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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 133 Documents
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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.
Resilience of Gen-Z people with disabilities against the dark joke phenomenon: Qualitative research Abadi, Dinda Putri; Dzikrulloh, Mohammad Hilfi Azra; Reidana, Linka Latifany Falasifa; Wahyuni, Fitri
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.v7i1.248

Abstract

Humor or jokes have become an integral part of social life. The Gen-Z group's response to humor is strange, especially for those above 25 years old. It is often characterized by an absurd and dark sense of humor. This will certainly cause contradictions from many parties, especially for people with disabilities who feel themselves to be the butt of jokes. In responding to dark jokes, a person with a disability uses resilience to maintain their self-actualization in the community. The objectives of this study are (1) to analyze the resilience dynamics of Gen-Z people with physical disabilities towards the dark joke phenomenon. The method used in this research is qualitative research with phenomenological design. Data collection was conducted by in-depth interviews with 3 key informants and 3 supporting informants. The results of this study indicate that aspects of resilience that arise include (1) emotion regulation; (2) Reaching out; (3) Imput control of negative behavior; (4) use of dark jokes; (5) optimism and support from the surrounding environment; (6) self-adjustment; and (7) self-efficacy. People with disabilities also use coping mechanisms as a problem-solving strategy that includes emotion focused coping and problem focused coping. Through resilience and coping owned by people with disabilities, they are able to actualize themselves and accept their physical limitations.
Shaping a sustainable future: Bibliometric analysis of vocational education curricula aligned with the SDGs Latif, Muh Abdul; Widiaty, Isma; Abdullah, Ade Gafar
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.v7i1.260

Abstract

The preparation of SDGs-based vocational education curriculum needs to be prepared. The first step is how this context is discussed globally. This study aims to see how research trends related to vocational education curriculum are in line with the achievement of SDGs. Bibliometric analysis is used to explore information related to these trends. The scope of the research is reviewed based on the year of publication, the most productive countries, documents with the most citations and co-occurrence analysis. This analysis uses the Scopus database as a data source then uses VosViewer to analyze co-citations and co-occurrence. The results obtained were 1041 relevant documents with a period spanning 2015 to February 2024. Based on the year of publication, the topics that examine this theme have significantly increased, then the countries that contribute the most are mostly developed countries such as the United States, England and Spain which are concerned with discussing this theme. Then from the average most citations are in journals published in 2020 which dominate. The co-occurrence results obtained 4 interrelated thematic clusters, namely the relationship between SDGs and education, curriculum, learning models, competencies, technology, educational transformation of the industrial revolution 4.0 and green industry. The implications of this study as a reference for curriculum developers, especially in vocational education which must develop in accordance with the demands of the development of the world of work. This study contributes to increasing insight for researchers who pay attention to themes related to the SDGs-based vocational education curriculum. In addition, it can be used by stakeholders as a reference in preparing the integration of sustainable education in vocational education.
Development of user-friendly simple statistical software: Linear regression analysis series Susanto, Hari Purnomo; Noviantari, Ika; Meifiani, Nely Indra; Purnamasari, Mega Isvanidiana; Prasetyo, Tika Dedy; Kusuma, Mobinta; Sumin, Sumin
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025): Article in Press
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.242

Abstract

Regression analysis is a statistical technique frequently employed across diverse disciplines utilizing SPSS. Users lacking a robust basis in regression and infrequently utilizing SPSS will experience anxiety. Anxiety will be intensified by the interpretation of the analysis results. This work aims to create user-friendly statistical software for regression analysis, requiring little configuration and capable of interpreting analytical results. This study employed the SCLD development model. This paradigm comprises five stages: Planning, Analysis, Design, Implementation, and System. The produced software is titled Simple Statistical Software series Regression Analysis, abbreviated as 3S-AR. The development yielded the 3S-AR program, which possesses functionality for regression analysis. The validation of development results was conducted by comparing the outcomes of 3S-AR analysis with those obtained from SPSS software. 3S-AR provides numerous advantages. Initially, it was user-friendly, and minimal configuration was required. A single analysis can present the outcomes of the regression analysis alongside all relevant assumptions. Secondly, the capability to offer an interpretation of the analytical findings. Third, if an analysis is incomplete, it can offer recommendations on the user's next steps. Fourth, it is complimentary. The development outcomes can facilitate users in conducting regression analysis with ease, particularly for individuals lacking a robust statistical background and proficiency in regression analysis tools.
Professional Whats App Blast: Best practice direct digital marketing 4.0 to improve students’ religious moderation implementation Permadi, Rudi; Zaenudin, Udin
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025): Article in Press
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.251

Abstract

There were no final literatures both national and international research concerning direct digital marketing of religious moderation using application. One of the solutions for direct digital marketing of religious moderation is using professional Whats App Blast. The study was conducted to determine the effect of professional Whats App Blast to improve the implementation of religious moderation. Mixed method acts as a method in this research. Data collection techniques using tests and interviews. The number of sample is 150 students from three campuses in West Java Province. Random sampling technique was used as a sampling technique. The calculation of data analysis shows that Asymp. Sig. (2-tailed) =0.000 less than Asymp. Sig. (2-tailed) <0.05 which means H0 is rejected. The results of the data analysis are reinforced by the calculation of the average value after the post test is higher than the pre test. The average student pre test is 52.53, while the average student after post test is 74.77. In addition, the author took other strength data from interviews. In conclusion, Professional Whats App Blast has a very positive contribution in improving the implementation of religious moderation of students in West Java Province. The next researcher is recommended to use other social media platforms besides Professional WA Blast and also the religious moderation information content is not limited to flyers.
How project-based collaborative learning affect on numeracy ability of elementary school teacher education students Nuraini, Ni Luh Sakinah; Cholifah, Puri Selfi; Rini, Titis Angga; Aurelia, Davina; Nabila, Silva
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025): Article in Press
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.256

Abstract

Based on project-based collaborative learning, this study attempts to evaluate the numeracy skills of prospective elementary education teachers. The study design is pretest-posttest control group, and the research methodology is experimental and quantitative. Purposive sampling strategies are used to create experimental and control classes.While project assignments are completed individually in the control class, they are administered in groups to the experimental class. Ten multiple-choice and yes-or-no (objective) questions are used in the pre-test and post-test results to gather information on students' numeracy proficiency. Project-based collaborative learning research findings are applied to enhance the numeracy skills of prospective elementary education teachers. The score's outcomes after acquiring the experimental class were 0.001 and The experimental class used group projects, while the control class used individual projects. The control class's pre-test and post-test collaborative learning results differed by less than 0.001.

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