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[Quality variations of psychometrics for cross-cultural research ]]>
<![CDATA[Rungson Chomeya]]>;
<![CDATA[Araya Piyakun]]>
<![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.v11i2.22678
<![CDATA[The study examined the quality variations of psychometrics for cross-cultural research by considering structural validity, discrimination, and reliability. Participants consisted of 450 undergraduate students from Thailand, Indonesia, and Australia by using random sampling process. The instruments were driving aggression evaluative forms which contain 0.85 alpha coefficients. For statistics, researchers used mean, standard deviation, correlation coefficient among point-per-questions and total score, and Cronbach’s alpha. The result showed that the structural validity of the original evaluation form which was translated once from Thai to English and another one which was translated twice including Thai to English and English to Indonesian had similar total components and cumulative percentiles. Discrimination and correlation among point-per-questions met the criteria without differences. Every form had the level of reliability from Cronbach’s alpha analysis greater than the criteria.]]>
<![CDATA[How adversity quotient and interpersonal communication affects teacher organizational citizenship behavior? ]]>
<![CDATA[Sulistiasih Sulistiasih]]>;
<![CDATA[Widodo Widodo]]>
<![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.v11i2.21807
<![CDATA[This study explored the empirical effect of adversity quotient (AQ) and interpersonal communication on teachers’ organizational citizenship behavior (OCB) mediated by organizational commitment. A questionnaire in Likert scale model collected research data. The sample were 469 teachers of primary schools in Indonesia selected by accidental sampling. Data analysis used path analysis supported by descriptive statistics and correlational matric. The research result indicated that AQ and interpersonal communication significantly affect teachers’ OCB, directly and indirectly, mediated by organizational commitment. Thus, the teachers’ OCB can enhance through AQ, interpersonal communication, and organizational commitment. Besides, a new model regarding the effect of AQ and interpersonal communication on teachers’ OCB mediated by organizational commitment also was confirmed. Therefore, the researchers and practitioners can adopt a new empirical model to increase teachers’ OCB through AQ, interpersonal communication, and organizational commitment in the future.]]>
<![CDATA[The maturity levels of the digital technology competence in vocational education ]]>
<![CDATA[Melinda Astuti]]>;
<![CDATA[Zainal Arifin]]>;
<![CDATA[Muhammad Nurtanto]]>;
<![CDATA[Farid Mutohhari]]>;
<![CDATA[Warju Warju]]>
<![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.v11i2.22258
<![CDATA[This study aimed to analyze the maturity level of teachers and vocational students. It also measured differences in the maturity level of teachers and vocational students in mastering the digital technology competence (DTC) in vocational education. Quantitative research used a design developed by Hoy and Adams. A total of 233 respondents came from public and private schools in vocational schools in Yogyakarta, Indonesia. Data was collected using a Likert scale questionnaire (1-4). The data were analyzed by descriptive statistics and inferential statistics with one-way analysis of variance (ANOVA). The results on the maturity level of vocational teachers obtained a score of 13.16-23.68 in the "Low" category and for vocational students obtained a score of 12.98-22.12 in the "Low" category, and there was no significant difference. Teachers and students in vocational schools must have awareness in improving digital technology capabilities at the criticism technology level.]]>
<![CDATA[Students’ cognitive and metacognitive learning strategies towards hands-on science ]]>
<![CDATA[Leslie Gomez Discipulo]]>;
<![CDATA[Romiro Gordo Bautista]]>
<![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.v11i2.22018
<![CDATA[Cognitive and metacognitive learning strategies are geared towards giving autonomy to every learner in their studies. Students’ affordances on cognitive and metacognitive learning strategies in their studies are believed to predict their academic success and performances in their learning tasks. This study determined the cognitive and metacognitive learning strategies in science among the 278 education students in the three campuses of a state university in the Philippines as bases in crafting a developmental plan to bolster the science instruction in the university. Using the descriptive-inferential research and employing a questionnaire on the cognitive and metacognitive strategies of education students, the following are known: incomparable affordances of the students along planning and information management practices while comparable affordances were determined on the respondents’ cognitive learning strategies; and incomparable affordances along procedural knowledge while comparable affordances along declarative and conditional knowledge were determined on the respondents’ metacognitive learning strategies. Based on the results, a developmental plan was designed to bolster the science courses in the education programs of the university centering on the inclusion of research camp, research expo, shepherding on research through the niche program, immersion, and hands-on science. It was recommended that the proposed enhanced science program will be implemented in the university system as there is only one science course in their respective programs in the new curricular plot. ]]>
<![CDATA[Islamic elementary school quality improvement in capital theory perspective ]]>
<![CDATA[Baharudin Baharudin]]>;
<![CDATA[Yoyon Suryono]]>;
<![CDATA[Sugito Sugito]]>;
<![CDATA[Habibi Habibi]]>;
<![CDATA[Ida Fiteriani]]>
<![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.v11i2.22255
<![CDATA[Improving the quality of Islamic schools in the midst of advances in industrial technology 4.0 is an obligation in education world. This research aimed to explore comprehensive information in order to describe the trends and Islamic elementary schools’ strategies in making changes through capital theory approach for quality improvement in a new perspective in the globalization era. The capital theories aspects are: intellectual, social, spiritual, and financial as an analytical framework to find out how schools are transformed. Three Islamic elementary schools with type of A, B and C criteria have been involved. A qualitative approach has been used and the findings are described according to Milles and Haberman's clausal network model. Data was collected through interviews, observation and documentation. The research found that the strategy used by each Islamic elementary school in improving quality were different and strongly influenced by the leader in developing and utilizing the capital existence according to the situation. It can be seen that there is a dominance of one capital aspect that is used to facilitate the other. This presentation is based on the perspective of capital theory in the Indonesian context. In the future, it can be used as a basis for conducting further research in carrying out school transformation more broadly.]]>
<![CDATA[Reflections on higher education institutions responses intra-period COVID-19: A road towards a new normal in Arab universities ]]>
<![CDATA[Asmaa Abusamra]]>;
<![CDATA[Suyanto Suyanto]]>;
<![CDATA[Sutrisna Wibawa]]>
<![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.v11i2.22061
<![CDATA[While the unprecedented COVID-19 pandemic continues to impact, the new normal era becomes the latest universal issue to be discussed. Hence, most Arab countries are still categorized as developing countries, this stipulates the need to provide deep discussion on the typology of the types of responses currently undertaken by their higher education institutions. This can assess their agility in preparing for the intra-pandemic period and the unprecedented future disruption. This paper aims to give reflections on the adopted practices in Arab higher education institutions in response to COVID-19 disruption. It also aims to utilize the success indicators and challenges encountering these universities in a way to propose recommendations to shape the new normal era forward. In this study, a desktop analysis, leveraging six Arab universities websites and governments’ sources, was conducted wherein systematic literature, policy documents, as well as related procedures targeting COVID-19 and higher education were reviewed. The results indicate that, throughout the uncertainties of COVID-19, Arab higher education institutions continuously strive to deliver high quality of teaching and learning through employing consistent high-tech procedures entitling government legislations, education management, curriculum, scientific research and stakeholders’ collaboration.]]>
<![CDATA[Solving mathematical word problems using dynamic assessment for scaffolding construction ]]>
<![CDATA[Andi Saparuddin Nur]]>;
<![CDATA[Kartono Kartono]]>;
<![CDATA[Zaenuri Zaenuri]]>;
<![CDATA[Rochmad Rochmad]]>
<![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.v11i2.22535
<![CDATA[Students need the ability to solve word problems can connect mathematics with the context of everyday life. However, students experience many difficulties and need assistance in the form of scaffolding can to solve word problems well. Dynamic assessment is an alternative approach to constructing the form of scaffolding that student need to solve mathematical word problems. This study aimed to analyze the students' difficulties in solving word problems and the required form of scaffolding through dynamic assessment. The subjects of this study consisted of 177 students spread across 10 public junior high schools in Jeneponto Regency, South Sulawesi Province, Indonesia. There was a four-word problem tested and analyzed using dynamic assessment. Student solutions were grouped based on the type and form of scaffolding needed: level 5 (no solution), level 4 (without analysis/unrepresentative), level 3 (computational error), level 2 (incomplete procedure), level 1 (lack of thoroughness in the final stage). The form of scaffolding is constructed to help students solve mathematical word problems step by step at each level. The use of scaffolding accompanied by instructions helps students develop word problem-solving skills. Dynamic assessment can be considered to be integrated with the mathematics learning process that supports scaffolding construction to solve students' word problems.]]>
<![CDATA[Optimization of Russian primary school graduates’ self-esteem in the personality-developing learning environment ]]>
<![CDATA[Natalia Valentinovna Ivanova]]>;
<![CDATA[Olga Veniaminovna Suvorova]]>
<![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.v11i2.21996
<![CDATA[The article reveals the capacity of the designed personality-developing learning environment for optimizing the establishment of self-esteem among the fourth-grade pupils of Russian primary school graduates. Negative manifestations in the development of self-esteem of children in the fourth year of schooling along with insufficient knowledge of the environmental approach to the formation of self-esteem of fourth-grade pupils, make the material of the work relevant. The theoretical basis of the article is psychological and pedagogical research of Russian scientists in the field of the educational environment and self-esteem of schoolchildren. The author provides the content of an empirical research study. There were 213 fourth-grade schoolchildren took part. It reveals the embodied conditions and opportunities aimed at improvement of fourth-grade pupils’ self-esteem in each of the components of the experimental educational environment. The study proven that the personality-developing educational environment had a positive and statistically reliable effect on the level of self-esteem of the fourth-grade schoolchildren, as well as on the level of their aspirations. Research materials are useful for educational practice to optimize the personal growth of students aged 10-11 years.]]>
<![CDATA[Classroom walkthrough observations in a state university: On grounded theory ]]>
<![CDATA[Annalene Grace Edu Co]]>;
<![CDATA[Roselle Matammu Soriano]]>
<![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.v11i2.21900
<![CDATA[The primary goal of this classroom walkthrough observation study was to come up with a theoretical framework that improves the instruction process in a public university in Region 02, Philippines. Walkthroughs in classrooms are done quickly and unexpectedly, usually by school administrators in the facility. In addition to deans and program chairpersons, nine educational leaders (deans and program co-chairs) and 37 faculty members took part in the study by the chain or snowball sampling. A core category (phenomena) was formed, conceptual tags were assigned, and a theoretical model that describes the causal elements influencing the phenomenon was developed through extensive discussions. Strategies that arise as a result of the occurrence, processes affected by context, processes that are influenced by intervening conditions, and implications of the system when employed. A detailed description of the many categories and subcategories are given, and participants' statements in support of the theory.]]>
<![CDATA[Main individual factors influencing the learning approaches: The first-year students’ perspective ]]>
<![CDATA[Omar Jiyed]]>;
<![CDATA[Ouafae Idrissi Aydi]]>;
<![CDATA[Anouar Alami]]>;
<![CDATA[Nadia Benjelloun]]>;
<![CDATA[Moncef Zaki]]>;
<![CDATA[Mohammed Lachkar]]>
<![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.v11i2.21937
<![CDATA[Currently, the quality of student learning i.e. in-depth learning is essential in any planned reform. The massification phenomenon is one of the challenges facing this quality. This study explored the student characteristics influencing the learning process in an open access faculty, namely, the Dhar El Mahraz Faculty of Science in Fez, Morocco. Semi-structured interviews were conducted on 15 freshmen who enrolled in Earth and Universe Sciences and Life Sciences (EUS/LIS) program and presented a dominance of a surface learning approach. The main factors encouraging surface learning emerged were the learning habits and strategies, language competencies, motivational aspects and gender. The findings serve as an input for the design and implementation of actions to enhance deep learning.]]>
