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p-Index From 2020 - 2025
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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
MOHAMAD NASRI, NURFARADILLA
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Humanities Education Library & Information Science Social Sciences Other

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Experts teachers’ point of view on mathematics teachers’ readiness in becoming professional teachers Abu Talib, Sharida; Mohamad Nasri, Nurfaradilla; Mahmud, Muhammad Sofwan
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.21857

Abstract

Today’s educational changes necessitate that teachers have a broad range of knowledge, values, skills, and competencies to provide effective instruction. Despite this, research on mathematics teachers’ readiness for such changes is limited, particularly in terms of leveraging experienced teachers’ implicit knowledge for peer learning. This qualitative exploratory study delves into the perceptions and factors influencing mathematics teachers’ readiness for educational changes, as reported by four expert teachers. Note that data was collected through semi-structured interviews and analyzed thematically with Atlas.ti 23 software to identify key themes and subthemes. The findings reveal that all experts emphasized the importance of professionalism in teaching mathematics, with pedagogical challenges taking priority. The main challenges include mastering teaching skills, which are critical to teacher readiness. Consequently, the study concludes that improving teacher readiness necessitates specific support and focused programs. This highlights the importance of a comprehensive model that addresses the pedagogical needs of mathematics teachers, who play a critical role in change. Further research should focus on investigating mathematics teachers’ readiness in a broader context, emphasizing their professional knowledge and pedagogical skills.
The readiness of mathematics teachers as agents of change: a recent comprehensive review Abu Talib, Sharida; Mohamad Nasri, Nurfaradilla; Mahmud, Muhammad Sofwan
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30291

Abstract

This study scrutinizes the role of mathematics teachers as pivotal agents of change in the evolving educational landscape, focusing on their readiness to embrace pedagogical reforms. The review aims to reveal the current patterns and trends in mathematics teachers’ readiness literature discussed in recent studies. Utilizing the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, this study analyzed 31 empirical articles from the Scopus and Web of Science databases in 2023. The review process for chosen articles is examined, encompassing aspects such as publication criteria, eligibility and exclusion standards, databases, and the progression of review stages. The most striking result from the analysis is that mathematics teachers’ readiness is closely related to teaching strategies and pedagogy. Moreover, inconsistencies in practice and constraints such as inadequate resources, insufficient institutional support, and teacher training program gaps hinder their ability to implement change effectively. The implications of this study extend to various stakeholders in the education ecosystem, including policymakers, educational institutions, teacher training programs, and practitioners. This review suggests strategies to enhance teachers’ professional development and serve as preliminary work toward developing a pedagogy model. In conclusion, this systematic review consolidates the existing knowledge on the readiness of mathematics teachers as agents of change.
Evaluating the influence of climate change knowledge on intention towards pro-environmental behavior Yeang Chan, Mee; Halim, Lilia; Mohamad Nasri, Nurfaradilla
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.32173

Abstract

Pro-environmental behavior is essential for mitigating climate change, with climate change knowledge often considered a prerequisite for fostering intentions toward such behaviors. However, the specific types of climate change knowledge that most effectively promote pro-environmental behavior remain unclear, indicating a need for further investigation. This survey was conducted among 308 randomly selected Form Two students (average age 14) to respond to a questionnaire consisting of 24 items. The study aimed to explore the relationship between various types of climate change knowledge and students’ intention to engage in pro-environmental behavior. Using SPSS version 25.0 software, both descriptive and inferential analyses (correlation and multiple regression) were conducted. Findings revealed that students had the highest level of knowledge regarding mitigation actions, followed by knowledge of the causes and impacts of climate change respectively. All three types of knowledge were significantly and positively correlated with the intention to engage in pro-environmental behavior. Regression analysis showed that students’ knowledge on mitigation actions influence the most to the intention compared to the other types of climate change knowledge. The study recommends enhancing students’ understanding of the causes of climate change, which could, in turn, improve their knowledge of impacts and better guide their mitigation actions, ultimately fostering higher levels of pro-environmental behavior.
Co-Authors Abu Talib, Sharida Lilia Halim, Lilia Mahmud, Muhammad Sofwan Yeang Chan, Mee