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Psychology, Evaluation, and Technology in Educational Research
Published by Research and Social Study Institute
ISSN : -     EISSN : 26225506     DOI : -
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences
Psychology, Evaluation, and Technology in Educational Research is a peer reviewed open-access journal which publishes educational research articles in psychology, evaluation, and technology. Every submitted manuscript will be reviewed by at least two peer-reviewers using double blind review method.
Arjuna Subject : -
Articles 12 Documents
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Search results for , issue "Vol. 7 No. 1 (2024)" : 12 Documents clear
AI-powered smart assistants: Your key to self-learning success Praherdhiono, Henry; Jamaludin, Jamaludin; Kurniawan, Citra; Afriani, Afriani; Dhini, Bachriah Fatwa; Sumarno, Alim; Kristanto, Andi; Pinandito, Aryo
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i1.208

Abstract

This research aims to develop a prototype of a smart assistant system for independent learning activities based on Artificial Intelligence. Web-based instructional design (WBID) approach is used in research to develop intelligent assistant systems. Artificial Intelligence-Learning Analytics helps students make important decisions and creates an effective and efficient learning environment while still building learning independence. The method used is a research and development (R&D) approach. The findings of this research are an intelligent assistant system in independent learning activities assisted by artificial intelligence in the form of the AILA ChatBot application. In the end, this research concludes that the ChatBOT application developed in this research is used to provide recommendations for using AI applications to students, which are then implemented and integrated into SPOC/MOOC.
The importance of emotional intelligence in reducing work fatigue in playgroup and kindergarten teachers Setyawan, Nur Fachmi Budi; Luthfia, Faizatun Nisa
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i1.220

Abstract

This study aimed to examine the relationship between the level of emotional intelligence and the level of work fatigue in playgroup and kindergarten teachers. The research participants were 100 teachers from various educational institutions at the playgroup and kindergarten levels in the Special Region of Yogyakarta. The instruments used included the emotional intelligence scale and work fatigue scale. The data collection method was through a scale distributed to participants which was then analyzed by using the Karl-Pearson product moment analysis method. The results of the data analysis showed that there was a significant negative correlation between the level of emotional intelligence and the level of work fatigue in playgroup and kindergarten teachers (r = -0.672, p < 0.001). This showed that the higher the level of emotional intelligence, the lower the level of work fatigue felt by teachers. Vice versa, the lower the level of emotional intelligence, the higher the level of work fatigue felt by the teacher. The emotional intelligence variable contributed 45.1% to work fatigue, while the remaining 54.9% was influenced by other factors. This study provided important implications for future researchers as well as administrators of educational institutions and teachers to improve the understanding and development of emotional intelligence as a strategy to reduce the level of work fatigue in teachers at the playgroup and kindergarten levels. In an effort to improve welfare and the quality of teaching, fostering emotional intelligence needed to be integrated into training and professional development programs for teachers.
Unveiling Egypt's cultural and educational horizons: Insights from the writings of Rifa’a Rafi’ al-Tahtawi, Taha Hussein, and Suliman Huzzyen Ead, Hamed A.; Nuryana, Zalik
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i1.226

Abstract

This study examines the works of three influential Egyptian intellectuals, Rifa'a Rafi' al-Tahtawi, Taha Hussein, and Suliman Huzzyen, to provide a comprehensive analysis of the future of culture and education in Egypt. The study delves into the writings of the selected intellectuals to shed light on their observations regarding the current political climate in Egypt. It also explores the challenges and opportunities facing Egypt's education system and cultural sphere. The article contributes to the ongoing discourse on the role of culture and education in Egypt's social and economic revolutions, identifying potential areas for future development and improvement. Egypt's cultural and educational landscape holds the key to its future progress and prosperity, making this study a valuable contribution to the understanding of the country's development.
Utilizing digital story writing as a pedagogical approach to foster Artificial Intelligence (AI) literacy in students Rachman, Dzul; Khatimah, Khusnul; Siswa, Taghfirul Azhima Yoga; Putri, Azzahra Namira; Sidiq, Reza June
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i1.232

Abstract

Artificial intelligence literacy is a comprehensive set of skills, knowledge, and ethical considerations that are essential for the responsible and efficient integration of artificial intelligence into daily activities. Nevertheless, there is currently a lack of a comprehensive framework that enables the comprehensive analysis of all aspects of digital stories in a broad sense. By providing an analytical framework that allows the authors to evaluate digital stories generated by students from a variety of perspectives, this study endeavors to address this gap. The authors employ this paradigm to illustrate how learners can leverage the diverse modalities of digital tales to improve their comprehension of the curriculum, while simultaneously creatively expressing their identities and perspectives. Throughout their involvement in AI learning and digital story writing activities, the interviews with students were designed to investigate their perspectives on learning.
Transforming science literacy: assessing the ability of chemistry teacher candidates through the viewpoint of Islamic values Wahyuni, Tutik Sri; Silfianah, Ifah
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i1.233

Abstract

Science literacy assessment is important to familiarize students with literacy questions based on aspects of science knowledge and its interaction with the environment, technology, and society. Students' low science literacy is often caused by teachers' low science literacy. This study aims to analyze (1) the science literacy skills of chemistry education students in basic chemistry courses; and (2) the science literacy skills of chemistry education students based on competency aspects which are divided into three achievement indicators. This research is a descriptive study with a quantitative approach, with subjects 21 semester 6 students of the chemistry education study program at UIN Sayyid Ali Rahmatullah Tulungagung. The instrument used was a scientific literacy test in the form of an essay test with 22 questions which have been validated by 2 chemistry education lecturers, and the test results with a test reliability of 0.629, as well as a difficulty level of 1 easy question, 19 medium, and 2 difficult. The results showed that (1) students' science literacy skills were in the "sufficient" category with an average score of 43.9. (2) Analysis based on competency aspects shows the ability to explain phenomena scientifically and identify scientific issues is in the sufficient category, but the use of scientific evidence is low. The findings are expected to provide input to improve learning and practice of science literacy in preparing students as future educators.
Dialogic pedagogy versus punitive approaches through school rules?: School practitioners’ perspectives in two schools in Yogyakarta, Indonesia Nurwanto, Nurwanto; Makrufi, Anisa Dwi; Wiyono, Giri
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i1.222

Abstract

This article aims to investigate how dialogic pedagogy was practiced while punitive approaches were dominant towards students who violated school rules as well as the student code of conduct. Previous studies primarily focused on the extent of effectiveness or the influential factors for students to comply with as well as violate student code of conduct. On the other hand, this writing highlights the importance of dialogic practices in school environments. As a case study, this study investigated two senior high schools, that is the public and private schools in Yogyakarta municipality. Through the documentary and interview analysis, the study found that even if the student code of conduct was punitive approach-based, it contains the potential for school practitioners to develop communications or dialogues, for example, between school practitioners themselves; and between school practitioners (school leaders and educators) and parents; and between school practitioners and students. More importantly, several school leaders and educators emphasized how dialogues could be practiced with students considered as the offenders of the school rules. This article concludes that empathetic and critical dialogues seem to be an alternative of student discipline enforcement, which has been largely practiced through the school rules.
Individual happiness and well-being as a strategy to increase productivity Pratiwi, Awalya Siska; Setiyowati, Arbin Janu
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i1.237

Abstract

This research aims to examine the role of happiness and well-being as key factors in enhancing individual productivity. With the growing body of research on mental health and well-being, a new understanding has emerged regarding the strong connection between emotional well-being and productive performance. Through a literature review, this study identifies and analyzes various empirical studies that explore the impact of happiness and well-being on productivity in different contexts, both in the workplace and in everyday life. The review process employed a systematic literature review method, with inclusion criteria encompassing studies published within the last four years and written in English or Indonesian. The findings indicate that happiness and well-being not only contribute to improved performance but also play a pivotal role in fostering an environment that supports sustainable productivity growth.
Mathematical resilience and learning climate in view of learning style: The impact of improving mathematical reasoning in vocational schools Halisna, M. Iqbal Maulana; Sunismi, Sunismi; Fuady, Anies
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i1.240

Abstract

This research aims to analyze the influence of mathematical resilience and learning climate on the mathematical reasoning of Vocational High School (SMK) students, as well as examine the role of learning style as a moderating variable. Mathematical resilience, which reflects students' ability to persist in facing difficulties in learning mathematics, as well as a positive learning climate, is thought to have an important contribution to mathematical reasoning abilities. The research used a quantitative approach. This research was conducted at two vocational schools in Malang with 200 respondents. Data was collected through mathematical resilience questionnaires, learning climate, learning styles, and mathematical reasoning tests, then analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4 software. Validity and reliability tests showed that all instruments used met the criteria determined, with an AVE value above 0.5 and a Composite Reliability value above 0.7, indicating a valid and reliable instrument. All indicators used in this research also met the significance test with a p-value below 0.05. The research results show that mathematical resilience has a significant influence on students' mathematical reasoning (path coefficient 0.237, t-statistic 3.803, p-value 0.000). The learning climate was also proven to have a positive effect on mathematical reasoning (path coefficient 0.287, t-statistic 4.125, p-value 0.000). However, learning style does not significantly moderate the influence of mathematical resilience on mathematical reasoning. Still, it plays a moderate role in the relationship between learning climate and mathematical reasoning (t-statistic 2.102, p-value 0.036). These findings provide insight into the importance of learning strategies that support resilience and learning climate to improve students' mathematical reasoning abilities at the vocational secondary education level.
Impostor syndrome and academic hardiness: Investigating the impact on academic anxiety students Firjatullah, Firjatullah; Ramadhani, Ayunda
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i1.244

Abstract

Academic life serves as a process for students to develop their abilities; however, in reality, not all students can optimize their potential. This is often related to internal factors such as emotions, feelings, and perceptions. This study aims to examine the influence of impostor syndrome tendencies and academic hardiness on academic anxiety. The research method employed is quantitative. The subjects of this study were 205 students from Mulawarman University in Samarinda, selected using purposive sampling. Data were collected using scales measuring academic anxiety, impostor syndrome, and academic hardiness. The data analysis technique used was multiple linear regression, with data analyzed using the Statistical Package for Social Science (SPSS) version 26.0 for Windows. The results of the study indicate that (1) there is a significant influence of impostor syndrome and academic resilience on academic anxiety, with an F-value of 43.279 > F-table of 3.23 and p = 0.000 < 0.05, contributing 30% of the variance; (2) there is a significant positive influence of impostor syndrome on academic anxiety, with a beta coefficient (β) = 0.459, t-value = 7.186, and p = 0.000 (p < 0.05); and (3) there is a significant negative influence of academic hardiness on academic anxiety, with a beta coefficient (β) = -0.171, t-value = -2.676, and p = 0.008 (p < 0.05).a coefficient beta (β) value of 0.363, t value = 2.407, and p = 0.021 (p < 0.05); (3) there is a significant negative influence of academic hardiness on academic anxiety with a coefficient beta (β) value of -0.472, t value = -3.127, and p = 0.003 (p < 0.05). The study finds that impostor syndrome and academic hardiness significantly influence academic anxiety, with impostor syndrome showing a positive impact and academic hardiness showing a negative impact.
Mathematical problem-solving ability of Information Technology Faculty students through a realistic approach Puspitasari, Wahyu Dwi; Febrinita, Filda; Rahma, Ika Ayu Nur
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i1.246

Abstract

Computer Systems study program students have a low understanding of the material. The mid-term and final exam scores show the level of students' understanding is still low. In addition, the results of previous research also show that students have difficulty completing mathematical calculations. The purpose of this study is to describe students' problem-solving abilities. The research method used is the descriptive method. The instrument used for data collection was a problem-solving ability question developed with a realistic approach. Three validators have validated this problem-solving question, and small-scale testing has stated that the results are valid and reliable. The study results show that 35.71% of students got a good category, 28.57% got the sufficient category, 7.15% got a less category, and 28.57% got the very less category. Aspects of problem-solving abilities that still need to be improved are planning problem-solving, solving problems according to plan, and re-checking the procedures and results of the solution. From the results of this study, applying the problem-solving learning model with a realistic approach to improve students' problem-solving abilities can be done for further research.

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