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International Journal of Evaluation and Research in Education (IJERE)
Published by Institute of Advanced Engineering and Science
ISSN : 22528822     EISSN : 26205440     DOI : -
Core Subject : Education,
Education
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.
Arjuna Subject : -
Articles 41 Documents
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Search results for , issue "Vol 10, No 3: September 2021" : 41 Documents clear
The influence of curriculum and school climate on the academic attitude of tahfiz students in Malaysia Muhamad Suhaimi Taat; Roslee Talip; Musirin Mosin
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21275

Abstract

This study aimed to examine the influence of curriculum and school climate on the academic attitude of tahfiz (memorizing Al-Quran) students in Sabah, Malaysia. A total of 81 students (age 10-12) from three private tahfiz primary schools around Kota Kinabalu were involved in this study. This quantitative study used cross-sectional survey method by distributing questionnaires to the respondents. The questionnaire was developed by the researchers to suit the unique environment of the tahfiz schools and has gone through the process of validity and reliability. Descriptive analysis showed that student attitude variable showed a high level of mean score (above 3.80), while for school climate variable, the finding was at moderate level (Mean=3.56, SD=0.530). As for curriculum variable, most students learnt the same main subjects as studied in government-aided primary schools, with addition to Quranic subject. However, no one learnt Computer Education subject. Multiple regression analysis showed that only the school climate variable significantly influenced the academic attitude of tahfiz students (R2=0.251, Beta=0.503, p<0.001). This study will be able to provide useful information and benefit for the improvement of tahfiz institutions in Malaysia.
Students’ knowledge and attitudes toward basic life support Mysara Alfakey; Ahmed Alkarani
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21703

Abstract

Students spend a significant proportion of their day in colleges and healthcare facilities where they might experience medical emergencies, or unexpected accidents, that occur in these places. Nursing students are expected to play a key role in performing basic life support. This study is to evaluate knowledge, attitudes and training status with regard to basic life support (BLS). An online cross-sectional survey was conducted in Taif University, Saudi Arabia. 170 students agreed to fill out a questionnaire. The questions used in the questionnaire were prepared according to 2015 AHA guidelines. The majority of subjects (52.9%) reported that they had attended a BLS course. The mean age of the study population was 21.64 years. Previous CPR training had a significant effect on the correct responses (P <0.01). This study found significant differences between the students observed: (58.3%) of students with previous BLS training felt capable of providing CPR to their fellow college students, compared to (42.7%) in the group without previous training (P =0.01). Importantly, over all subjects the attitude to learning on a BLS training course was positive. Inconclusions this study corroborates previous reports that the knowledge, skills and attitudes of trained students are better than those of untrained students.
E-learning in new normal COVID-19 era: Measure HOTS and pro-environmental behavior about environmental pollution Ilmi Zajuli Ichsan; Agung Purwanto; Henita Rahmayanti
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21382

Abstract

Current environmental learning amid the COVID-19 new normal situation requires an innovation. This is due to students need various skills to solve environmental pollution issues using Higher Order Thinking Skills (HOTS) and is implemented in the form of Pro-Environmental Behavior (PEB). The innovation is aimed at supporting e-learning utilization. This study aims to delineate university students’ HOTS and PEB and examine the e-learning utilization. Method used in the study is descriptive method using survey technique. Samples involved in the research are 265 university students. The study results indicate that the students’ HOTS score is, overall, in a very low category (31.37). The students’ PEB score, however, is already in a very high position (89.88) as a form to prevent COVID-19 in their surrounding environment. The result of e-learning description suggests that there are still some obstacles in terms of e-learning implementation. The research concludes that the HOTS score is relatively low, whereas the PEB score must be maintained. Suggestions proposed from this study is that to develop teaching materials or learning media, in this context book or supplementary book can be develop, related to environmental pollution as a disaster mitigation effort amid the COVID-19 new normal situation.
Improving polytechnic students’ high-order-thinking-skills through inquiry-based learning in mathematics classroom Muhammad Sani Abdurrahman; Abdullah Abdul Halim; Osman Sharifah
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21771

Abstract

Mathematics is one of the most emphasized subjects and has grown immensely to provide a strong base for programs in science, engineering and technology. Training students in this field will give them the opportunity to improve their high order thinking skills (HOTS). But the students’ HOTS level is at low stage due to the learning approaches employed in classrooms. As a result, the study aimed at looking into the effect of inquiry-based learning (IBL) in improving polytechnic students’ level of HOTS. Quasi-experimental design was used in this study involving two sampled National Diploma II classes. There were 73 students participated in this study (36 students for experimental group and 37 students for control group). HOTS questions and worksheets based on IBL are the instruments used for this study. At the α=0.05 (p=0.000) level of significance, the results of the independent-sample t-test revealed a significant difference between the mean post-test scores of the experimental group and the control group. Moreover, the students’ overall HOTS level was discovered to be (applying, analyzing, evaluating, and creating) improving through this approach. In conclusion, IBL can have a positive effect on the HOTS of polytechnic students in mathematics classroom.
Developing student’s metacognitive ability in science through project-based learning with e-portfolio Marheny Lukitasari; Rusdi Hasan; Akhmad Sukri; Jeffry Handhika
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21370

Abstract

The present study aimed to investigate the metacognitive ability of students using e-portfolio assessment in project-based learning classes. The projects were a set out a critical analysis based on the selected references (project 1) and set out of field activities based on the selected theme content (project 2). Student metacognitive ability consists of three phases, planning, implementation, and evaluation abilities that were assessed through e-portfolio assignments. There were 87 participants who divided into groups consisted of four to five students, conducted the projects, and submitted the progress of their projects in every decided step into online report assignments. The rubric of metacognition was used to acquire the quantitative score of skill that was separated into six levels category: not yet, at risk, not-really, developing, OK, and super. The result revealed that 44.83% of the students belong to the last three of those levels and the rest are otherwise. The lowest and highest metacognitive ability of the student is “not really” and “developing” respectively. Student metacognitive ability through conducting the project 2 activities is higher than project 1. The findings showed that project-based learning (PBL) enables to foster the student metacognitive ability that developed through e-portfolio-based documents that student conducted during fulfilling all projects assignments.The aim of present study was to investigate the metacognitive ability of student using e-portfolio assessment in the project-based learning classes. The projects were the set out a critical analysis based on the selected references (project 1) and the set out of field activities based on the selected theme content (project 2). Student metacognitive ability consists of three phases, planning, implementation and evaluation abilities that were assessed through e-portfolio assignments. Eighty-seven participants divided into groups consisted of four to five students, conducted the projects, and submitted the progress of their projects in every decided step into online report assignments. The rubric of metacognition was used to acquire the quantitative score of skill that was separated into six levels category; not yet, at risk, not really, developing, OK, and super. The result revealed that 44.83% of the students belong to the last three of those levels and the rest are otherwise. The lowest and highest metacognitive ability of student is "not really" and "developing” respectively. Student metacognitive ability through conducting the project 2 activities is higher than the project 1. The findings showed that PjBl enable to foster the student metacognitive ability that developed through e-portfolio-based documents that student conducted during fulfilling all projects assignments.  
Learning at home: Parents’ lived experiences on distance learning during COVID-19 pandemic in the Philippines Casper Boongaling Agaton; Lavinia Javier Cueto
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21136

Abstract

COVID-19 pandemic has closed-down educational institutions and dramatically shifts the instruction to distance learning. However, students rooted from the marginalized families and from rural areas have limited access to technology necessary for online learning. Modular learning addresses this learning inequality by providing more inclusive access to education. This study explored the lived experiences of the parents who act as learning supervisor, tutor, and home-schooling teacher for modular learning during the health crisis. This research surveyed parents from the Philippines and applied Inductive Content Analysis. The results showed an agreement on the effectiveness of the implemented educational policies to contain the pandemic including the nationwide closures of schools, delaying the reopening of classes, and implementation of various instructional modalities. On the other hand, parents have encountered various challenges from the new mode of learning in virtual setting; delivery of instruction; unsatisfactory learning outcomes; financial difficulties while working for the family during lockdown; struggle with the use and availability of technology; and personal problems on health, stress, and learning style. This study serves as a basis for providing a comprehensive and inclusive education policies while considering the perspective of the learners’ parents during the pandemic and beyond.
Teaching internship from the metaphorical lens of Filipino prospective teachers Danilo V. Rogayan Jr.; Denn Harry R. Reusia
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21242

Abstract

Understanding prospective teachers’ (PTs) conceptions and perspectives about teaching internship may serve as an anchor for understanding their new experiences. The study explores Filipino PTs’ concepts of teaching internship through a metaphorical lens. Seventy-five PTs from a state-owned university in the Philippines served as the subjects of this qualitative inquiry. Data came from written narratives and explanations provided by the participants to describe their ideas on what a teaching internship is all about. The metaphoric images were enumerated, counted, interpreted, and classified to show meaningful patterns and themes. Findings showed that conceptions converged into six categories teaching internship as: 1) An endless learning venture; 2) A rewarding obstacle to surpass; 3) A chance to be a surrogate parent; 4) An enhancement of pedagogical competence; 5) An immersion in the actual workplace; and 6) An ultimate path towards becoming a teacher. Metaphors used by the participants were a mix of positive and negative symbolisms. The study offered possible descriptions for these conceptions and their implications on teacher education institutions (TEIs). The supervision of the off-campus teaching internship program could be enhanced at the onset of Education 4.0.
Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory Narentheren Kaliappen; Wan Nurisma Ayu Ismail; Ahmad Bashawir Abdul Ghani; Dwi Sulisworo
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21744

Abstract

The purpose of this paper is to share a lecturer’s viewpoint on using Wizer.me and Socrative applications as an innovative teaching method integrating TPACK and Social Learning Theory (SLT) at higher education. The applications were used to teach 44 undergraduate students who registered for Cross-Cultural Management course at Universiti Utara Malaysia (UUM). At first, the lecturer used Wizer.me before the class starts and requesting the students to answer several questions before coming to the class. After completing each chapter, the students requested to answer some questions using Socrative application to test their understanding level. The research revealed that at the beginning of the semester, the students not aware of these two applications. However, at the end of the semester, every student familiar with these applications and overall provided positive feedback on the usage of Wizer.me and Socrative application in the teaching and learning process. This study used IntenCheck sentiment analysis software to evaluate the students’ feedback. Student’s opinion on using Wizer.me and Socrative application as an innovative teaching method not explored before at UUM. Therefore, this viewpoint could provide useful insight for university lecturers to use these applications in their teaching and learning process.
Issues in operating childcare centers in Malaysia Nor Azah Abdul Aziz; Nur Hanani Zakaria; Emilda Hashim; Roznim Mohamad Rasli; Erni Marlina Saari; Mazlina Che Mustafa; Sopia Md Yassin
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.20881

Abstract

This paper discusses the qualifications of operators of Malaysian childcare centers, namely TASKA and TADIKA, and the challenges faced by practitioners in the industry of early childhood education (PAKK). This research used both qualitative and quantitative methods involving interviews and a survey. The sample study comprised 727 respondents consisting of 282 operators of TASKA and 343 operators of TADIKA. The research used a set of questionnaires and interview guidelines. The findings of the quantitative method showed the operators of TASKA and TADIKA had a diverse range of professional and academic qualifications, while the findings of the qualitative method highlighted a wide spectrum of challenges faced by operators of centers involved in the early childhood education industry. Collectively, such findings suggest that running a childcare center is fraught with a myriad of challenges encompassing economic, logistical, social, educational, and financial factors, which have to be addressed effectively. Certainly, prospective operators must seek assistance from those who are involved in the running, monitoring, and managing of such centers, notably experienced practitioners and relevant government officers. Also, to become successful entrepreneurs in this industry, they need to develop the passion and zeal to operate such centers with great success.
Elementary students’ attitudes towards STEM and 21st-century skills Riki Perdana; An-Nisa Apriani; Rino Richardo; Endi Rochaendi; Chahya Kusuma
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21389

Abstract

Science, Technology/Engineering and Math (STEM) and 21st-century learning are very important to be applied to all students starting from their early age, including at the elementary school level. This study aimed to describe students' attitudes towards STEM and 21st-century skills according to gender and education level. This research was descriptive quantitative by explaining and comparing the results of the questionnaires given to students. Student attitudes were described based on domain of STEM, 21st-century skills, gender, and student grade level. The respondent of this study was 130 elementary students who were obtained randomly from one of the elementary schools in Yogyakarta, Indonesia. The results showed that based on the science domain, the mean score of the students was 3.23 (moderate) while mathematics domain obtained was 3.21 (moderate); technology/engineering domain obtained was 3.68 (moderate) and 21st-century skill domain obtained was 3.65 (moderate). According to gender, there was a significant difference between the attitudes of male and female students towards STEM and 21st-century skills. However, there was no significant difference based on the grade of students. Based on these findings, it is suggested that teachers or policymakers should have comprehended the student attitudes before implemented the STEM-based learning and 21st-century skills. These findings can be used to create STEM and 21st-century learning.

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