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[Learning achievement of extroverted students in algebraic operations by tutorial learning: A single subject research ]]>
<![CDATA[Sri Adi Widodo]]>;
<![CDATA[Desi D. Sari]]>;
<![CDATA[Samsul Maarif]]>;
<![CDATA[Dafid S. Setiana]]>;
<![CDATA[Krisna S. Perbowo]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.21747
<![CDATA[The purpose of this study was to improve the learning achievement of extroverted students on algebraic operations using the tutorial method. This type of research was a single subject with AB design, where A is the baseline condition, and B is an intervention condition. The research subjects were selected based on a purposive sampling technique with the help of the Keirsey Temperament Sorter (KTS) test in selecting extrovert subjects. Data collection techniques were using observation and test methods. Observation was used to collect data and record all behavior of extrovert subjects during the study. The tests in this study were the KTS and learning achievement tests. The KTS was used to determine subjects with an extroverted temperament while learning achievement tests are used to determine the ability of extrovert students to solve algebraic operation questions at the junior high school level. The results showed that the tutorial method had a positive effect on extrovert student learning achievement in algebraic operation material. This can be seen from the results of the analysis in conditions and between conditions which show that the intervention condition has a better tendency when compared to the baseline condition to the intervention. Besides that, the mean level obtained at the baseline is 50 and increases in the intervention condition with a mean level of 88.5.]]>
<![CDATA[Students’ interpersonal skills and its association with their academic achievement in secondary school of Pakistan ]]>
<![CDATA[Nisar Abid]]>;
<![CDATA[Aqeela Samuel]]>;
<![CDATA[Rizwan Ali]]>;
<![CDATA[Almas Shoaib]]>;
<![CDATA[Waqar Younas Warraich]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.21798
<![CDATA[The educational productivity theory directed that students’ variables affect their performance. Therefore, this descriptive correlational study was designed to examine students’ interpersonal skills and its association with their achievement. There were 3,200 high school students participated in this study, selected from 80 high schools of Punjab through multistage random sampling technique. The Interpersonal Skills Scale (ISS) was adapted from DiPerna and Elliott’s Academic Competence Evaluation Scales-Student form (ACES-Student). ISS demonstrated a good internal consistency (coefficient alphas=0.819 and composite reliability=0.845). The results exhibited that students have a competent level of interpersonal skills. Moreover, a statistically significant difference was found in female and male students’ perceptions about interpersonal skills, while female have more interpersonal skills than male. Furthermore, ANOVA results concluded that administrative division (location) influences students’ perception of interpersonal skills. It is concluded from the correlational analysis that students’ interpersonal skills are indirectly associated with their achievement because a negative weak relationship was found in students’ interpersonal skills and their achievement as r=0.031, p=0.081. It is suggested that teachers may promote interpersonal skills by integrating cooperative and collaborative learning strategies into their classrooms.]]>
<![CDATA[Promoting students’ metacognitive awareness and cognitive learning outcomes in science education ]]>
<![CDATA[Silfia Ilma]]>;
<![CDATA[Mimien Henie Irawati Al Muhdhar]]>;
<![CDATA[Fatchur Rohman]]>;
<![CDATA[Murni Sapta Sari]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.22083
<![CDATA[This research aimed to investigate the effect of project-based learning (PjBL), predict-observe-explain (POE), and predict-observe-explain based project (POEP) on metacognitive awareness and cognitive learning outcomes in biology learning. The research used a pretest-posttest non-equivalent control group design. The experiment was conducted from August to December 2020. The metacognitive awareness questionnaire was applied to measure students’ metacognitive awareness. Besides, an essay test was used to assess cognitive learning outcomes. Data collection in this study was carried out using Google Form, Google Classroom, Google Meet, and WhatsApp. Data analysis using statistical product and service solutions (SPSS) version 23 software. The analysis of covariance (ANCOVA) results analysis showed that PjBL, POE, and POEP affected students’ metacognitive awareness and cognitive learning outcomes in biology learning with a value of p<0.005. The least significant different (LSD) result was significantly different in improving students’ metacognitive awareness and cognitive learning outcomes. The POEP class gained the highest posttest score. Therefore, POEP could be applicable to improve students’ metacognitive awareness and cognitive learning outcomes in Biology learning.]]>
<![CDATA[Fear of failure and academic procrastination among university students: The role of achievement expectancy and year of study ]]>
<![CDATA[Eunice Wan-Yi Tan]]>;
<![CDATA[Kususanto Ditto Prihadi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.22201
<![CDATA[This current study aimed to investigate whether expectancy-value model of achievement choice mediates the relationship between fear of failure (FOF) and academic procrastination (AP) among undergraduate students of Psychology Department at a private university in Malaysia. Based on the Krejcie-Morgan Table and G*Power, 102 undergraduate students (aged 18-24) who enrolled in core subjects were recruited to represent the population via snowball sampling method. PROCESS macro for SPSS was utilized to perform the Bootstrap analysis with 5,000 sampling at 95% confidence interval to test the mediation hypothesis. Results showed a significant positive total effect of FOF on AP and significant negative direct effect of expectancy-value model on academic procrastination, supporting the hypothesis for path c and path b. However, no significant direct effect was found between FOF and expectancy-value model (path a). Mediation did not occur, therefore FOF is still considered a robust and significant predictor of AP among the population of psychology students in the aforementioned university. Furthermore, our results suggested that the aforementioned link did not significantly occur among the first-year students.]]>
<![CDATA[Group investigation model to improve interpersonal skills ]]>
<![CDATA[Nur Ainiyah]]>;
<![CDATA[Anik Ghufron]]>;
<![CDATA[Marzuki Marzuki]]>;
<![CDATA[Said Subhan Posangi]]>;
<![CDATA[Kasim Yahiji]]>;
<![CDATA[Abdul Rohman]]>;
<![CDATA[Moch. Tolchah]]>;
<![CDATA[St. Wardah Hanafie Das]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.21914
<![CDATA[This study aimed to prove the effectiveness of the application of the group investigation learning model in improving students' interpersonal skills. The sample of this study was 116 students, which was determined by a simple random sampling technique. This experimental research used pre-test post-test Control Group Design. Data were obtained by direct observation of the interpersonal skills of students during the learning process. Final observation score of interpersonal skills is 0.026 and the t value count greater than t table (2.272>1.980). Thus, there are differences in interpersonal skills between the experimental class and the control class. This means that the use of the group investigation model is effective in improving students' interpersonal skills.]]>
<![CDATA[Engineering students’ judgments on the favorable effect that the class context has on their academic learning ]]>
<![CDATA[Guadalupe Elizabeth Morales-Martinez]]>;
<![CDATA[Maria Isolde Hedlefs-Aguilar]]>;
<![CDATA[Ricardo Jesus Villarreal-Lozano]]>;
<![CDATA[Maria Guadalupe Santos-Alcantara]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.21969
<![CDATA[The COVID-19 pandemic has impacted human life, including educational settings. In Mexico, teachers and students found it necessary to adopt the online modality at all levels. As a result, both students and teachers face new demands and a re-conceptualization of their everyday academic lives. This study explored the engineering students' perception of the favorable effect level that the class context has on their learning. There were 551 participants took a cognitive algebra study. The experimental task involved reading 12 scenarios that described hypothetical online or face-to-face learning situations; then, each participant judged the degree to which these types of situations favor their learning, using an 11-point scale. The results indicated three cognitive styles when judging the degree to which each class context favors the learning. These styles share a similar cognitive mechanism in terms of information integration; however, the selection process and valuation of the factors differed across the groups. The students' perception on the class context influences their involvement and motivation level for courses on which they are enrolled. The present study's findings suggest that the cognitive algebra approach helps diagnose students' cognitive and emotional approach styles for different class contexts and provides information about the nature of their cognitive processes in terms of how students' judgments and attitudes towards classes are generated.]]>
<![CDATA[Home quarantined: Privacy at risk in technologically-oriented learning amidst COVID-19 pandemic ]]>
<![CDATA[Client William Melchor Malinao]]>;
<![CDATA[Mark Mata Sotto]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.22059
<![CDATA[The COVID-19 triggers technologically-oriented learning and is critical in ensuring that education continues after schools close physically. The internet has a plethora of learning opportunities but may invite privacy risks to users. Using descriptive-comparative research design, the study determined the contents and artifacts exchanged in online portals, the extent of use of social media sites, teaching-learning platforms, and educational websites. The sample was 341 college students of a family-owned private higher education institution. Finally, the difference in online privacy risk management practices was determined when grouped by selected demographic variables. Using means, t-test, and ANOVA, findings from an online survey showed that personal information is shared the most in online portals. For online learning, students heavily relied on Facebook, Microsoft Teams, and Google. To protect their privacy, respondents from all classes follow online management practices. Generally, the respondents' good affordances and decorum in the online media imply that they have good behavior and value creation. Still, a comprehensive strategy to safeguard data among learners in the utilization of online productivity platforms is a must.]]>
<![CDATA[Higher order thinking skills, school-based assessment and students’ mathematics achievement: Understanding teachers’ thoughts ]]>
<![CDATA[Nurulwahida Azid]]>;
<![CDATA[Ruzlan Md. Ali]]>;
<![CDATA[Ihsana El Khuluqo]]>;
<![CDATA[Sigid Edy Purwanto]]>;
<![CDATA[Eka Nana Susanti]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.22030
<![CDATA[The purpose of this study was to investigate the effect of incorporating higher order thinking skills (HOTS) in a school-based assessment (SBA) on mathematics achievement among students. A mixed-method case study design was used to assess a sample size of 158 students and three mathematics teachers. The students’ proficiency in mathematics was determined by using the standard based curriculum for secondary schools (kurikulum standard sekolah menengah/KSSM). Mathematics assessment paper that was assiduously organized by incorporating HOTS questions. The students’ thoughts on the incorporation of HOTS in the SBA were obtained through one-to-one face-to-face semi-structured interviews. The quantitative findings, which were analyzed using descriptive and regression tests, showed that 11.9% of the achieved mathematics score was contributed by incorporating HOTS in SBA, while 7.7% was contributed by SBA mastery level in mathematics. Students’ maturity and misconceptions about math are among the challenges in implementing HOTS in SBA. The challenges in applying HOTS in SBA had a positive effect on teachers’ pedagogical approach in a sense that they could devise a new strategy for meeting the needs of students and teach topics in alternative ways.]]>
<![CDATA[The correlation of the understanding of Indonesian history, multiculturalism, and historical awareness to students’ nationalistic attitudes ]]>
<![CDATA[Muhammad Basri]]>;
<![CDATA[Johan Setiawan]]>;
<![CDATA[Marzius Insani]]>;
<![CDATA[Muhammad Rijal Fadli]]>;
<![CDATA[Kian Amboro]]>;
<![CDATA[Kuswono Kuswono]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.22075
<![CDATA[This study aimed to analyze the relationship between understanding Indonesian history, multiculturalism, and historical awareness with the nationalist attitudes of state high school students in Yogyakarta. This type of research was correlational research with a quantitative approach. The sample consisted of 126 students. Data collection used tests and questionnaires. The test was used to reveal data about understanding of Indonesian history and multiculturalism, while the questionnaire was used for revealing students’ historical awareness and nationalistic attitudes. The validity of the instrument used a biserial point correlation test and a reliability test with the KR-20 formula. The data then were analyzed by using quantitative descriptive analysis technique. The pre-requisite analysis consisted of the normality test, linearity test and multicollinearity test. The hypothesis testing used Product Moment Correlation, multiple correlation, relative contribution, and effective contribution. The results showed that there is a positive and significant relationship between understanding of Indonesian history, multiculturalism, and historical awareness with students' nationalism. History learning will be much more meaningful if these four concepts are used as the objectives of history learning.]]>
<![CDATA[Nominal group technique application towards design of components and elements of non-digital game framework ]]>
<![CDATA[Siti Khadijah Anis]]>;
<![CDATA[Alias Masek]]>;
<![CDATA[Muhammad Nurtanto]]>;
<![CDATA[Nur Kholifah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.22164
<![CDATA[Non-digital games are a tool that can help children to build and improve problem solving skills in early mathematics learning. Teachers need to design a learning activity using non-digital games taken account problem solving skills in the learning activities. However, the application of problem-solving skills in early mathematics learning activities is challenging, as there is no specific reference that can be used as a guide in implementing effective learning activities. The nominal group technique (NGT) approach is used to design the main components and elements of ProSkiND non-digital games framework based on the expert validation. A total of 12 experts were selected to validate the proposed main components and elements of the ProSkiND non-digital game using NGT online workshop. There were five main components with 41 elements were proposed: activity objective, teacher’s preparation, teacher’s role, children’s role, and activity evaluation. In this study, experts are asked to evaluate the ProSkiND non-digital games main components and elements based on the percentage value of agreement. The value of percentage of agreement that exceeds 70% (≥70%) is acceptable. The findings in this phase are used to develop main components and elements of the ProSkiND non-digital game framework based on problem solving skills for preschool early mathematics using the interpretive structural modelling (ISM) approach.]]>
