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[Cooperative learning implementation among elementary Trust School Teacher Program ]]>
<![CDATA[Wan Nur Fuziana Abdol Jani]]>;
<![CDATA[Fazilah Razali]]>;
<![CDATA[Normala Ismail]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.26352
<![CDATA[Malaysia’s education system is continuously transforming to provide pupils with 21st-century skills. Cooperative learning is viewed as a studentcentered approach that helps pupils develop 21st-century learner characteristics. This study aims to identify the relationship between teachers’ content knowledge, pedagogical knowledge, and technological knowledge with the implementation of cooperative learning. A total of 100 elementary Trust School Program teachers in Selangor were involved in this quantitative study, which comprises a correlational design. Respondents were randomly selected to answer the teachers’ cooperative learning questionnaire (TCLQ) and the content, pedagogical, and technological knowledge questionnaire. The findings obtained indicate that teachers’ content knowledge, pedagogical knowledge, and technological knowledge are at a high level. No significant difference was reported between teachers’ knowledge and implementation of cooperative learning based on years of teaching experience in Trust School Program. The result also revealed a positive and strong relationship between content knowledge and cooperative learning implementation (r=0.551, p=0.000), as well as a positive and strong relationship between pedagogical knowledge and cooperative learning implementation (r=0.603, p=0.000). However, a positive and moderate relationship was reported between teachers’ technological knowledge and cooperative learning implementation (r=0.384, p=0.000). This study can help raise awareness about the elements that educational policymakers and educators need to take into account during cooperative learning.]]>
<![CDATA[Exploratory factor analysis-instrument for self-assessment of computation thinking skills and collaboration skills ]]>
<![CDATA[Hery Sawiji]]>;
<![CDATA[Wiedy Murtini]]>;
<![CDATA[Nur Rahmi Akbarini]]>;
<![CDATA[Sigit Permansah]]>;
<![CDATA[Dede Rusmana]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.25734
<![CDATA[This study focuses on developing and validating instruments to assess the computational thinking skills (CTS) and collaboration skills (CS) of undergraduate students in Indonesia. Employing a quantitative research approach with the exploratory factor analysis (EFA) technique, the research process unfolded in three validation steps. First, face validity was established through expert judgment. Second, discriminant validity was examined using product-moment correlations and Cronbach’s alpha. Finally, EFA were employed to assess the factorial structure. The instrument development process followed five phases: drafting the instrument, face validity assessment by experts, data collection involving 242 undergraduate students as samples, discriminant validity analysis (product moment and Cronbach’s alpha), and EFA analysis to group items and construct dimensions. This study identified six dimensions for CTS (algorithmic thinking, cooperative thinking, problem reformulation, creativity, critical thinking, and systematic testing) and three dimensions for CS (knowledge sharing, planning, and responsibility). These findings support validating the CTS and CS self-assessment scale, making it a valuable tool for evaluating undergraduate student learning and researching computational thinking and CS in Indonesia. Researchers and educators are encouraged to utilize the CTS and CS instrument for self-assessment purposes and further exploration of these competencies among undergraduate students.]]>
<![CDATA[Drivers of organizational citizenship behavior of elementary school teachers ]]>
<![CDATA[Lila Bismala]]>;
<![CDATA[Syaifuddin Syaifuddin]]>;
<![CDATA[Rasmulia Sembiring]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.26833
<![CDATA[This study aims to examine the effect of self-efficacy, intrinsic motivation on organizational citizenship behavior (OCB) of elementary school teachers in the post-COVID-19 pandemic mediated by teacher engagement and moderated by job characteristics. A total of 285 valid questionnaires, were analyzed using Structural Equation Modeling with SmartPLS3 software. The results showed that teacher engagement mediates the effects of self-efficacy and intrinsic motivation on organizational citizenship behavior. Job characteristics moderate the effect of intrinsic motivation and self-efficacy on teacher engagement, where moderation in the relationship between intrinsic motivation and teacher engagement is positive, and the moderating role in the relationship between self-efficacy and teacher engagement is negative. This shows that the school must be able to encourage teachers to demonstrate OCB in the school environment, so that teachers are willing to help their students and colleagues deal with learning in the post-pandemic period, in addition to jobs that offer a high degree of autonomy, task variety, task significance, and feedback.]]>
<![CDATA[Fear of failure among perfectionist students ]]>
<![CDATA[Alethea Rachel Xi Ern Lee]]>;
<![CDATA[Zahari Ishak]]>;
<![CDATA[Mansor Abu Talib]]>;
<![CDATA[Yi Ming Ho]]>;
<![CDATA[Kususanto Ditto Prihadi]]>;
<![CDATA[Abdul Aziz]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.26296
<![CDATA[Fear of failure (FOF) has been reported as a construct that hinders individuals from achieving higher, working harder, and even moving from one stage of development to another. Studies indicated that university students with traits perfectionism tend to develop FOF, which prevented them for achieving better accomplishment in their academic life. In order to obtain further knowledge to curb FOF among this population, this study investigates which one of the three dimensions of perfectionism (self-oriented, other-oriented, socially prescribed) is the main predictor of FOF. 351 participants from the target population of 4,000 undergraduate students from UCSI University, Kuala Lumpur, Malaysia were recruited via convenience sampling to provide us with their data through a Google Form. Perfectionism dimensions were measured by the multidimensional perfectionism scale and fear of failure by the performance failure appraisal inventory. The collected data was analyzed via simple and multiple regression by multiple regression technique, and the findings showed that self-oriented and other-oriented perfectionism did not significantly predict the fear of failure. However, socially prescribed perfectionism was the only significant predictor of the fear of failure among the perfectionism model, therefore indicating that it was the most significantly predictor as well. In conclusion, students are more likely to be afraid to fail when they believe that there is a social standard of perfection that they have to follow.]]>
<![CDATA[Technology pedagogy content knowledge framework to prepare Indonesian career counselors ]]>
<![CDATA[Zikra Zikra]]>;
<![CDATA[Miftahul Fikri]]>;
<![CDATA[Afdal Afdal]]>;
<![CDATA[Indah Sukmawati]]>;
<![CDATA[Tjung Hauw Sin]]>;
<![CDATA[Nurhastuti Nurhastuti]]>;
<![CDATA[Suryanef Suryanef]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.25860
<![CDATA[Technological pedagogical and content knowledge (TPACK) is one of the smart solutions for implementing learning in accordance with the demands of education by integrating technology. The purpose of the study was to analyze the competency level of counselors in Indonesia in terms of age in terms of age, gender, and level of education. The research design used a cross-sectional survey in a non-experimental quantitative study. Respondents in this study amounted to 420 counselors in Indonesia obtained by using a proportional random sampling technique. Data were collected by questionnaire technological pedagogy content knowledge test for counselors (TPACK-TFC). The results of the study found that the TPACK was owned by counselors with an average score of 46.78 in the low category. Judging from the aspect of technology knowledge (TK), a score of 59.88 was obtained in the medium category, content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) was at a relatively low level. The results showed that Indonesian counselors have not fully integrated learning models using aspects namely technology, pedagogy, and content, and need to get attention from the government, higher education institutions, and the community for the development of quality guidance and counseling services and counselor careers in the future.]]>
<![CDATA[Exploring benefits of applying Google Workspace for Education in English as a foreign language classroom ]]>
<![CDATA[Pham Duc Thuan]]>;
<![CDATA[Nguyen Thi Hong Hanh]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.27215
<![CDATA[The application of technology in language classrooms is widely believed to benefit learners. In the context of teaching and learning English as a foreign language (EFL) for high school students in Vietnam, there are few studies on the benefits of applying Google Workspace for Education (GWE). This small-scale qualitative study seeks to explore the benefits of applying GWE as a technological solution in the EFL classroom with high school students. The participants were eight eleventh graders in the north of Vietnam learning English in evening classes at an English center. To collect data, the students were interviewed. The qualitative data was analyzed based on themes. The results indicated that the benefits of applying GWE were evident in enhanced attitude and motivation for learning and improved learning skills. Based on the results of this study, it is recommended that Google tools be utilized for English language learning and instruction.]]>
<![CDATA[Differentiated instruction based on multiple intelligences as promising joyful and meaningful learning ]]>
<![CDATA[Subuh Anggoro]]>;
<![CDATA[Azmi Fitriati]]>;
<![CDATA[Ng Khar Thoe]]>;
<![CDATA[Corrienna Abdul Talib]]>;
<![CDATA[Lia Mareza]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.24791
<![CDATA[Boredom has previously been linked to negative academic outcomes such as academic motivation, strategies, and achievement. The understanding of multiple intelligence approaches creates opportunities for all learners to develop their potential to optimize learning through differentiated instructions. This research aims: i) to design and to develop differentiated instruction based on learners’ multiple intelligences for elementary schools; and ii) to measure the effectivity of students’ learning attitude and mastery of concepts. Using design and development research (DDR) anchored on analysis, development, design, implementation, and evaluation (ADDIE) model and quasi-experimental research, the differentiated instruction based on multiple intelligence was conducted in a private Islamic Elementary School in collaboration with 3 class teachers. Based on the results of observations conducted at the school, the findings revealed that the learners can maximize their logical-mathematical, language, kinesthetic, interpersonal, and intrapersonal intelligences through a differentiated instruction based on multiple intelligence approach. Students experienced a joyful and meaningful learning atmosphere; hence it was expected that their intelligences can be developed naturally. In addition. this instruction was found to be effective to enhance science concept mastery especially in the aspects of remembering, understanding, and applying. The differentiated instruction based on multiple intelligences should be developed further to examine the effectiveness of the model in thematic learning for students both with low and high achievement.]]>
<![CDATA[Development of SMART-P to improve parental locus of control and children’s social-emotional development ]]>
<![CDATA[Evania Yafie]]>;
<![CDATA[Zakiah Mohamad Ashari]]>;
<![CDATA[Norazrena Abu Samah]]>;
<![CDATA[Diana Setyaningsih]]>;
<![CDATA[Dessy Putri Wahyuningtyas]]>;
<![CDATA[I Gusti Lanang Agung Wiranata]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.26503
<![CDATA[Child social-emotional development is improved by parental locus of control. Parents with a healthy locus of control can teach children about social-emotional development. Parents require training to improve their parenting skills. This study will create, administer, and evaluate the seamless mobile-assisted real training for parent (SMART-P) application on parental locus of control and children’s social and emotional development. The mixmethod study used an analysis, design, development, implementation, and evaluation (ADDIE) model and experimental quantification research strategy. An explanatory study with a non-equivalent control group design and control-experiment classes is used. This study includes analysis, design, development, research instrument development, implementation, and assessment. This study sampled 150 parents of 4-year-olds and 6 experts, including 714 from Posyandu (Integrated Service Post) in five Malang City areas. The data was collected via questionnaires and observation checklists. This study analyzes data using descriptive percentages and SPSS. The findings showed that i) SMART-P is valid and acceptable as a training medium; ii) parental locus of parental control is significantly influenced before and after receiving SMART-P parenting training; iii) children’s social and emotional development is significantly impacted before and after parents receive care using the program; and iv) there is a significant difference between the experimental and control groups in the influence on parental continuous. SMART-P parenting research is needed to enhance parental locus of control and children’s social-emotional development]]>
<![CDATA[Enhancing students’ creativity in problem-solving through online reading-concept mapping-group investigation ]]>
<![CDATA[Nur Lina Safitri]]>;
<![CDATA[Siti Zubaidah]]>;
<![CDATA[Fatchur Rohman]]>;
<![CDATA[Sulisetijono Sulisetijono]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.26655
<![CDATA[Enhancement of students’ creativity and problem-solving is essential to science education. The learning accentuating students’ interaction to generate creative ideas becomes the ideal forum for developing those two skills. This study aims to amplify the current understanding of the effects of readingconcept mapping (Remap)–cooperative learning on college students’ creative and problem-solving skills. For cooperative learning, we used group investigation (GI). This study involved 60 college students from three Biology Education classes. Further, each class consists of 20 students with Remap-GI, GI, and conventional learning. The analysis results suggested that the creativity and problem-solving skills of students from all classes increased, with the most significant increase observed in students attending Remap-GI class which also presented substantial differences from the other two classes. In conclusion, GI presents positive effects in enhancing prospective teachers’ skills. However, an additional structured program (Remap) is still required to improve the future teachers’ contribution to their group.]]>
<![CDATA[Publishing a research paper in reputable journals: doctoral students’ perspectives ]]>
<![CDATA[Nur Hidayat]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Syafiul Anam]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.25701
<![CDATA[This study aimed to enquire about the English foreign language (EFL) doctoral students’ perspective, especially in the non-English department, concerning the Indonesian government policy, which obliges an article published in a reputable international journal as a requirement to receive a doctoral degree. Their challenges in publishing their papers in Scopus or Web of Science (WOS)-indexed journals and their resolutions were also analyzed. A mixed-methods technique was used to obtain quantitative and qualitative information. The study consisted of 57 respondents, comprising 25 males and 32 females, who were EFL doctoral students of education departments from five universities. The purposive sampling method with several criteria was used to determine the study participants. Data were then collected through questionnaires and semi-structured interviews. Subsequently, the findings showed that the policy of publishing a paper in Scopus or WOS-indexed journals to obtain an EFL doctoral degree was burdensome to the majority of the students. Other findings showed that the students faced several challenges in publishing their papers in these journals, including language problems, cost of publication, journal selection, lack of experience, duration to publish, writing difficulties, revising, and stress. The actions to resolve these challenges were also provided in this study.]]>
