International Journal of Evaluation and Research in Education (IJERE)
The International Journal of Evaluation and Research in Education (IJERE) is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The IJERE aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.
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<![CDATA[The concept of professional identity: Kindergarten teachers’ professionalism requirement in Malaysian preschool curriculum ]]>
<![CDATA[Abdul Halim Masnan]]>;
<![CDATA[Muhammad Haziq Mohd Sharif]]>;
<![CDATA[Masayu Dzainuddin]]>;
<![CDATA[Mohd Mokhzani Ibrahim]]>;
<![CDATA[Asmayati Yahaya]]>;
<![CDATA[Che Nidzam Che Ahmad]]>;
<![CDATA[Hafsah Taha]]>;
<![CDATA[Saipolbarin Ramli]]>;
<![CDATA[Rosfizah Md Taib]]>;
<![CDATA[Saedah Siraj]]>;
<![CDATA[Mazlina Che Mustafa]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i1.20849
<![CDATA[This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.]]>
<![CDATA[Identifying of emotional quotient junior high school students in mathematics ]]>
<![CDATA[Syaiful Syaiful]]>;
<![CDATA[Kamid Kamid]]>;
<![CDATA[Nizlel Huda]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i1.20681
<![CDATA[This study aimed to determine the emotional intelligence of junior high school students, especially in managing emotions, recognizing emotions, and motivating themselves. This was quantitative study with survey design. There were 102 respondents participated in this research that were obtained based on purposive technique. The instruments used in this study were questionnaires and semi-structured interviews and data analysis using descriptive statistics, including mean, min, max, categorization, and percentage. From the results of the investigation that has been done, it is found that there is emotional intelligence of students in mathematics which is shown by the aspect of recognizing emotions which has a suitable category of 61.8% (63 of 102) students, the issue of managing emotions has an appropriate category of 53.9% (56 out of 102) students. The self-motivation aspect has a suitable category of 60.8% (62 out of 102) students. Students need to be allowed to develop direct experiences and thoughts on learning activities.]]>
<![CDATA[Evaluation of healthcare science student learning styles based VARK analysis technique ]]>
<![CDATA[Izdihar Kamal]]>;
<![CDATA[Muhammad Khalis Abdul Karim]]>;
<![CDATA[Mohd Mustafa Awang Kechik]]>;
<![CDATA[Xinni Ni]]>;
<![CDATA[Hairil Rashmizal Abdul Razak]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i1.20718
<![CDATA[This study aimed to evaluate the learning styles among healthcare students and to study the relationship with their academic achievement. This cross-sectional study was conducted among 137 healthcare students from six different courses. Data was collected using a self-administered questionnaire and developed based on the original visual, aural/auditory, read/write, and kinesthetic (VARK) assessment. The questionnaire was divided into two sections: the demographic status and the learning style perspective. A total of 119 respondents (86.8%) has chosen unimodal as their learning styles, while the rest of the 18 respondents (13.2%) choose multimodal as their preferred learning method. Among the unimodal learning styles, visual (32%) and reading (26%) were most preferred among respondents. The auditory and kinesthetic methods of learning were less and accounted for 10% to 20%. Notably, in multimodal learning styles preferences, 4% of students prefer a combination learning style of visual and kinesthetic methods. There was no significant relationship between learning styles and academic achievement using Pearson’s Chi-square test (p>0.05). Hence, both were independent of one another. Hence, some of the dominant learning styles needed to be considered based on their future profession.]]>
<![CDATA[Teachers’ feelings of safeness in school-family-community partnerships: Motivations for sustainable development in moral education ]]>
<![CDATA[Nguyen Thi Ngoc Lien]]>;
<![CDATA[Nguyen Thi To Khuyen]]>;
<![CDATA[Nguyen Thi Tho]]>;
<![CDATA[Nguyen Ngan Hoa]]>;
<![CDATA[Nguyen Thi Hanh]]>;
<![CDATA[Chu Cam Tho]]>;
<![CDATA[Tuong Duy Hai]]>;
<![CDATA[Nguyen Van Bien]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i1.20798
<![CDATA[This study aims to get insights into teachers' safety feelings in families, schools, and communities’ partnerships to facilitate the Vietnam context’s moral education process. We used a survey method with the instrument having 19 Likert-scale items, namely teachers' feelings of safeness in SFC partnerships (SSFC). The data from 371 Vietnamese teachers followed a simple random sampling strategy. We conduct multiple regression analyses to get insight into the relationship between four groups of variables and teachers' feelings of safeness, namely teachers’ background, collaborated actions between teachers and families, families’ mental encouragement for teachers, and collaborated actions between families and communities. These results find that the school level, collaborated actions between teachers and families, and families’ mental encouragement for teachers are statistically significant to teachers’ feelings of safety. Moreover, the variable group of collaborated actions between teachers and families records the highest positive beta value in multiple regression analyses. In other words, the improvement of collaborated actions between teachers and families is a critical motivation to leverage teachers’ feelings of safeness in SFC partnerships. These results provide valuable information for sustainable development in moral education.]]>
<![CDATA[Successful online learning factors in COVID-19 era: Study of Islamic higher education in West Papua, Indonesia ]]>
<![CDATA[Agus Yudiawan]]>;
<![CDATA[Budi Sunarso]]>;
<![CDATA[Suharmoko Suharmoko]]>;
<![CDATA[Fatma Sari]]>;
<![CDATA[Ahmadi Ahmadi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i1.21036
<![CDATA[This study aimed to map and tests the factors that influence online learning success in the COVID-19 era in Islamic Religious Higher Education in the West Papua region. Factors to be analyzed are student characteristics, internal motivation, instructor characteristics, quality of institutions and services, infrastructure and system quality, quality of courses and information, online learning environment. The sample size obtained from the Slovin formula was 302 students. Data collected through surveys by distributing questionnaires. Analysis of the regression model used to carry out data analysis. The results showed that the seven factors tested influenced online learning success in the COVID-19 era, with varying significance. Infrastructure and system quality are the most dominant influences (94.2%), while institutions' variety and services have no significant impact (6.3%). The conclusion is that the seven factors can be used to determine the success of online learning in the COVID-19 era in Islamic Religious Higher Education in the West Papua region.]]>
<![CDATA[Teachers’ perceptions and readiness toward the implementation of virtual learning environment ]]>
<![CDATA[Ana Haziqah A Rashid]]>;
<![CDATA[Nurbiha A Shukor]]>;
<![CDATA[Zaidatun Tasir]]>;
<![CDATA[Kew Si Na]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i1.21014
<![CDATA[The current trend of education is towards the implementation of technology in teaching in order to attract the attention of 21st century learners whereby teachers need to adopt technology-enhanced environment such as the Virtual Learning Environment (VLE) in their teaching. This study aims to investigate the teachers’ perceptions and tendency to use VLE as a tool for teaching. The teachers’ perceptions were investigated based on the main constructs of the Technology Acceptance Model (TAM). The respondents were 178 teachers in southern state of Malaysia. The data were collected using a questionnaire and it is validated through the use of Rasch model. The finding was found that the teachers were moderately ready to use VLE and they moderately accepted the implementation of the VLE (mean=3.67 and 3.65). Besides that, the teachers felt that the VLE was useful (mean=3.58) and was easy to use (mean=3.34). It was also found that 84.2% of the teachers’ acceptance was influenced by the teachers’ readiness, and the teachers’ perceptions of the usefulness and ease of using the VLE in teaching. Therefore, it can be concluded that Malaysian teachers has intention to use VLE in their teaching. The use of VLE can improve the innovative way of teaching that can increase students’ interest in constructing knowledge through their learning process.]]>
<![CDATA[The correlation between self-efficacy and peer interaction towards students’ employability in vocational high school ]]>
<![CDATA[Fatwa Tentama]]>;
<![CDATA[Muhammad Zulfikar Nur]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i1.20573
<![CDATA[Employability is an important factor that can determine the quality of prospective graduates, especially in vocational high schools. Therefore, vocational high schools, as one of the educational institutions that prepare workforce resources, need to pay attention to factors that can increase their students' employability. This study aims to empirically examine the role of self-efficacy and the peer interaction on student employability. The subjects of this study were 132 students at Vocational High School Muhammadiyah Prambanan. The data were collected through an employability scale, a self-efficacy scale, and a peer interaction scale. The data were then analyzed with multiple linear regression techniques. The results showed that: 1) Simultaneously, there was a very significant role that self-efficacy and peer interaction have on employability with p=0.000 (p<0.01); 2) Partially, there was also a very significant role that self-efficacy has on employability with p=0.000 (p<0.01); 3) Peer interaction also had a partially significant role on employability with p=0.001 (p<0.01). Both self-efficacy and peer interaction simultaneously contributed 40.8% to employability, but self-efficacy had a more dominant role (26.7%) than peer interactions (14.1%).]]>
<![CDATA[An investigation of teacher and teacher candidates’ views on the course of school experience ]]>
<![CDATA[Emine Begüm Akkuş]]>;
<![CDATA[Lütfi Üredi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i1.20745
<![CDATA[One of the most important elements involved in the development of countries is teachers. Therefore, developing countries should pay attention to training good teachers. Thus, the purpose of this study was to present the opinions of teachers and prospective teachers on the “teaching experience” course. The study is based on a qualitative research. The data were collected from 84 teachers in Şanlıurfa, an eastern city of Turkey and 88 prospective teachers (undergraduate seniors) studying at Mersin University, Turkey. Semi-structured interview form was utilized to collect the required data. Besides, content analysis was applied in the study. The data have been expressed in numbers. Results have displayed that there are problems arising from the stakeholders in the “teaching experience” lesson. The types of schools attending internships are not inclusive. Not all stakeholders are working cooperatively. Moreover, the following suggestions were accordingly put forward: 1) The internship duration can be extended; 2) Applications covering all types of schools should be added; and 3) Stakeholders should be encouraged to work in a collaborative way.]]>
<![CDATA[The improving of effectiveness school-based enterprise: A structural equation modeling in vocational school management ]]>
<![CDATA[Arie Wibowo Khurniawan]]>;
<![CDATA[Illah Sailah]]>;
<![CDATA[Pudji Muljono]]>;
<![CDATA[Bambang Indriyanto]]>;
<![CDATA[M. Syamsul Maarif]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i1.20953
<![CDATA[The study aimed to investigate the influence of total quality management and school governance on school management effectiveness, whether school governance as an antecedent of total quality management and school management effectiveness. The object of research is the vocational high school with the Regional Public Service Agency status (school-based enterprise) in Indonesia. The research is a quantitative research with survey method. The sample of 533 people who are school principals, teachers, and students. It was selected by proportional stratified random sampling. The data analysis using structural equation modeling (SEM). The research finding is the total quality management has a significant influence on school management effectiveness. The mediation analysis indicates that school governance as the antecedent of total quality management and school management effectiveness. The improvement of effectiveness school-based enterprises should consider implementing total quality management and it will be increasingly by school governance application. The modeling that correlates total quality management and school governance to improved vocational school management effectiveness, especially at vocational school with Regional Public Service Agency status (school-based enterprise).]]>
<![CDATA[Validating the teaching, learning, and assessment quality of Malaysian ECCE instrument ]]>
<![CDATA[Hishamuddin Ahmad]]>;
<![CDATA[Nordin Mamat]]>;
<![CDATA[Mazlina Che Mustafa]]>;
<![CDATA[Syahida Iryani Mohd Yusoff]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i1.20857
<![CDATA[Several instruments that measure the teaching, learning, and assessment quality have been developed and published. However, a psychometrically sound instrument to measure teaching, learning, and assessment quality in early childhood care and education that suitable for the Malaysian context needs to be validated. Therefore, this study aimed to validate on teaching, learning, and assessment quality in early childhood care and education instrument, which contains 68 items. The sample comprised 3,498, selected by stratified random sampling from a population of all Malaysian kindergarten teachers. Data were analyzed based on the Polytomous Item Response Theory (IRT) using the Xcalibre software. Samejima's Graded Rating Model (SRGM) was found to be the fit model with the data. Unidimensionality assumption and local independence were tested using the exploratory factor analysis and were fulfilled. The instrument’s reliability was overall very good (α=0.966) and the construct validity was also fairly fulfilled with the value of 58.17% total variance explained. Therefore, this instrument is suggested to be used as fairly to measure the quality of Malaysian early childhood care and education among teachers so that appropriate follow-up actions can be implemented towards the betterment of early childhood education quality.]]>
