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[Online discussion in improving argumentation skills during last decade: A review ]]>
<![CDATA[Setyo Admoko]]>;
<![CDATA[Eka Putri Dian Nata Sari]]>;
<![CDATA[Eko Hariyono]]>;
<![CDATA[Madlazim Madlazim]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i4.25445
<![CDATA[This study aimed to find research trend online discussion to improve argumentation skills in education especially physics education. The method used in this research is bibliometric analysis by using VOSviewer. The data used is the Scopus database in the last 10 years. The research findings found that there are 1,447 documents that meet the predetermined criteria. The number of online discussion research increases gradually over the research period 2012-2021. The two highest sources of documents came from journals and conference proceedings and a higher percentage of citations were carried out on scientific journal. There are five trend research clusters on online discussion (4 main clusters and 1 secondary). The first cluster focuses on online discussion methods, the second cluster focuses on online discussion model, the third cluster focuses on the application of online discussions, the fourth cluster focuses on media used in online discussions, the fifth secondary cluster focuses on the goals of online discussion. The “argumentation” keyword is not included in the top 10 keywords, this shows that online discussion research has just little linked to argumentation as an indicator of the quality of online discussion. This condition creates an opportunity for further research related to online discussion in improving argumentation skills.]]>
<![CDATA[The feasibility of 12-year compulsory education policy in Malaysia from the perspective of B40 parents ]]>
<![CDATA[Juliana Mohd Janjang]]>;
<![CDATA[Mohamed Yusoff Mohd Nor]]>;
<![CDATA[Aida Hanim A. Hamid]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i4.25020
<![CDATA[Compulsory education in Malaysia is limited to primary education within 6 years compared to the international level (8 to 12 years). There is concern that because other levels of education are still optional, enrolment will fall. It is suggested to prolong compulsory education to a total of 12 years to ensure that students obtain preschool and secondary education. As a result, a survey of 278 B40 parents or socioeconomic parents with household income less than RM4850 in urban and rural primary schools was conducted to determine the level of understanding, readiness, and acceptance of the feasibility of implementing the 12-year compulsory education policy. A valid and reliable questionnaire instrument was administered online and subsequently analyzed using SPSS Version 26. The study’s results revealed that the level of understanding (M=3.564, SD=0.462), readiness (M=3.529, SD=0.491), and their acceptance (M=3.568, SD=0.495) were very high and there were no significant differences for each dimension based on location. In principle, this indicates that B40 parents support the intention to expand our country’s policy on compulsory education. Policymakers could employ this finding to modify the current compulsory education policy in the future.]]>
<![CDATA[Difficulties of field training among university students during the COVID-19 pandemic ]]>
<![CDATA[Haitham Abu Zaid]]>;
<![CDATA[Mohammad Omar Al-Momani]]>;
<![CDATA[Hanaa Mustafa Danaa]]>;
<![CDATA[Karimah Suleiman Aljedayah]]>;
<![CDATA[Lubna Mahmoud Obeidat]]>;
<![CDATA[Marleen Mansour AlFalah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i4.22380
<![CDATA[This study aimed to uncover the difficulties that special education students face in field training at Al-Balqa Applied University during the corona pandemic. The study investigated whether these difficulties were affected by gender (males-females). To achieve the objectives of the study, the researcher designed survey consisting of 36 items. The sample of the study consisted of 30 male and female students enrolled in the field training course in the first semester of the academic year 2020/22021. The results showed that field training difficulties associated with the subscale of the students and supervisors were high. However, the difficulties related to the training center were medium. The study also showed no statistically significant differences in the difficulties between students due to the gender variable.]]>
<![CDATA[Validity of instrument to measure primary school mathematics teachers’ acceptance of m-learning applications ]]>
<![CDATA[Mohamad Ikram Zakaria]]>;
<![CDATA[Mohd Fadzil Abdul Hanid]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i4.26272
<![CDATA[Mobile learning (M-learning) is one of the proposed technology-based methods for teaching mathematics in today’s education 4.0 era. This method enables teachers to conduct instruction and learning without being bounded by walls, wires, and the need for specialized physical infrastructure and facilities. This study was conducted to develop and validate an instrument for evaluating primary school mathematics teachers’ acceptance of M-learning applications in problem-solving teaching involving six variables. This research is quantitative and utilizes a questionnaire to collect data. This study involved a total of four experts and 120 participants. Cronbach’s alpha and Exploratory Factor Analysis were used to perform a descriptive analysis of the data. Cronbach’s alpha was determined to be 0.934, with a factor eigenvalue greater than 1. The Kaiser–Meyer–Olkin value for each construct is 0.50, whereas Bartlett’s test value is statistically significant (<0.5). Each item has a factor loading of 0.50 and a variance of ≥60%. The findings showed that this instrument contains six constructs and nineteen appropriate items. It also indicated that this instrument could be used to investigate perceptions of the primary school mathematics teachers’ acceptance of m-learning applications in problem-solving teaching instruments involving performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and usage behavior (attitude).]]>
<![CDATA[Enablers and barriers to the construction of motives for learning at the university: The student’s perspective ]]>
<![CDATA[Jorge Miranda-Ossandón]]>;
<![CDATA[Andrea Precht]]>;
<![CDATA[Constanza Lobos]]>;
<![CDATA[Jorge Valenzuela]]>;
<![CDATA[Carla Muñoz]]>;
<![CDATA[Milenko Del Valle]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i4.25254
<![CDATA[The massification of higher education and the migration to online formats imply changes that affect the ways that people learn and their motivation for learning. In this sense, the motivational orientation of the student can make a difference in learning. This article aims to describe the enablers and barriers to students’ motivation for learning from the perspective of Chilean University students in the areas of health and education. The study was conducted through virtual group interviews. The analysis was carried out on the participants’ accounts from a constructivist approach to grounded theory. The results showed a valuation of the practical and altruistic motives as a structuring motivational axis. In line with the self-determination theory, the existence of a protected space in the classroom appears as an essential motivational enabler of learning, and virtuality is a critical motivational barrier.]]>
<![CDATA[Minority languages in Europe: Problems of Albanian as the second official language in North Macedonia ]]>
<![CDATA[Manjola Zaçellari]]>;
<![CDATA[Flamur Shala]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i4.24775
<![CDATA[This study aimed at analyzing the status of Albanian as the second official language in North Macedonia, by firstly giving an overview of the language policy in the European Union (EU), its approach to multilingualism, stressing out the idea that a similar multilingual policy can be used as a model by other European countries. The study analysed the current situation regarding the use and application of the Albanian language in North Macedonia, by analyzing the law on languages and some issues regarding Albanian as the language of instruction. Qualitative methods were used for the aims of this study. The data was collected through document analysis for analyzing how the EU deals with multilingual issues; identify arising issues due to the use of Albanian as the second official language in North Macedonia and through semi-structured interviews with Albanian teachers from various schools to investigate their perceptions of the status of Albanian and about problems they face in their work routine. Teachers were posed five interview questions. After evaluating the data, some important issues were identified such as the need for further improvement to the law on languages, the need for opening more Albanian schools, and the need for continuous training for teachers.]]>
<![CDATA[An analysis of factors affecting student wellbeing: Emotional intelligence, family and school environment ]]>
<![CDATA[Ahmad Muhibbin]]>;
<![CDATA[Patmisari Patmisari]]>;
<![CDATA[Noor Banu Mahadir Naidu]]>;
<![CDATA[Wibowo Heru Prasetiyo]]>;
<![CDATA[Muhammad Luthfi Hidayat]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i4.25670
<![CDATA[This research aims to identify the role of family and school environments in predicting emotional intelligence and student well-being. It also examines whether or not emotional intelligence acts as a mediator. A total of 500 senior high school students from 16 private high schools in Pemalang District, Indonesia, completed this survey in the 2020-2021 academic year. Data analysis was carried out using Structural Equation Modeling (SEM) analysis with Partial Least Square (SEM-PLS). The results show that family environment affects the fulfilment of student well-being. Emotional intelligence was not an essential mediator in the relationship between the family environment and student well-being. The school environment also had a decisive role in fulfilling student well-being. Emotional intelligence was an essential mediator between the school environment and student well-being. Student well-being should be realized. It is necessary to address the welfare of teachers in the school environment and the awareness of parents in the family to assist students. Teachers’ and students’ interests are closely related. When the welfare of teachers is prioritized, it will improve harmonious relationships in the school environment. Likewise, when parents accompany their children at home, the children will feel more prosperous.]]>
<![CDATA[Challenges of implementing child-friendly school model in Surakarta, Indonesia ]]>
<![CDATA[Siany Indria Liestyasari]]>;
<![CDATA[Ravik Karsidi]]>;
<![CDATA[Asrowi Asrowi]]>;
<![CDATA[Abdul Rahman]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i4.25149
<![CDATA[Indonesia adopted the UNICEF’s child-friendly school (CFS) model as the attempt protection and fulfillment of children’s rights in education. The top-down implementation of child-friendly schools and bureaucratic imperatives have made many schools not ready to implement the model so the child-friendly school program is still far from expectations and reality. Many interests in the implementation of child-friendly schools make students vulnerable to being the victims of education political policies. This article aims to explain school challenges in child-friendly school implementation. Qualitative method with case study approach used through observations, interviews, and focus group discussions at three senior high schools in Surakarta City, Indonesia. The results show that the challenges of implementing child-friendly schools lead to three things, namely mentoring and sustainability, technical implementation, and evaluation mechanism. The simultaneous CFS declarations have not been adapted to the readiness, willingness, and needs of each school. Fulfilling the challenges of implementation is able to make CFS not just a slogan but a school’s need to provide protection and fulfillment of children’s rights.]]>
<![CDATA[Problems facing university students during Corona pandemic ]]>
<![CDATA[Rihab Ahmad Banisaeed]]>;
<![CDATA[Mohammad Omar Al-Momani]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i4.22379
<![CDATA[University students face many problems and difficulties that hinder their academic and scientific careers. The researchers, in various locations, seek to find solutions to them, especially in light of the global pandemic of Corona, which has exacerbated these problems. Therefore, this study aimed to identify the problems facing university students at Al-Balqa Applied University in Jordan during the Corona pandemic from their viewpoints. Also, this study aimed to identify the relationship between these problems and some variables, such as gender, type of major and academic degree. The researcher used the descriptive approach and developed a questionnaire. The study sample comprised 700 male and female students in the second semester of the academic year (2021/2022). The study concluded that the students’ levels of problems got a high degree in all domains and on the instrument as a whole. Besides, there were statistically significant differences following the gender variable in favor of males. The study concluded that there were statistically significant differences following the type of academic major variable and in favor of students of scientific majors. There were no statistically significant differences due to the student’s academic degree variable (intermediate diploma, bachelor’s degree).]]>
<![CDATA[Psychometric properties of parent reading belief inventory with a sample of Indonesian mothers ]]>
<![CDATA[Hanggara Budi Utomo]]>;
<![CDATA[Epritha Kurnia Wati]]>;
<![CDATA[Widi Wulansari]]>;
<![CDATA[Rosa Imani Khan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i4.25559
<![CDATA[The beliefs that parent currently have are increasingly attracting attention regarding the implementation of literacy for their children at home, was measured using parent reading belief inventory (PRBI) measuring tool developed by DeBaryshe and Binder. PRBI has not been adapted in Indonesia, making collaborative research difficult. Respondents in this study were mothers who had children aged 3-6 years old totally 177 respondents. Sampling technique with quota sampling. This research aims to develop a reliable and valid version of PRBI in Indonesia using International Test Commission guidelines. Data analysis using the second-order confirmatory factor analysis. The results showed that PRBI instrument was a valid and reliable instrument to measure the beliefs of parents in carrying out reading aloud activities with their children in Indonesia. Future research is expected to improve PRBI construct empirically based on the culture in each region, so that it can identify types of parents’ reading beliefs that implication children’s reading abilities.]]>
