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[Religiosity and emotional intelligence on Muslim student learning achievement ]]>
<![CDATA[Fikri Farhan]]>;
<![CDATA[M. Abdul Rofi’ulmuiz]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.20997
<![CDATA[Learning achievement was one of the indicators often used to measure student success in learning. A comprehensive understanding of this topic requires contributions from a variety of disciplines. Recently, researchers are interested in examining the impact of religiosity and emotional intelligence on learning achievement. However, the study on this topic is inconclusive. This study aimed to examine the influence of religiosity and emotional intelligence on learning achievement by learning motivation as a mediating variable. This research was conducted with a quantitative approach. The data was collected through a questionnaire distributed to 122 students of the Management study program, Faculty of Business and Economics, Islamic University of Indonesia. The data was processed using SPSS analysis tools with hierarchical regression analysis techniques. The results demonstrated religiosity and emotional intelligence had a positive impact on learning motivation; learning motivation positively impacted learning achievement. Furthermore, learning motivation mediated the correlation between religiosity and emotional intelligence on learning achievement. The results offer practical implications for campus leaders; Campus leaders should instill religiosity and emotional intelligence in Muslim students to improve their learning achievement. ]]>
<![CDATA[Gamification in e-learning: The mitigation role in technostress ]]>
<![CDATA[Faridiah Aghadiati Fajri]]>;
<![CDATA[RY. Kun Haribowo P.]]>;
<![CDATA[Nurisqi Amalia]]>;
<![CDATA[Dina Natasari]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.21199
<![CDATA[The digital world demands graduates who are accustomed to deal with technology. Blended learning is one of the strategies by combining online media with face-to-face classes. It cannot be denied that students who interact with technology experience stress and tension. This condition have an impact on the learning process so that a way out is needed to bring it down. Gamification is a gaming technique that is applied to non-game applications to increase pleasure when interacting with these applications. This feature has been implemented in business applications, social media, e-commerce, and e-learning. However, the impact of playfulness in mitigating technostress has not been studied. This research examined the role of feedback mechanism and presentation mechanism in giving pleasure in LMS. Furthermore, this playfulness is expected to reduce the stress experienced by users. The research was conducted using a quasi-experimental method by giving participants time to follow the course with the gamification feature. The results showed that the gamification mechanism is able to provide pleasure which in turn will reduce the user's stress level. Based on the user-perceived of playfulness, gamification can reduce stress levels so it will reduce user resistance and increase the effectiveness of technology implementation.]]>
<![CDATA[A gamification framework for research productivity enhancement on the higher education institution ]]>
<![CDATA[Ahmad Sanmorino]]>;
<![CDATA[Luis Marnisah]]>;
<![CDATA[Hastha Sunardi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.21694
<![CDATA[The condition of research productivity in higher education institutions in Indonesia is still not ideal. Departing from this problem, this paper aims to contribute in the form of a framework used as the main alternative in optimizing research productivity, including the number of publications in higher education institutions. The mechanism proposed is a framework that uses designs derived from games or better known as gamification. Based on the preliminary testing of the proposed framework, it shows that each construct of the framework has a positive impact on research productivity enhancement as the final goal. One of the constructs is Network has a positive impact of 0.415 on Behavior, the Behavior has a positive impact of 0.403 on research productivity enhancement. This also applies to other constructs. Except for the Points that donot have good reliability, it will become homework in future studies.]]>
<![CDATA[The role of family support and internal locus of control in entrepreneurial intention of vocational high school students ]]>
<![CDATA[Dewi Niki Annisa]]>;
<![CDATA[Fatwa Tentama]]>;
<![CDATA[Khoiruddin Bashori]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.20934
<![CDATA[This study examined the relationship between family support and internal locus of control with entrepreneurial intention among grade XII students attending Muhammadiyah 3 Vocational High School. From 172 grade XI students attending the school, 93 were selected to participate in the study. This study used a cluster-sampling technique. The data was collected using the entrepreneurial intention scale, the family support scale, and the internal locus of control scale. Multiple regression techniques were used to analyze the data on SPSS 19.0. The results indicated very significant positive relationship between family support and internal locus of control with entrepreneurial intention, family support with entrepreneurial intention, and internal locus of control with entrepreneurship intention. Thus, it can be inferred that the contribution of internal locus of control to entrepreneurial intention is more dominant than family support's contribution.]]>
<![CDATA[Metacognition researches in Turkey, Japan and Singapore ]]>
<![CDATA[Ayşe Elitok Kesici]]>;
<![CDATA[Derya Güvercin]]>;
<![CDATA[Hızır Küçükakça]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.20790
<![CDATA[In this study, fundamental researches on “metacognition” in Turkey, Japan and Singapore between the years of 2010 and 2020 were examined and conclusions were made in terms of comparative education. For this purpose, the data of the research was collected by document scanning method and the data were analyzed using the document review technique, which is one of the qualitative research method techniques. Years of studies, countries, objectives, research methods, sample working group, data analysis methods and results; it has been examined according to comparative education approaches and data collection techniques. As a result, quantitative research methods are seen to be frequently used in researches on metacognition in these three countries. It has been determined that experimental studies are the main research patterns of the metacognition studies conducted in three countries. Metacognitive awareness scales are the most used data collection tools in all three countries. Considered in general; the research made about metacognition in Singapore Turkey and Japan shows that the studies investigating the relationship between students' problem-solving skills and metacognition are in majority. Researches examining the relationship between metacognition and foreign language teaching are also widely discussed.]]>
<![CDATA[Improving content, organization, vocabulary, language use, and mechanics using Movie Trailer Media ]]>
<![CDATA[Nehru Pasoloran Pongsapan]]>;
<![CDATA[Andi Anto Patak]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.21162
<![CDATA[Writing implicates conveying or communicating ideas or thoughts obliges the media either in conventional (paper and pen) or digital material (computer). This research applied a pre-experimental approach with one group pretest and post-test design. The independent variable is movie trailers as teaching media. The dependent variable is students' writing skills consist of content, organization, vocabulary, language use, and mechanics. This research indicated a significant difference in writing skills before and after the treatment using movie trailers with narrative text. There were 30 writing class students participated in this research; hence, they are homogeneous. Students seemed to be more encouraged to learn more about writing skills with enjoyable and relaxing strategies. This research signposted significant impact on the movie trailer's usage of writing skills’ improvement. Movie trailers could be used as one of the learning media to foster students' resolution in telling stories in writing based on the imagination that comes after watching. Therefore, this research recommends using a movie trailer as one strategy to improve the students' writing ability.]]>
<![CDATA[Implementation of performance assessment in STEM-based science learning to improve students’ habits of mind ]]>
<![CDATA[M. Yakob]]>;
<![CDATA[H. Hamdani]]>;
<![CDATA[R. P. Sari]]>;
<![CDATA[A. G. Haji]]>;
<![CDATA[N. Nahadi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.21084
<![CDATA[This study described the implementation of STEM-based science learning and performance assessment to the improvement of students’ thinking skill in Aceh, Indonesia. The purposive sampling technique was employed in this descriptive research. The respondents were 300 students at grade 11th academic year 2019/2020 which representing five public high schools in Aceh, Indonesia. The instruments used to measure the effectiveness of the implementation of STEM-based science learning were the rubric of habits of mind, observation sheets of performance assessments, and questionnaires. The finding presented the implementation of STEM-based science learning was able to habituate and develop students' habits of mind with an average score of 0.71 which included into high category. The average value of the overall STEM-based science learning implementation for the formation of habits of mind is 95.98% which categorized as good. It can be concluded that there is the success of researchers in implementing STEM-based science learning to form students' habits of mind.]]>
<![CDATA[Challenges for using organizational climate tools for measuring teacher job satisfaction ]]>
<![CDATA[Yahya Don]]>;
<![CDATA[Mohd Faiz Mohd Yaakob]]>;
<![CDATA[Wan Rozimi WanHanafi]]>;
<![CDATA[Mat Rahimi Yusof]]>;
<![CDATA[Muhamad Dzahir Kasa]]>;
<![CDATA[Mohd Sofian Omar-Fauzee]]>;
<![CDATA[Hareesol Khun In-Keeree]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.20703
<![CDATA[The organizational environment includes not only the landscape of a school, but also the components of school learning resources, student relations, communication-collaboration, decision-making and instructional innovation. According to the ministry of education, many schools do not have the new facilities needed for successful teaching and learning to meet the potential needs of the workforce. Further investigation is still needed as to how these elements make teachers enjoy a working environment, particularly in Kedah, Malaysia. It would also help the State department of education to address unresolved school issues. The aimed of this research is to examine primary school teachers' understanding of their teacher satisfaction and organizational environment. The design of this study was mix-method consisting of a survey (quantitative approach) and a semi-structured interview (qualitative approach). A sample of 220 teachers in 23 primary schools in Alor Janggus, Kedah participated in this study. On the other hand, a total of 20 teachers were interviewed to identify factors that would lead to teacher satisfaction at work and an organizational environment. The content analysis was used to identify the themes that emerged from the semi-structure interview. The themes emerged from the semi-structure interviews are student relationships, decision-making, school infrastructure, teamwork and educational creativity. Suggestions for future research are discussed in more detail.]]>
<![CDATA[Using online multiple choice questions with multiple attempts: A case for self-directed learning among tertiary students ]]>
<![CDATA[Ng Wen Lee]]>;
<![CDATA[Wan Noor Farah Wan Shamsuddin]]>;
<![CDATA[Lim Chia Wei]]>;
<![CDATA[Muhammad Nur Adilin Mohd Anuardi]]>;
<![CDATA[Chan Swee Heng]]>;
<![CDATA[Ain Nadzimah Abdullah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.21008
<![CDATA[Criticisms on multiple choice questions (MCQs) include the possibility of students answering MCQs correctly by guessing, and MCQs generally are said to fall short in cultivating independent learning skills, such as taking charge of their learning goals. Countering these common concerns, this research used online MCQ exercises with multiple attempts to investigate the experiences that drove students to become self-directed learners. In this research, 60 students completed two sets of online MCQ exercises with multiple attempts outside of classroom time for six weeks consecutively. Both focus group interviews and an online survey were conducted to investigate the experiences of using online MCQ exercise with multiple attempts in relation to the development of self-directed learning (SDL). The findings of the study showed that the criticisms may be unfounded. Data leads to the conclusion that the majority of the students do not just try to guess at the correct answers. Rather, many of them attempted the online MCQ exercises more than once to improve themselves indicating that they were interested in self-learning. Students also reported that they utilised search and inquiry skills that clearly showed motivated initiatives to plan how to overcome their weaknesses by independently looking for relevant resources, determine their own learning goals, and evaluate their own learning performance as a firm indicator of SDL development. Based on the findings, this study is able to refute the claim that MCQs are unable to cultivate independent learning skills.]]>
<![CDATA[Why students tend to compare themselves with each other? The role of mattering and unconditional self-acceptance ]]>
<![CDATA[Shien-Yi Kam]]>;
<![CDATA[Kususanto Ditto Prihadi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.21238
<![CDATA[Previous studies suggested that university students who are not able to accept themselves tend to develop negative tendency to compare themselves with each other. This study aimed to investigate the role of unconditional self-acceptance (USA) in explaining the association between mattering and social comparison among Malaysian undergraduate students. Three hundred and seventy undergraduate students were recruited and asked to complete an online version of Unconditional Self-Acceptance questionnaire, Iowa-Netherlands Comparison Orientation Measure and University Mattering Scale. Data analysis was conducted by employing Bootstrap Method with 95% confidence interval and 5000 sampling. The result showed that USA partially mediated the relationship between mattering and social comparison. Mattering and USA were identified as robust protective factors of social comparison among university students.]]>
