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[Teacher resilience instrument: Development and validation of a four-factor model ]]>
<![CDATA[Al-Munnir Abubakar]]>;
<![CDATA[Tengku Faekah Tengku Ariffin]]>;
<![CDATA[Fauziah Md Jaafar]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i2.20880
<![CDATA[The study into teacher resilience has been inadequate due to a lack of measures that apply to educational settings. The items measuring teacher resilience were constructed through literature extensive discussion with the experts in the field and further discussion with the practitioners, i.e., secondary school teachers. The Teacher Resilience Instrument was then tested in a field via survey research method. The sample of the current study consists of 380 secondary school teachers in Bauchi State, Nigeria, through cluster sampling and systematic sampling method. The exploratory and confirmatory factor analysis were used to test the hypothesized model with four dimensions of teacher resilience. The study confirmed that the proposed model was fit and data loading were significant, which leads to the construct validity of the research instrument. Finally, the study highlighted the importance of researching more on teacher resilience to seek its relationship with other factors, pertinent especially to address issues regarding teacher wellbeing and retention. ]]>
<![CDATA[Students’ learning experiences in the Communication Program from a university in the Philippines ]]>
<![CDATA[Sunliegh Camay Gador]]>;
<![CDATA[Rowanne Marie Maxilom Mangompit]]>;
<![CDATA[Joseleanor Melliza Magno]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i2.22269
<![CDATA[This study analyzed the students’ learning experiences in the Communication Program from a university in the Philippines. A descriptive method was used in analyzing the data gathered from the researcher-made questionnaires and exit interviews of the perceived fourth year student-respondents. Using categories of students’ learning experiences, findings revealed that experiential learning and social climate contribute mostly to their best and worst experiences in the university. Furthermore, aside from problem solving and application of theories into practice, quality of lectures, and discussion, three themes surfaced particularly related to the self, faculty, and university. As learners are encouraged to actively participate in the teaching-learning process and continue to make sense of their identity in a learning environment, the higher education institutions also have equal responsibilities of providing conditions that are conducive to achieving target learning outcomes. Such conditions comprise the schools’ facilities and information technology infrastructure, and carefully designed instructional packages including quality instructional materials and competent teachers. This study provides recommendations in redesigning the Communication Program based on the students' learning experiences.]]>
<![CDATA[The development of physics learning tools to improve critical thinking skills ]]>
<![CDATA[Izaak Hendrik Wenno]]>;
<![CDATA[Anatasija Limba]]>;
<![CDATA[Yessy Greintje Marged Silahoy]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i2.21621
<![CDATA[One of the essential physics skills for students in today's era is critical thinking skills. This study offered physics learning tools with a scientific approach to improve critical thinking skills. The purpose of this research was to produce learning documents in the form of lesson plans, teaching materials, and Lorentz force physics test instruments with a scientific approach in improving students' critical thinking skills. This was research and development with a 4D model and steps, including the defining stage, namely the initial stage, to identify the problem. Then, the designing stage was carried out by developing the initial draft of learning tools and research instruments. Afterwards, the developing stage was the initial draft of the improvement stage based on the validation of experts, practitioners, limited trial, and piloted. The data collection instruments in this study consisted of validation sheets, test instruments to measure the implementation of teaching materials, observation sheets to observe teacher and student activities, tests to measure critical thinking skills, and questionnaire responses. The results proved that learning tools developed with a scientific approach improve students' critical thinking skills. Thus, scientific-based physics learning tools is recommended to be used as teaching materials for physics students to improve students' critical thinking skills. ]]>
<![CDATA[Free drawing learning to recognize children’s characters ]]>
<![CDATA[Farida Mayar]]>;
<![CDATA[Febri Wandha Putra]]>;
<![CDATA[Rima Pratiwi Fadli]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i2.21790
<![CDATA[This descriptive qualitative study described the personality or characteristics of children based on the colors used in drawing activities. The subjects in this study were the Pembina Kindergarten students in the city of Padang, West Sumatra, Indonesia. They were determined by using snowball sampling technique. The data collected through observations and documentation analysis by researchers without being directly involved in activities. The data analysis technique used was an interactive model which consists of three activity lines: i) Data reduction; ii) Data display; and iii) Drawing conclusions and data verification. ]]>
<![CDATA[The quality of test on National Examination of Natural science in the level of elementary school ]]>
<![CDATA[Nurul Hamidah]]>;
<![CDATA[Edi Istiyono]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i2.22233
<![CDATA[This research analyzed the quality of National Examination questions on Natural science subjects in elementary schools. The sampling technique used was simple random sampling. Response data were obtained from 250 grade VI elementary school students who responded on the tryout questions. This study was a descriptive study with a quantitative approach to describe the quality of the elementary school science test try-out items. The quality of this question is described quantitatively which includes an index of difficulty level and discriminatory power of questions. The data was collected using a test technique using a test instrument consisting of 30 multiple-choice questions. The analysis was carried out using the BILOG-MG version 4 application to obtain the parameters of distinguishing power and grain difficulty level. Based on the model fit analysis, it was found that the most appropriate model to use for the analysis of the science tryout questions for elementary schools was item response theory (IRT) with the 2PL model. The study concluded that the National Examination questions on science subjects in elementary schools had met the criteria for the level of difficulty and distinguishing power so that they could be said to be in a good category.]]>
<![CDATA[The impact of Google Classroom to increase students’ information literacy ]]>
<![CDATA[Citra Ayu Dewi]]>;
<![CDATA[Muhali Muhali]]>;
<![CDATA[Yeti Kurniasih]]>;
<![CDATA[Diah Lukitasari]]>;
<![CDATA[Abdul Sakban]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i2.22237
<![CDATA[Information literacy at the higher education level is very important because it tends to be problematic in fostering students' critical thinking skills, including awareness, collection, understanding, analysis, synthesis, and the use of information and their attitudes to the treatment of information at the university level. This study examined the effects of the online learning Google Classroom in enhancing information literacy among students. This study observed a one-group pretest-posttest experimental design. This research involved 65 students from the Chemistry Course under the Biochemistry Program. The instrument used to assess students’ information literacy consist of fair set of multiple-choice questions. The test was found to be very valid at 4.22% and highly reliable at an alpha level of 0.86. The findings of this research showed that the information literacy of students improved before and after their learning exposure using Google Classroom based on the descriptive and inferential statistics. Moreover, the students' attitude towards the online platform shows that they are more willing to learn using Google Classroom than the non-online or conventional learning platforms. Therefore, applying Google Classroom in online learning is effectively boost students’ information literacy.]]>
<![CDATA[Transformational leadership style in rural schools during pandemic: A case study in Indonesian non-WEIRD community ]]>
<![CDATA[Abdul Aziz]]>;
<![CDATA[Mohammad Padil]]>;
<![CDATA[Mujtahid Mujtahid]]>;
<![CDATA[Kususanto Ditto Prihadi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i2.22135
<![CDATA[Studies on the unreadiness of educational stakeholders to face the abrupt requirement of online learning amidst the pandemic were usually conducted among the urban participants with highly available access to the internet and well-developed online social habit. Such population tend to fall into Westernized, Educated, Industrialized, Rich, Democratic (WEIRD) bias population, even in Asian countries. Therefore, their results tend to report problems faced by the aforementioned population. In this current study, we attempt to fill in the population gap by exploring the transformational leadership among school principals in rural area of Malang, East Java, Indonesia. There were five leaders of schools’ setup by different religious affiliations in the community interviewed. After the thematic analyses, the results confirmed that the online learning policy exposed our participants to different problems from the ones faced by the urban population, and therefore they have taken different measures in order to sustain their educational services. Actions such as interschool collaborations, interschool students grouping, and interschool teacher-sharing were introduced to us by these rural school principals, along with the spirit of unity in their diversity. Further exploration and suggestions are discussed in the article.]]>
<![CDATA[E-learning on History learning: Aspect of material, teacher, learning environment, and student ]]>
<![CDATA[Jamiludin Jamiludin]]>;
<![CDATA[Darnawati Darnawati]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i2.22471
<![CDATA[This research was conducted to determine the student’s perception of e-learning in studying History in terms of material, teachers, learning environment, the students themselves, and the teacher's perception of e-learning in teaching History. The researchers employed a mixed-method design. Instruments of this research were questionnaire and interview guide. The questionnaire was used to collect quantitative data while interview guide for qualitative data. The questionnaire consists four aspects: material, teacher, learning environments, and students’ view. The subjects were 25 history teachers and 161 students of senior high school in Kendari City, Indonesia. The result found that students prefer to study face-to-face. They prefer that the material is taught directly by the teacher in class. Class conditions are comfortable and they can interact with teachers and friends. Students do not feel bored doing assignments from teachers during a pandemic. They like to summarize history assignments rather than memorizing the material. Most students complain about the conditions of studying from home. Network problems and not having facilities, such as laptops and smartphones are the main problems for online learning. History teachers assume that in implementing e-learning, they prefer asynchronous e-learning. History teachers mostly use e-learning applications, such as Google Classroom, WhatsApp, and YouTube. This study was expected to shed new light on the intriguing concept of students and teacher’s perception of e-learning on history learning.]]>
<![CDATA[Impact of COVID-19 pandemic on education: Moving towards e-learning paradigm ]]>
<![CDATA[Ammar Odeh]]>;
<![CDATA[Ismail Keshta]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i2.21945
<![CDATA[Besides the economic impact and loss of jobs and revenues, COVID-19 have a great impact on the education sector, with several learning institutions across the world remaining shut down for months. This study evaluated the impact of COVID-19 pandemic on education. The study employed a cross-sectional study design in which data was collected using qualitative methods from various education stakeholders as well as secondary literature. The result showed that learning has severely been affected by the strict protocols adopted by various governments in response to COVID-19 pandemic. The major responses to COVID-19 like closing up schools have left most learners hopeless as they cannot afford the recommended online learning. The major responses to COVID-19 at the few operating schools include: wearing masks, hand sanitization, regular hand washing, constant temperature check for both staff and learners, and lastly change on the sitting arrangements as students are required to maintain a social distance of at least 1.5 meters. Moreover, closure of schools has also had a severe impact on the co-curricular activities that are always undertaken within the academic institutions like athletics, drama and ball games. Measures should be put in place by various governments to ensure that all learners have access to equitable, quality and inclusive forms of education during the present COVID-19 pandemic.]]>
<![CDATA[National identity: Prediction model of relationship between language decency and language character ]]>
<![CDATA[Abdul Rasid Jamian]]>;
<![CDATA[Rosmaria Omar]]>;
<![CDATA[Mohd Rashid Md Idris]]>;
<![CDATA[Azhar Wahid]]>;
<![CDATA[Ariff Mohamad]]>;
<![CDATA[Norfaizah Abdul Jobar]]>;
<![CDATA[Khairil Ansary]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i2.22430
<![CDATA[The expression of decency in communication triggers individual character in formation of national identity. Language decency always applies in Malay language education context during learning session. But, how far it can shape the generation’s identity is still vague. Aim of this research was to thorough the relationship of language education decency with language character among students in public and private universities. A survey was conducted on 380 students of several universities in Malaysia. The data were collected by using Google Form with cooperation from university representatives. The quantitative data was analyzed by using SPSS and AMOS software through correlation and regression analysis by structural equation modelling (SEM). Findings showed that the most decency form used by students was words with value β=.67, p=.000. Language decency education had contributed 80% of R2 value for language character among students. The prediction model of relationship between decency language and character language had achieved equivalence value which RMSEA=.067, GFI=.977, CFI=.995, TLI=.991 and Chisq/df=2.682. Therefore, factor of decency language that applies among students in Malay language course can contribute on generation with nice language character and strong national identity.]]>
