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[Teaching competency in virtual education: Systematic review ]]>
<![CDATA[Martha-Amparo Cuzcano-Huarcaya]]>;
<![CDATA[Juan Mendez Vergaray]]>;
<![CDATA[Carol Maritza Cuzcano-Santa Cruz]]>;
<![CDATA[Sebastian Sanchez Diaz]]>;
<![CDATA[Edward Flores]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i3.24430
<![CDATA[This study arises as a need to recognize teaching competencies and their integration to become professionals who respond to current challenges aimed at improving learning achievements and comprehensive training of students. The objective of the research was to analyze and recognize teaching competencies in virtual education in higher education students. The study is important due to the direct relationship with student learning. The study was qualitative research, with a systematic design, followed the methodology proposed by the PRISMA declaration. Inclusion and exclusion criteria were applied to process the articles analyzed. A study was conducted based on 38 articles published in high impact scientific journals between 2019 and 2022. The results showed that teaching competencies in virtual education must be worked in an integrated manner: disciplinary, pedagogical, technological and research competencies that will translate into a real development of teaching-learning processes, better teaching performance and student performance. The studies determine that the disciplinary, pedagogical, technological, and investigative competence must be worked on in an interrelated manner, there is a need to integrate technology effectively, and it is important to promote research in students through experiments that allow building skills.]]>
<![CDATA[Creative reality counseling model: Acceptability and effectiveness at improving self-regulated learning ]]>
<![CDATA[Purwadi Purwadi]]>;
<![CDATA[Wahyu Nanda Eka Saputra]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i3.24755
<![CDATA[Counselors use the reality counselling model to help counselees overcome their problems, including the problem of self-regulated learning. As professionals, it is necessary for them to identify the elements that can improve the success rate of this model. One of the elements is creative art, and its use in integration with the aforementioned model will form what is termed creative reality counseling model. The aim of this article was to identify the acceptability and effectiveness of the creative reality counseling model to improve self-regulated learning. Borg and Gall’s research and development design was a preferred design for this research, with the involvement of a total of five stages, namely: i) Problem identification;ii) Planning; iii) Product hypothesis drafting; iv) Expert and practitioner judgments; and v) Effectiveness testing. The acceptability of the product was analyzed using the interrater reliability Cohen’s kappa, while the effectiveness was identified using the Wilcoxon signed-rank test. The research results showed that the creative reality counseling model was acceptable and effective at improving students’ self-regulated learning. These results may offer alternative counseling good practices for counselors to develop students’ self-regulated learning.]]>
<![CDATA[Teacher’s perception on student’s self-regulated learning in a technology-based learning setting ]]>
<![CDATA[Deafey Majitol]]>;
<![CDATA[Melor Md Yunus]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i3.25123
<![CDATA[It was inevitable that during the COVID-19 pandemic, various teaching and learning experiences were taken into virtual platforms. With the direct and total integration of technology in education during the pandemic, students had to rely mostly on their own self-regulated learning in order to progress in their learning. This systematic review explored teachers’ perception on students’ self-regulated learning (SRL) in a technology-based learning (TBL) setting. By using the preferred reporting items for systematic review and meta-analyses (PRISMA) 2020 as the review methodology, 39 articles were selected from the databases of ERIC and Google Scholars to complete this study. Findings revealed that teachers perceive the following factors to play a significant part for SLR and TBL to complement each other: i) Digital educational resources and accessibility for both teachers and students; ii) Teacher and student’s readiness and competencies regarding technology-based learning; and iii) Parents’ involvement in students’ self-regulated learning for security and motivational purposes. It is believed that by implementing student-centered approach with the facilitation of various education stakeholders, students’ learning can occur more effectively, purposeful and meaningful. Future research suggests an investigation on students’ self-regulated learning from the perspective of parents and other related social issues.]]>
<![CDATA[Development of learning models for inculcating Pancasila values ]]>
<![CDATA[Taat Wulandari]]>;
<![CDATA[Anik Widiastuti]]>;
<![CDATA[Nasiwan Nasiwan]]>;
<![CDATA[Johan Setiawan]]>;
<![CDATA[Muhammad Rijal Fadli]]>;
<![CDATA[Hadisaputra Hadisaputra]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i3.25687
<![CDATA[The values contained in Pancasila have not been implemented in the life of the Indonesian people properly. This study aims to produce a product in the form of a model of planting Pancasila values. This research is a research and development, using a research and development model from Borg and Gall which is modified into seven development steps. Product validation of the Pancasila values inculcation model by learning technology experts and Pancasila education experts. Techniques data analysis used descriptive statistical analysis. This research resulted in a model named my real action plan for Pancasila (MRAPP). MRAPP is a learning model that can be used to inculcate Pancasila values. The steps of the MRAPP model are as: i) field observations; ii) determining one of the precepts of Pancasila; iii) designing real action; iv) making a schedule of activities and presentation of proposals; v) monitoring the implementation of real action; vi) reporting the process and results of real action; and vii) doing reflection. The results of the validation of the feasibility of the learning model from the validation of learning experts and the validation of Pancasila education experts, namely the MRAPP learning model declared “eligible” to be used as a learning model for inculcating Pancasila values.]]>
<![CDATA[Developing a digital learning environment team-based project to support online learning in Indonesia ]]>
<![CDATA[Rahmat Fadhli]]>;
<![CDATA[Aris Suharyadi]]>;
<![CDATA[Fery Muhamad Firdaus]]>;
<![CDATA[Meilina Bustari]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i3.24040
<![CDATA[The purpose of this study is to describe the process of developing learning tools to support a team-based digital learning environment (DLE) project in library management courses. The analyze, design, develop, implement, and evaluate (ADDIE) development model is used in this study to investigate this type of research and development (R&D). The study included 162 students from four universities in Indonesia. Data is gathered through media and material validation questionnaires, learning management system (LMS) user satisfaction questionnaires, and lesson learning outcomes tests. Instruments include media and material validation sheets, LMS user satisfaction instruments, and lesson learning outcomes test instrument sheets. The media validation test and material results show that all media can be used with minor adjustments. Students have responded positively to the DLE application for online learning at universities. Learning tools are critical for raising motivation and accomplishing course learning outcomes. In the future, the evolution of learning media may be accompanied by the evolution of learning designs. As a result, the learning process and learning outcomes can be optimized. This study makes recommendations for revamping learning materials, media, and design to increase student motivation to learn.]]>
<![CDATA[Writing anxiety among international students in a Thai university ]]>
<![CDATA[Jebamani Anthoney]]>;
<![CDATA[Jeffrey Dawala Wilang]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i3.25458
<![CDATA[Literature on writing anxiety among undergraduate students in international universities situated in English as a foreign language context remains scarce. In this study, a survey questionnaire was distributed to know the writing anxiety level of students and anxiety level differences based on nationality and locality. A total of 138 students participated using convenience sampling. Afterward, five students, based on their writing anxiety level, were purposely chosen to attend two sorting activities of statements regarding the change in their writing anxiety. Then, individual semi-structured interviews were conducted to know the factors of writing anxiety change. Descriptive results from the survey have shown that students in an international university experienced high anxiety in specific situations in writing. Also, varying writing anxiety levels were found based on nationality and locality. Findings from the sorting activity indicated that some writing anxiety-provoking situations have changed over a 2-week time frame due to some factors. Some implications for teaching were recommended to reduce writing anxiety in the classroom.]]>
<![CDATA[Environmental supplement book of flood disaster for university students ]]>
<![CDATA[Ilmi Zajuli Ichsan]]>;
<![CDATA[Agung Purwanto]]>;
<![CDATA[Henita Rahmayanti]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i3.25078
<![CDATA[Solving natural disaster problems, especially floods, requires community participation. One of the efforts that can be done is by implementing the environmental supplement book of flood disasters based on innovation learning model for natural science and environmental learning (ILMIZI). The purpose of this research was to implement a supplementary book to improve university students’ higher order thinking skills (HOTS) and pro-environmental behavior (PEB). This was an experiment method consisting of experimental class and control class. The samples were 115 university students with 60 university students in experimental class and 55 university students in control class. The data analysis was a t-test that aims to test the significance of the difference in the mean HOTS and PEB scores for the experimental class and the control class. In addition to the t-test, descriptive analysis was also carried out by comparing the HOTS and PEB scores between the experimental class and the control class. The results of this study indicated that the t-test results were significant, which means that supplement books could increase HOTS and PEB of university students. The results of the descriptive analysis showed that university students were still weak in flood mitigation efforts related to the provision of disaster evacuation tools. In an effort to prevent disasters, it was necessary to innovate environmental learning to support sustainability. A conclusion can be drawn that the use of supplementary books can increase university students’ HOTS and PEB.]]>
<![CDATA[Student perception of online learning activities during COVID-19 pandemic: Psychological constraints and factors ]]>
<![CDATA[Latifatul Fazriyah]]>;
<![CDATA[Sri Kusrohmaniah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i3.25382
<![CDATA[COVID-19 pandemic has brought many changes to our lives. One of the prominent changes is the offline learning model changed to online. This change may have an impact on the effectiveness of the learning process and students’ understanding of the knowledge conveyed by the lecturer. So, a further analysis needs to be done. In this study, students’ perceptions of online learning during the pandemic were explored. The goal was to find out what students think and feel while participating in online learning during pandemic so that in the future lecturers are able to create or choose the more effective learning models for their classes. This research was conducted using the phenomenological method on several students’ majoring in health science who were undergoing school from home (SFH). Data collection was carried out using the depth interview method by telephone and WhatsApp chat according to the flexibility of the participants’ time. The finding of this research showed that e-learning programs carried out during the pandemic actually put more mental pressure on students’ and decrease their learning motivation, especially in early days of the program. This happened due to the lecturer and university lack of readiness in carrying out the program.]]>
<![CDATA[Assessment of kinematic concepts comprehension: A systematic review ]]>
<![CDATA[Akhmad Jufriadi]]>;
<![CDATA[Sutopo Sutopo]]>;
<![CDATA[Sentot Kusairi]]>;
<![CDATA[Sunaryono Sunaryono]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i3.24546
<![CDATA[A systematic study on the development of the assessment instrument of the concept of kinematics which is one of the basic concepts of physics has not yet been conducted. This systematic study reported the characteristics, quality, effectiveness, and efficiency of the instrument assessment regarding the concept of kinematics. This systematic review method has used a systematic approach based on the practical guidelines of systematic reviews by Petticrew and Roberts and has used PRISMA diagrams for the process of searching and selecting articles, who reviewed 12 articles published between 1985 and 2021. The research findings show that the instrument of concept mastery of kinematics using multiple-choice formats, while others combine the true-false and multiple-choice formats. Almost all instruments of mastery of the concept of widely used kinematics have reported validity assessment (content validity, construct validity) and internal consistency reliability. However, predictive validity, discriminatory validity, and temporal stability reliability have not been reported. Other results indicate that the development of further assessments must pay attention to five important aspects: the validity and reliability of instruments, the scopes and specificity of the concept of kinematics, the conformity with the intellectual level of students, the effectiveness and efficiency of instrument assessment, and the fulfillment of research gaps. This study can help educators and researchers choose and develop an appropriate instrument assessment to reveal students’ understanding of the concept of kinematics.]]>
<![CDATA[English speaking anxiety among English-major tertiary students in Ghana ]]>
<![CDATA[Daniel Arkoh Fenyi]]>;
<![CDATA[Angel Edward Kongo]]>;
<![CDATA[Michael Owusu Tabiri]]>;
<![CDATA[Ivy Jones-Mensah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i3.25027
<![CDATA[The study explored the English-speaking anxiety of trainee teachers in the colleges of education in Ghana. It aimed at unravelling the causes of the speaking anxiety in the learners and proffering strategies to mitigate the causes of the speaking anxiety. For that purpose, qualitative data were collected from 30 English-major students who attend a college of education in the Western North region of Ghana using semi-structured interviews as the data collection instrument. The data were analyzed using inductive coding data analysis procedures and techniques, where the dominant patterns and themes emerging from the data were grouped and examined. The results showed that the major causes of speaking anxiety are inferiority complex, fear of committing mistakes, spontaneity and the lack of preparation, fear of negative evaluation from tutors and peers, limited knowledge and vocabulary in the language and self-criticism. The participants also indicated the strategies that can curb the problem, including creating a learner-friendly and less formal classroom environment, peer assessment, encouraging the use of more speaking activities in the classroom, positive evaluative feedback and resignation and avoidance. In line with these findings, the study recommended that future research could employ a quantitative approach to produce a more generalizable outcome.]]>
