Calendar
2,51
BK
2
Changing School Calendar
2,15
PBSI
Lack of Sleep
2,51
BK
3
Mathematics
2,16
PBSI
Moving Between Schools
2,51
BK
4
Lack of Sleep
2,24
PBSI
Mathematics
2,59
BK
5
Pre-term Birth Weight
2,54
PBSI
Drugs
2,62
BK
6
Students Control Over Learning
2,55
PBSI
Pre-term Birth Weight
2,63
BK
7
Boredom
2,57
PBSI
Boredom
2,63
BK
8
Moving Between Schools
2,66
PBSI
Ability Grouping
2,67
BK
9
Gender
2,93
PBSI
Not Labeling Students
2,68
BK
10
Use of Calculator
2,96
PBSI
Ability Grouping for Gifted
Students
2,71
BK
Discussion
Model evaluasi Hattie's Visible Learning pada pembelajaran strategi dan publikasi karya
ilmiah di Program Studi BK serta Program Studi PBSI di IKIP Siliwangi memberikan penilaian
terhadap berbagai aspek. Dalam daftar aspek yang dinilai memiliki total nilai yang beragam,
menunjukkan tingkat dampak yang berbeda terhadap pembelajaran. Aspek dengan nilai
tertinggi yang adalah Humor, Teaching Strategies Teacher, Credibility Outdoor/Adventure
Programmes, Lecturer Effect, Lecturer Subject Matter Knowledge, Questioning, Religious
Campus, Feedback Personality, Mentoring Computer-assisted Instruction, Lecturer-Students
Relationships, Drama/Art Programs, Study Skills, Extra-curricular Programs, dan Classroom
Discussion. According to Wiesenganger (2019:80) Humor can improve the learning experience
by making the classroom environment more enjoyable. Humor can be an effective teaching

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strategy. This engages students, creates a positive learning environment, and helps in
information retention (Nielsen & KlitmØller, 2021:11).
An effective teaching strategy for scientific paper publication involves a variety of
methods to adapt different learning styles (Khulzannah 2018:239). Various strategies can adapt
diverse learning styles and preferences such as combining multimedia, hands-on activities, and
interactive discussions can enhance the learning experience (Moulds, 2021 & Kim et al., 2022).
The influence of lecturer credibility, such as building credibility, involves showing expertise,
fairness, and genuine concern for student success (Tong et al., 2023). Meanwhile, learning with
Outdoor/Adventure Programs, or outdoor programs, offers hands-on experience, encouraging
teamwork, leadership and problem-solving skills faced by students (Wiesenger, 2019). Apart
from that, the Lecturer Effect with effective communication is key. The key to lecturer
communication in conveying information clearly and interestingly influences student learning
(Pangarso & Istiyono, 2022). Furthermore, lecturer effectiveness is influenced by
communication skills, enthusiasm, and the ability to connect with students (Badr & Ibrahim,
2022:21).
The lecturer aspect of subject matter knowledge, in-depth knowledge increases
credibility. This allows lecturers to answer questions, provide insight, and inspire student
confidence (Terhart, 2011). Meanwhile, the aspect of questioning or questions as a well-
thought-out method stimulates critical thinking and encourages students to analyze information
actively (Ramakrishna & Lalitha, 2023). Another factor that is supported is the Religious
Campus, in a religious context, understanding and respect for diverse beliefs is very important.
Promoting an inclusive environment encourages learning (Hubbi et al., 2020:228; Damopolii
et al., 2022:4993; Shodiq, 2023:58).
The aspect of regular and constructive feedback is very important for student
improvement. It must be specific, timely, and focused on strengths and development areas
(Hattie & Timperley, 2007). Meanwhile, the good aspects of Personality with a positive and
approachable personality can make students feel comfortable seeking help and participating in
class. It helps students overcome academic and personal challenges (Hattie & Timperley,
2007). Another aspect of Mentoring is providing personal support and guidance, helping
students overcome academic challenges and make career decisions (Tarbiyah, 2021:168).
Mentoring encourages individual support and guidance (Vaughn, 2023:129).
The next influential aspect of Computer-assisted Instruction as an aspect that
incorporates technology into teaching increases engagement and enables personalized learning

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experiences (Hattie & Timperley, 2007). Lecturer-Students Relationships building positive
relationships with students can increase comfort and motivation to study (Badr & Ibrahim,
2022:31). Open communication and empathy are keys that positively contribute to a supportive
learning environment (Vaughn, 2023:224). Drama/Art Programs Drama and art programs
stimulate creativity, self-expression, and can be integrated into various subjects to make
learning more dynamic (Wiesenger, 2019). teaching study skills, including time management
and effective note-taking, is critical to college students' academic success (Kim et al., 2022 and
Vaughn, 2023). Extra-curricular Programs, apart from academics, extracurricular activities
contribute to students' personal growth, forming skills such as teamwork, leadership, and
resilience (Terhart, 2011). Classroom Discussion, Discussion promotes active involvement,
critical thinking, and exchange of ideas between students (Terhart, 2011).
Aspects that can influence strategy learning and the publication of scientific papers
include Parental Involvement, Students Control Over Learning, Boredom, Gender, Use of
Calculator, Changing School Calendar, Lack of Sleep, Moving Between Schools,
Mathematics, Drugs, Pre-term Birth Weight, Ability Grouping, Not Labeling Students, Ability
Grouping for Gifted Students. Based on the results of previous expert research which stated
that the lowest results in parental involvement (Parental Involvement) indicate that parents are
less involved in their children's education. Parental involvement usually has a positive impact
on student learning outcomes (Martin & Evans, 2021). Students feel they have less control or
freedom in their learning process (Students Control Over Learning). This may indicate their
lack of active participation and responsibility towards learning (Tong et al., 2023). If many
students indicate high levels of boredom (Boredom), this may lead to the conclusion that the
teaching methods or learning materials are not interesting or challenging for them (Vaughn,
2023).
The low aspect here could indicate that there is inequality or differences in learning
outcomes between male and female students (Gender), which requires special attention in
developing learning strategies (Yalçin, 2022). The low level of the Use of Calculator aspect,
there are concerns regarding the use of calculators in learning mathematics/statistics. This can
raise the question of whether calculator use hinders understanding of concepts or basic
calculation skills (Hattie & Timperley, 2007). Calendar changes are considered a factor that
influences learning outcomes, this shows that scheduling or changes in learning time have a
negative impact (Vaughn, 2023).

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If many students indicate sleep deprivation, this could lead to the conclusion that
students' sleep schedules or habits may be affecting their performance in learning. Moving
between universities (Moving Between Schools) teaching campus programs can affect student
stability and engagement in learning. Low results here may indicate that students who
frequently change schools are facing difficulties (Eacott, 2017). Low results in the context of
mathematics indicate that there are special difficulties or challenges faced by students in
understanding or mastering mathematical concepts (Hattie & Timperley, 2007). Low results
on medication use indicate the presence of stress-related problems among them, which can
have a negative impact on health and learning outcomes (Vaughn, 2023).
Pre-term Birth Weight factors can influence a child's development from birth. Low
results indicate that premature birth weight can be a risk factor for learning outcomes. If
students are not assigned special labels or categories, the low results here indicate that this
approach has not provided the expected positive benefits (Rømer, 2019). The low results of
Ability Grouping for Gifted Students indicate that the ability group approach for gifted students
has not been effective or met their needs (Vaughn, 2023).
CONCLUSION
Based on the evaluation of the Hattie's Visible Learning model in strategic learning and
the publication of scientific papers at PBSI and BK IKIP Siliwangi, it is concluded that there
are very effective aspects for improving learning, namely humor, teaching strategies teacher,
outdoor credibility/ adventure programs, lecturer effect, lecturer subject matter knowledge,
questioning, religious campus, personality feedback, mentoring computer-assisted instruction,
lecturer-student relationships, drama/art programs, study skills, extra-curricular programs, and
classroom discussions. Meanwhile, aspects that are less effective in the process of learning
strategies and publishing scientific papers that must be avoided are parental involvement,
students control over learning, boredom, gender, use of calculators, changing school calendar,
lack of sleep, moving between schools, mathematics, drugs, pre-term birth weight, ability
grouping, not labeling students, ability grouping for gifted students.
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