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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 65 Documents
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Search results for , issue "Vol 13, No 2: April 2024" : 65 Documents clear
Exploring science identity among Jordanian high school students: a case study Ahmad M. Mahasneh; Ahmad M. Gazo; Mohammad H. Abood; Omar A. Aldamat
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.27701

Abstract

This study aimed to investigate the validity and reliability of the Arabic version of the science identity scale (SIS) and to explore any differences in levels of science identity due to gender. The study sample comprised 304 male and female high school students who had completed the SIS. To achieve study objectives, exploratory factor analysis and confirmatory factor analysis were used. The results of the exploratory factor analysis showed that four factors explained (40.542%) of total variance. The results of the confirmatory factor analysis indicated a good model fit, and the Cronbach alpha was calculated to be 0.85 for the SIS. Finally, the results revealed statistically significant differences in the level of science identity and its subscales (science performance, science competence, science recognition, and science interest) based on the gender variable, with females scoring higher. The study recommends that teachers utilize the SIS to assess the level of science identity among students and implement teaching practices aimed at enhancing the science identity of secondary school students.
Development of a multilingual online course with the language support for teaching physics in English Nursultan Ruslanovich Zhakupov; Ainur Seitkhanova; Alexander Dakhin
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.26803

Abstract

Distance education offers an alternative to traditional teaching methods, particularly online courses. During the pandemic, the role of information and communication technologies in the field of education has increased and is used to organize both synchronous and asynchronous learning. However, not all information and communication technology (ICT) tools and platforms provide the necessary functionality for developing online courses in the direction of language integration. This article discusses the issues of creating a multilingual online course of physics in English with the necessary language support and additional functions for the development of students’ academic language. The study used such methods as a survey, focus groups, analytical and descriptive methods, and empirical research. The key features of the developed course are the use of various types of content and methods for assessing both subject and language knowledge and skills. The presented survey results, data on summative assessment (SE), and trial testing show the effectiveness of the developed course modules. The conclusions and results described in the article will be useful to teachers of natural sciences in general education and private schools, especially those using international programs, deputy directors, as well as teachers who teach their subjects in a second or third language.
Analyzing textbook requirements to create physics learning resources Dewi Hikmah Marisda; Yusri Handayani; Mutiara Siska Aprilia; Syamsuriana Basri; Suhardiman Suhardiman
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.26813

Abstract

There are no textbooks for developing physics learning tools, the learning materials are not structured, and students independently collect lecture materials. This research aims to explore the need for teaching materials, especially physics learning device development textbooks. This study used the descriptive qualitative method. This study used an incidental sample of physics education students from four university representatives who had completed an online questionnaire. The respondents were 166 people, consisting of 30 students from University A, 27 from University B, 29 from University C, and 80 from University D. The results showed that the research sample required physics learning device development textbooks. The yearly need for physics learning device development textbooks was 57.07% in 2018, 59.78% in 2019, and 60.88% in 2020. The percentage of the indicator of the need for textbooks: 47.20% for learning resources, 37.98% for textbook availability, 84.64% for teaching material students need, and 67.16% for students interest in physics learning device development. Therefore, lecturers need to develop practice-based textbooks in the physics learning device development course.
Scientific digital poster assignments: strengthen concepts, train creativity, and communication skills Wisanti Wisanti; Novita Kartika Indah; Eva Kristinawati Putri
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.25909

Abstract

Student-centered learning promotes the development of students’ knowledge and skills with poster assignments used to ensure their active participation in academics. Therefore, this research aims to explore student competencies in concept strengthening, creativity, and communication skills from working on digital poster project assignments. Research using observation method with a quantitative approach. Data were collected from 86 participants learning plant systematics in their first semester based on the criteria for strengthening the concept, creativity, communication, and student responses. The instruments used for data collection were a poster scoring rubric and a closed questionnaire. Data were analyzed descriptively with simple statistics in the form of average, standard deviation, and percentage. The hypothesis about the correlation of concept strengthening, creativity, and communication was tested with Spearman’s coefficient. The result showed that students made 29 posters with concept strengthening, creativity and communication skills in the very good (3.42±0.49), very good (3.57±0.26), and very good (3.41±0.25) categories, respectively. Student competency shows a positive correlation between communication skills and concept reinforcement and between communication skills and creativity. Students give a positive response to the application of posters in learning in terms of learning experiences, concept strengthening, creativity and communication. Hence, using posters as project assignments in learning helps develop students’ knowledge and skills by acquiring varied experiences.
Learning media projects with YouTube videos: a dynamic tool for improving mathematics achievement Imam Kusmaryono; Mochamad Abdul Basir
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.26720

Abstract

This research was designed with a descriptive research approach. The research objectives of the study were to: i) investigate the impact of the project task of learning video media on prospective teachers and students; ii) analyze the important role of instructional video media as a learning assistant for students; and iii) describe the function of instructional video media in increasing students’ interest and achievement in learning. This research involved 100 participants consisting of 10 students of a teacher education study program (prospective teachers), and 90 junior high school students. The researchers collected data through tests; questionnaires; and interviews. Researchers analyzed the data through descriptive statistical analysis. The results of the study indicated that the project assignment of making videos for learning (on a YouTube channel) provided a positive impact on learning experiences for teachers (prospective teachers) and students. Mathematics learning video media has a role as a digital native that may help overcome the limitations of students’ knowledge and understanding. Mathematics learning videos on the YouTube channel can be a dynamic tool to increase students’ interest (as an attention, and affective function) and to improve students’ mathematics learning achievement (as a cognitive function).
Online lectures with local wisdom context: efforts to develop students’ higher-order thinking skills Hikmawati Hikmawati; I Wayan Suastra; Ketut Suma; A. A. Istri Agung Rai Sudiatmika
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.25744

Abstract

Indonesian students have low higher-order thinking skills (HOTS), so efforts are needed to improve these skills. This research aims to examine the effect of online learning with local wisdom context on students’ HOTS. The online learning in question is a lecture using Zoom Cloud Meeting (ZCM), Google Meet (GM), and a combination of GM and learning management system (LMS) SPADA Universitas Mataram. This study took a sample of 77 5th-semester students who took the 2021/2022 Physics Curriculum Study course at Universitas Mataram, Indonesia. This quantitative research method uses a posttest-only group design. The student HOTS data were obtained based on the essay test after the treatment. The data analysis used to test the research hypothesis is one-way ANOVA with calculations using the SPSS 25 application. The research results showed that the class combining GM and SPADA UNRAM with local wisdom context significantly affects students’ HOTS scores. The average score of HOTS with the lecture model is the highest compared to the other two classes. Thus, online lectures with local wisdom context using a combination of GM and SPADA UNRAM can be an effort to develop HOTS for prospective physics teacher students.
Scaffolding instruction for improvement in learning English language skills Bani Arora; Hasan Al-Wadi; Ernest Afari
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.26659

Abstract

Students who learn English as a foreign language (EFL) or English as a second language (ESL) often struggle with limited vocabulary and poor reading comprehension skills. This action research explores the effectiveness of implementing scaffolding instruction for university level EFL/ESL students in improving their language learning skills, namely critical reading, and study skills for reading. A sample of 36 foundation year students was involved in two cycles of intervention. Triangulation of data collection was done after each cycle through student survey (SS), language learning assessment (LLA) tasks and an observation checklist to measure the impact of the proposed practice on the improvement in the participants’ learning. The scaffolding techniques used were soft versus hard (support provided only till needed), chunking (breaking down information), modelling (giving clear examples), bridging (using prior knowledge) and contextualizing (making connections). Both the quantitative and qualitative data revealed that scaffolding instruction significantly improved the participants’ language learning skills. For sustainable education, the findings emphasize the importance of conducting scaffolding instruction in small groups, assigning pre-planned and well-structured tasks with clear instructions, and providing scaffolding ‘as and when needed’ especially in a mixed ability group of EFL/ESL students.
Cultural intermediary in higher education based on ethical relation Muna Yastuti Madrah; Suharko Suharko; Diana Dewi Sartika
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.26316

Abstract

Preliminary studies on cultural intermediaries focused on social classes that mediate the production and consumption of culture. Therefore, this study determined the importance of the cultural intermediaries of migrant worker university students who popularize the values of higher education for the working class. Habitus and replication of meaning were used as analytical tools, with an alternative perspective proposed on cultural intermediaries using an ethical approach. The results showed that the cultural intermediary based on ethical relationships produces a new individual involvement of marginalized groups. Meanwhile, community relations with a similar social context are strengthened, enabling individuals to combine their allegiances and continuously generate values to suit certain social situations.
Factors propelling mathematics learning: insights from a quantitative empirical study Yuliya Popova; Marzhan Abdualiyeva; Yerlan Torebek; Pulat Saidakhmetov
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.27322

Abstract

Mathematics learning (ML) is a fundamental aspect of education that lays the groundwork for various academic disciplines and practical applications. Understanding the factors that propel ML is crucial for optimizing educational outcomes. This quantitative empirical study investigates the impact of logical reasoning (LR), critical thinking (CT), information technology (IT), and distance learning (DL) on ML. The study employs structural equation modeling (SEM) using SmartPLS 4 for data analysis and hypothesis testing. The findings reveal that LR, CT, IT, and DL positively influence ML. The results highlight the importance of fostering LR, CT, and the integration of IT in mathematics education. This study contributes to the existing body of knowledge by providing insights into the factors that promote effective ML. These findings have implications for educators, policymakers, and curriculum developers, aiding in the design of instructional strategies and the integration of technology to enhance ML outcomes.
Research on mathematical beliefs: systematic literature review Muhtarom Muhtarom; Sutrisno Sutrisno; Nizaruddin Nizaruddin; Yanuar Hery Murtianto
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.25968

Abstract

This study uses the systematic literature review (SLR) method to identify knowledge trends in beliefs about the nature of mathematics, learning mathematics and identify new development opportunities for further research. The Scopus database was used, and 41 documents were found as the primary source for further analysis. The results show that mathematical beliefs have become a current research trend. The number of publications increased significantly starting in 1989, accompanied by many citations. Based on these primary documents, it is known that the development of mathematical beliefs research topics. The foundation of this topic begins with studying the topic of knowledge, activities, and learning mathematics. Then it is developed into other, more varied studies, including teacher’s beliefs transition; mathematical beliefs comparison; mathematics teacher’s belief, teaching, and learning; mathematical beliefs and problem-solving; inquiry-based learning (IBL); affective factors; technology utilization; common misconceptions; and development of mathematics teacher’s beliefs instrument. This research investigates the core of scientific work to provide information to researchers and institutions as material for consideration of research to be carried out.

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