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[Number recognition development with number card: Single subject research ]]>
<![CDATA[Istiqomah Istiqomah]]>;
<![CDATA[Rika Yuliani]]>;
<![CDATA[Rooselyna Ekawati]]>;
<![CDATA[Sri Adi Widodo]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22662
<![CDATA[Mentally retarded is a mental disorder with an intelligence quotient (IQ) between 55-70, besides those mentally retarded children are only able to think concretely. For this reason, learning mathematics for mentally retarded students requires learning media that can bridge abstract mathematical material with the abilities of mentally retarded children who are only able to think concretely. The objective of this study was to improve the recognition of 1-20 numbers using number cards for students with mild mental retardation. The research used is single subject research method with basic design non reversal. Study subjects were selected based on a purposive sampling technique, as the researcher had to look for subjects with mild mental retardation. Data collection techniques use documentation to find out subjects with mild mental retardation characteristics, and tests to determine the subject's ability to recognize numbers 1-20. The results of this study indicate that the number card media can improve the ability of mild mentally retarded students to recognize numbers 1-20. This can be seen from the average in the baseline phase of 39 with a percentage of the ability to recognize numbers of 33.3%, and in the intervention phase of 74.44 with a percentage of the ability to recognize numbers of 88.89%.]]>
<![CDATA[Career readiness among low-income Muslim students ]]>
<![CDATA[Choirudin Choirudin]]>;
<![CDATA[I Nyoman Sudana Degeng]]>;
<![CDATA[Dedi Kuswandi]]>;
<![CDATA[Purnomo Purnomo]]>;
<![CDATA[Aprezo Pardodi Maba]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22727
<![CDATA[This study investigated the context of career readiness for Muslim students from low-income families and its’ correlation among thinking styles and self-efficacy. There were 302 participants consisted of 85 males (28%) and 217 females (78%) with an average age of 20.03 years. The analysis results showed no significant correlation between students' thinking styles based on age and place of residence. However, the difference in age correlated to students thinking styles. There was also a correlation between gender and age toward students' self-efficacy with social persuasion. The analysis showed a significant positive correlation between career readiness and the legislative, liberal, hierarchical, global, executive, local, anarchic, oligarchic, and internal conservative, oligopoly, and internal. Furthermore, significant positive correlation between self-efficacy and career readiness. The higher the students’ career readiness will be the higher their self-efficacy mastery experience. The findings further confirmed the significance of different thinking styles, self-efficacy, and the context of career readiness for Muslim students from low-income families.]]>
<![CDATA[A review of teachers’ assessment literacy proficiency measures ]]>
<![CDATA[Geng Juanjuan]]>;
<![CDATA[Nurahimah Mohd Yusoff]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22300
<![CDATA[At present, there are several literature reviews on teachers’ assessment literacy (AL). However, little attention has been paid to a systematic analysis of AL measures. The review on AL measures helps to evaluate the available tools and provide recommendations for developing AL measures in further exploration. Hence, the purpose of the current literature review is to focus on analyzing the measures of teachers’ AL proficiency from 1991 to 2020. Across the contexts, 28 quantitative tools made up of questionnaires or tests were collected. Among them, 10 were designed to investigate overall AL proficiency and 18 were constructed to examine the sub-categories of AL proficiency among teachers. Each instrument was analyzed from the format, guiding framework, item characteristics, targeting population, and psychometric quality. Results showed that the current AL measures were derived more from instrumental than social-cultural conceptualization, examined more on sub-categories than the overall proficiency level, targeted more at in-service teachers than pre-service teachers, and focused more on elementary and middle education than pre- or higher education. Further studies are welcomed from four aspects: construct social-culturally, test generalizability, target at specific groups, and cover various types of AL.]]>
<![CDATA[The effects of parental autonomy on the creation of STEM career interests ]]>
<![CDATA[Fazilah Razali]]>;
<![CDATA[Ahmad Aizuddin Md Rami]]>;
<![CDATA[Faiq Aziz]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22366
<![CDATA[This research paper focuses on the effects of the parent autonomy factor that supports the needs of students in science, technology, engineering, and mathematics (STEM) learning and builds the interest of students in STEM careers. This was a quantitative research study that employed the parent authority questionnaire (PAQ). Based on the research objective, the questions in the PAQ were altered to evaluate the effects of parents on student interest in STEM careers and adapted to the purpose of the study. The PAQ comprises a scale of 1-10 ranging from strongly disagree to strongly agree. Research respondents included 419 upper secondary students from national schools in Malaysia, and the research used a proportionate stratified random sampling technique. The research determined parents’ autonomy towards the development of students’ STEM career interest and the data was analyzed using structural equation modelling (SEM). The results found that the autonomy of parents significantly affected upper secondary students in the development of STEM careers of students. The research question was answered by proving that the autonomy of parents is directly significant (p<001). Results showed that parents explicitly offer meaningful impacts and valuable values to motivate students of the science stream at the secondary level to ensure that their STEM career interests are well nurtured. The findings from this research provide useful insight into the learners, and lead to the value of autonomy of parents in promoting a curriculum design that suits the needs of students in the future.]]>
<![CDATA[Exploring A-level mathematics teachers’ teaching practices and use of technology ]]>
<![CDATA[Chinghao Chua]]>;
<![CDATA[Azlina Mohd Kosnin]]>;
<![CDATA[Kee Jiar Yeo]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22672
<![CDATA[Student-centered teaching methods and technology are often viewed as effective tools to raise students’ performance and interest in mathematics learning. Limited research exists on discussion of teaching methods and the use of technology on the general certificate of education (GCE) A-level mathematics. The purpose of this qualitative research where data were collected using semi-structured interviews was to explore how A-level mathematics teachers used teaching methods and technology for the delivery of mathematics instruction. Convenience sampling was applied, the participants were seven A-level teachers from a private college in Johor, Malaysia. The gathered responses were analyzed using thematic analysis based on the approaches suggested by Braun and Clarke. The findings of this research reported that while mathematics teachers revealed they made some attempts in incorporating technology and student-centered teaching approaches to their classes, traditional teaching approaches such as chalk-and-talk and drill-and-practices remained to be the dominant teaching approaches they would use in their classes. In order to have a closer examination between the relationship of students’ interest and students’ performance in mathematics, the researcher suggests the future direction of study on the development of a teaching module which serves as a reference guide to alleviate the mentioned teachers’ concerns.]]>
<![CDATA[Demotivating factors and coping strategies among Filipino EFL teachers in Thailand ]]>
<![CDATA[Christopher Molingit Balintag]]>;
<![CDATA[Punyapa Saengsri]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22584
<![CDATA[Teaching demotivation may negatively affect teachers’ performance in English language teaching. This present study investigated the demotivating factors and coping strategies of seven Filipino English as a foreign language (EFL) teacher in Thailand.Using qualitative design, semi-structured interview was used to elicit the views of teachers. Findings have shown five demotivating factors: administration-demotivational factor, colleague-demotivational factor, student-demotivational factor, self-demotivational factor, and parent-demotivational factor. Moreover, self-regulation strategy and pedagogical strategy are useful for the teacher to cope with those factors. Implications were discussed to help foreign EFL teachers in Thailand become aware of teaching challenges in Thailand.]]>
<![CDATA[Learning of empathy among first-year medical students ]]>
<![CDATA[Bulan Kakanita Hermasari]]>;
<![CDATA[Dian Nugroho]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22915
<![CDATA[Empathy is one of the core competencies that doctors must possess. Teaching empathy is carried out since students are in undergraduate medical education. One of the learning activities that can be used to improve empathy skills is reflection. Many studies have reported on the empathic abilities of medical students. In addition, there have also been many scientific articles discussing the factors that affect the ability of empathy. However, how medical students learn empathy is still unclear, especially for first-year students who have just been exposed to medical science after graduating from high school. This study aimed to understand how first-year medical students learn empathy. A qualitative study with a phenomenological approach was carried out. We selected randomly, a total of 30 medical student reflection journals were analyzed using content analysis techniques. There are three themes, namely stimulus, process, and effect. Medical students learn empathy driven by internal and external stimuli so that a thinking process occurs through several learning activities. The existence of this stimulus and process influences both the self and the patient/client. The whole process of empathy learning can show how early-year students learn and the factors that influence student empathy learning. This study supports other research that discusses the learning process and factors that affect medical students' empathy. This result can encourage curriculum planners to design appropriate empathy learning for students.]]>
<![CDATA[Madrasa teacher professionalism: Effects of gender and teaching experience in learning ]]>
<![CDATA[Syahraini Tambak]]>;
<![CDATA[Muhammad Yusuf Ahmad]]>;
<![CDATA[Amril Amril]]>;
<![CDATA[Desi Sukenti]]>;
<![CDATA[Hamzah Hamzah]]>;
<![CDATA[St. Marwiyah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22539
<![CDATA[Developing professional madrasa teachers are increasingly popular in the classroom, but of these teachers, mixed results (without clear reasons) are reported. This article addresses the impact of gender and teaching experience (duration) on developing professional madrasa teachers, using the two factors as references. Research with a questionnaire was conducted in 75 public and private Aliyah Madrasas, with data collected from 325 teachers. Data analysis is differentiated based on madrasa teachers’ type (public or private), gender, and teaching experience in the competencies assessed. Results showed that developing professional teachers’ proficiency is low and related to gender, that males perceive themselves more highly developed professionally than females, and that even teaching experience does not necessarily ensure development of professional competence and implementation in the classroom. The development of professional madrasa teachers with more than 30 years’ experience is less proficient than that of teachers with experience from 21–30, 10–20, and <10 years. However, the significant relationship between gender and professional development of madrasa teachers who have taught for more than 30 years is revealed: the development of male madrasa teachers who have taught for more than 30 years is less proficient than that of females. Reasons behind this difference must be examined and competencies differentiated to improve development of professional madrasa teachers’ professionalism.]]>
<![CDATA[Collaborative mathematics learning management: Critical thinking skills in problem solving ]]>
<![CDATA[Sutama Sutama]]>;
<![CDATA[Djalal Fuadi]]>;
<![CDATA[Sabar Narimo]]>;
<![CDATA[Siti Hadiyati Nur Hafida]]>;
<![CDATA[Meggy Novitasari]]>;
<![CDATA[Sofyan Anif]]>;
<![CDATA[Harun Joko Prayitno]]>;
<![CDATA[Sunanih Sunanih]]>;
<![CDATA[Mazlini Adnan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22193
<![CDATA[This qualitative-ethnography study described the critical thinking skill based on indicators of interpretation, analysis, evaluation, and inference in solving mathematical problem. The subjects of the study were the headmaster, math teachers, and ninth grade students of a public junior high school in academic year of 2020/2021. The data were collected through observation, field notes, interview, and documentation. Triangulation of sources and technique were used to ensure the data validation in this research. Data analysis technique was done inductively with continuous process along with the data collection. The results of the study showed high initial skills in mathematics become the basic need for the students in developing critical thinking skills based on indicators of interpretation. The improvement of critical thinking based on the indicator of interpretation is accustomed through problem-based learning. Critical thinking process based on the indicator of analysis is cultivated through collaborative learning. In this indicator, the students need special attention from the teacher. There is always the possibility for every student from each level to face difficulties in solving some problems without collaborating with others. The teachers can make more effort to optimize the students’ basic holistic skills in line with their knowledge and experience in order to improve students’ critical thinking skills based on the indicator of inference. In this indicator, teachers should guide the students to improve their critical thinking skills.]]>
<![CDATA[Students’ satisfaction on learning calculus using open and distance learning method during COVID-19 pandemic ]]>
<![CDATA[Rusliza Ahmad]]>;
<![CDATA[Zulkifli Mohd Ghazali]]>;
<![CDATA[Muhammad Syawal Abd Halim]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22337
<![CDATA[In early 2020, due to the COVID-19 outbreak in Malaysia, all higher education institutions had to switch from face-to-face learning to open and distance learning (ODL) method. The main purpose was to prevent any further spread of the COVID-19 virus. This study aimed to identify factors carrying impacts on students’ satisfaction in learning calculus using ODL method. The sample consists of 224 students of Universiti Teknologi MARA (UiTM) Perak Branch, Tapah Campus who took calculus subjects using ODL method during the COVID-19 lockdown in Malaysia. Five factors are found to influence students’ satisfaction towards ODL method: student-lecturer interaction; lecturer performance; ODL course evaluation; design; and technical. By using partial least square (PLS)–SEM method, the results showed that lecturer performance has a large effect size on students’ satisfaction. Technical and design factors have medium effect sizes, while the ODL course evaluation and student-lecturer interaction have small effect sizes. This research provided useful insights for an effective planning of online calculus courses by considering all factors that influence students’ satisfaction.]]>
