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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 71 Documents
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Search results for , issue "Vol 11, No 3: September 2022" : 71 Documents clear
The Use of Active Learning Strategies in High Schools, Zabul, Afghanistan Abdul Nafi Himat; Rahmatullah Kakar
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22509

Abstract

The aims of this research were to investigate the use of active learning strategies, the views of teachers towards student-centered techniques, and the factors that hindering the implementation of learner-centered approaches in High Schools. The quantitative method used for this study, and the data collected from the teachers through questionnaire as well they selected through random sampling method. The data analyzed by IBM 24 version of SPSS. The findings of this study indicated that teachers used question and answer, debate, information gap, role-play, think-pair-share, group work, turn and talk, one-minute paper, brainstorming and pair work in the classroom. Moreover, the findings asserted from the views of teachers that active learning strategies give chance to students to participate actively in the teaching, and they focused that these techniques should be applied in classrooms as well as these strategies motivate students. Also, enhance students’ self-confidence. Similarly, the results further asserted that the use of student-centered methods persuade teachers to teach better. Furthermore, the factors that hindering the use of learner-centered strategies were the hard system of education, lack of training, absence of advanced technology in classes, many teaching periods in a week, lack of instructional materials and many students in classrooms.
The spatial thinking process of the field-dependent students in reconstructing the geometrical concept Henry Suryo Bintoro; Yohanes Leonardus Sukestiyarno; Mulyono Mulyono; Walid Walid
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22399

Abstract

Reconstructing geometrical concepts requires a spatial thinking process, so the spatial thinking process will be correct and complete. The phenomena of cognitive style differences cause different perceptions and thinking activities to solve geometric problems. This qualitative-explorative research describes the spatial thinking process of students with field-dependent cognitive styles in reconstructing the concept of spatial geometry based on the theory of Action-Process-Object-Schema (APOS). The research subjects were 27 students and obtained five students with field-dependent cognitive styles. The researchers used a purposive sampling technique from the subjects with a certain consideration. The researchers selected a student that met the three elements of spatial thinking and the five indicators of spatial ability. This research collected the data with interviews, documentation, and group embedded figure test (GEFT). The analyzing techniques used data collection, data reduction, data presentation, and concluding. The spatial thinking process of the field-dependent students had a spatial category with three indications: i) Inaccuracy in the elements of representational thinking; ii) The inaccuracy of spatial perception indicators; and iii) Not using de-encapsulation mental mechanisms.
Flipped classroom in history learning to improve students’ critical thinking Muhammad Rijal Fadli; Saefur Rochmat; Ajat Sudrajat; Aman Aman; Arif Rohman; Kuswono Kuswono
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22785

Abstract

The flipped classroom is very helpful for students to understand learning material, but it is still very minimally used, especially in history learning. This study analyzed the effect of the flipped classroom model in history learning to improve students' critical thinking. This study employed a quasi-experimental non-equivalent control group design, by dividing into two class groups, namely experimental and control. The sample was 121 students who were selected through cluster random sampling technique. The data collection was through observation, interviews, and instruments in the form of critical thinking tests. Data analysis used an independent sample t-test and N-gain score test to analyze the effect of a flipped classroom in history learning to improve critical thinking. The results showed that the flipped classroom in history learning had a significant effect on improving students' critical thinking skills as evidenced by the independent sample t-test test with a significance value of 0.000<0.05, and the N-gain score test which was included in the moderate criteria. So, the flipped classroom model in history learning is very suitable to be used and implemented. Hence, learning objectives are achieved so that history learning can run well and optimally.
Efficacy, expectancy, or the sense of mattering? Academic procrastination in online study Hong Chun Yeoh; Susanna Poay Lin Hong; Kususanto Ditto Prihadi
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22964

Abstract

Past studies reported that academic procrastination (AP) was contingent upon students’ educational self-efficacy (ASE) and the expectancy-value belief (EV), which were developed through social interaction. When teaching and learning in most universities were altered into online learning (OL) during the pandemic, students’ social interaction was more inclined toward online communication, especially through social networking sites (SNS); a phenomenon that has been reported to alter their sense of societal mattering (SM), the sense that they matter to the society. We hypothesized that SM moderates the mediation of EV on the association between ASE and AP. We purposively recruited 361 university students who must study fully online from home during the outbreak and asked them to respond to the designated scales. The bootstrap analysis with 5,000 samples and a 95% confidence interval showed that the moderated mediation hypothesis was supported. Students who believe that they can perform well tend to value their tasks higher, and therefore had a lower rate of procrastination. However, this mediation did not occur among students who do not think that they matter enough to the university as a society.
No more Pygmalion: Teachers’ expectations, mattering and self-efficacy in the online classroom Jun Ren Tung; Jin Chin Hee; Kususanto Ditto Prihadi
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22892

Abstract

Studies before the outbreak reported that lecturers' and teachers’ expectancy were observable to the students from their classroom behavior and, in turn, affect the students' educational self-efficacy (ES). Our study was conducted to investigate whether the aforementioned finding still holds in the compulsory online learning environment during the COVID-19 pandemic. Online learning was not the only implication of the social distancing policy during the pandemic, any form of social interactions among university students was affected up to the point that they rely more on social media to obtain social feedback that eventually altered the way they evaluate themselves. Because this phenomenon might lead to the way students develop the sense that they matter to their society societal mattering (SM) we hypothesized that SM would be a stronger predictor of ES than the students’ perception of the educators’ expectancy. Nevertheless, the data we collected from 361 purposively recruited students from universities in Indonesia and Malaysia indicated that their perceptions of teachers’ expectancy were no longer a significant predictor of ES when the social mattering was controlled for. Further implications, limitations, and suggestions are discussed.
E-learning readiness of teachers in the new normal education: The case of national high schools in Eastern Samar Rovinson Deladia Gaganao; Rey Naranja Discar; Ilyich Nicolai Lenin Fabillar
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22542

Abstract

Online learning readiness assessment allows for the comprehensive planning of online learning strategies. Therefore, this study was conducted to examine the readiness of 207 national high school instructors in the southern part of Eastern Samar for online learning in the new normal education. The study used a descriptive-comparative research plan and a survey questionnaire for data collection. The study found that teachers were ready to implement e-learning. Specifically, teachers are ready in terms of technical skills, attitude toward online learning, as well as time management and time commitment, but only somewhat prepared in terms of experience with online learning and teaching. It is recommended that teachers participate in different training, workshops, and seminars related to e-learning to gain more online learning and teaching experience and fully prepare for e-learning implementation.
Video-based multimedia on learners’ attitude towards astrophysics: Gender equity and school location Gabriel Janvier Tugirinshuti; Leon Rugema Mugabo; Alexis Banuza
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22449

Abstract

Educational literature is richly provided with research confirming the benefits of video-based multimedia (VBM) in education. So, understanding learners’ attitude about learning using video-based multimedia makes sense. A convergent parallel mixed methods research design was used to analyze and interpret learners’ attitudes in the context of learning astrophysics using video-based multimedia. The research involved 294 students (168 male and 126 female) of senior five (grade 11) who purposively selected from eight public secondary schools in Rutsiro and Rubavu districts, Rwanda. Data were collected using a questionnaire (Cronbach alpha=.87), a semi-structured interview, and class observation. Quantitative data were analyzed using descriptive statistics and t-test (P  level of significance) while content analysis was employed to analyze qualitative data. The findings revealed that there is no significant difference between male and female attitudes towards the use of video-based multimedia in learning astrophysics. Besides, the geographical location of the school influences the learners’ attitude. The results revealed some factors that affect learners’ attitudes towards learning astrophysics using video-based multimedia. Moreover, the findings recommend how the identified challenges could be alleviated not only in the Rwandan but in other science subjects worldwide. 
Articulate Storyline 3 multimedia based on gamification to improve critical thinking skills and self-regulated learning Leny Heliawati; Linda Lidiawati; Indarini Dwi Pursitasari
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22168

Abstract

This study measured the effectiveness of Gamification-based Articulate Storyline 3 multimedia on students' critical thinking skills and self-regulated learning. The research method used is a quasi-experimental method. The research subjects were 64 students and eight science teachers who have used the Gamification-based Articulate Storyline 3 multimedia on the nature of acidic, alkaline, and neutral solutions. Data collection techniques in this study were tests that aim to determine students' critical thinking skills and a questionnaire to measure students' learning independence. The data analysis technique was based on calculating the average score of the test items with high-order thinking skills and student learning independence. The study results obtained an average score of 81.50 for critical thinking skills on the material concept of the nature of the acid, base, and neutral solutions with an N-Gain of 72% in the high category. It was also known that the average percentage of student learning independence was 86.76% which falls into the good category. Therefore, Gamification-based Articulate Storyline 3 multimedia can improve students' critical thinking skills and independent learning on the nature of the acid, base, and neutral solutions.
Science teacher as classroom manager in online classes Margaritta L. Hermoso; Jaime C. Erlano, Jr.; Dhafney I. Gonzaga; Michael Clyde S. Lepasana; Neña Jane C. Lumen; Joje Mar P. Sanchez
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22641

Abstract

Exploratory sequential mixed research was conducted to characterize science teachers' experiences as classroom managers in their online classes. There were 15 science teachers from elementary and secondary schools in Cebu, Philippines, participated in the phenomenological study, and 30 teachers responded to the developed tool on their management and its effect on students’ performance. Thematic analysis of the interview results unveiled a series of stages, including a different start of the school year and reintegration of online management skills that eventually led to autonomy in online classes and satisfying academic outcomes. Further exploration of the quantitative aspect of the study revealed that they have very good management, which has led to a good effect on students' performance. The different innovations in classroom management strategies by science teachers led to effective online classes. Training on proactive management and positive feedbacking are recommended.
Digital principal instructional leadership in new normal era Ahmad Nurabadi; Fendy Suhariadi; Antun Mardiyanta; Teguh Triwiyanto; Maulana Amirul Adha
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22483

Abstract

The needs for new knowledge and skill are driven by several factors and two most general are indefinite nature of SARS-CoV-2 and the need for alternative ways for students’ instruction during pandemic era. The two factors require principal to take their role differently. This study aimed to describe model of digital principal instructional leadership in new normal era. This was a quantitative study by using structural relation model, involved 290 teachers as sample of this study. Data were analyzed by using structural equation model (SEM) of AMOS 24.0. The study findings provided solid evidence that model of digital principal instructional leadership in new normal era is supported by field data. They also showed that respondents identify three crucial factors influencing the success of digital principal instructional leadership in new era. They are supporting online learning, proactive reducing issues of learning from home, and leading and managing virtual schools. Instructional leader should have adaptive capacity and flexibility to learn and develop during crisis. They should be able to give more effective response to overcome future challenges faced by the school institution.

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