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[English as a foreign language lecturers’ language power bases in the high context culture of Toraja ]]>
<![CDATA[Markus Deli Girik Allo]]>;
<![CDATA[Nilma Taula’bi’]]>;
<![CDATA[Elim Trika Sudarsi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i3.26260
<![CDATA[This study overviews the English as a foreign language (EFL) lecturers’ language power bases in the high-context culture of Toraja. The writer applied a qualitative study method with a case study design. The writer applied purposive sampling and the subjects of this study are three EFL lecturers. The writer got the data through video observation and interviews. The data analysis technique used is using transcription and coding. It is revealed that the characteristics of lecturers’ behaviors and communication strategies associated with the five bases of power-referent power, coercive power, reward power, legitimate power, and expert power-were observed in the high context culture of Toraja, a common cultural practice among the Toraja learners. Referent power was evident when the lecturer was able to establish a connection with the learners based on shared cultural norms. Coercive power was demonstrated when the lecturer used guilt to pressure learners who were unwilling to do a class presentation. Reward power was characterized by the lecturer providing incentives to learners who complied with requests. Legitimate power was observed when the lecturer maintained strict control over the classroom. Additionally, expert power was identified when the lecturer shared their knowledge and expertise in addressing gaps in the study area.]]>
<![CDATA[Naturally felt emotions, work engagement: the moderating role of perceived organizational support ]]>
<![CDATA[Cinthia Annisa Vinahapsari]]>;
<![CDATA[Hazril Izwar Ibrahim]]>;
<![CDATA[Jeniboy Kimpah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i3.27195
<![CDATA[The main purpose of this study is to investigate whether or not emotional labor strategy (i.e., naturally felt emotions) significantly predicts work engagement (i.e., vigor, dedication, absorption) among academicians in a higher education setting. It also evaluates the role of perceived organizational support (POS) as the moderating variable between naturally felt emotions (NFE) and work engagement. This study employs a survey questionnaire, and data collected from private universities in Central Java, Indonesia. To analyze the data and test the proposed model, the partial least squares structural equation modelling approach was employed. The findings demonstrate that: i) NFE are significantly and positively related to all work engagement dimensions; and ii) POS is proven insignificant to moderate the relationship between NFE and work engagement dimensions. The results of this study complement the literature by addressing associations between NFE and work-related outcomes (i.e., work engagement), especially in the Indonesian academic context. In addition, this study also confirms the insignificant role of POS which is based on norms of mutuality between the organization and employee. Finally, the study offers recommendations and conclusions to achieve long-term objectives for higher education institutions.]]>
<![CDATA[Museum visit intervention in K-12 education: a scoping review ]]>
<![CDATA[Chatterjee Sahani]]>;
<![CDATA[G. S. Prakasha]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i3.27119
<![CDATA[This scoping review aims to provide an overview of empirical studies on worldwide museum visit intervention in K-12 education. The study employed Mendeley citation software to identify the articles in the database. A meta-analysis PRISMA statement is used for reporting the items. Out of 135 possibly rich articles, the present study reviewed 18 studies that met the inclusion criteria and were subjected to descriptive and content analyses published between 2017 and 2021. Most of the studies are experimental and from primary school contexts. It is revealed that science is the subject matter context majority of the studies, but philosophy, disaster management, language, and environmental science are also represented. The content analysis resulted in the following learning and social outcomes. It states that social outcome is explored chiefly, followed by learning outcome. The findings indicate that museum visit intervention positively impacts students learning and social outcome. The review also identifies the need for further research on museum visit intervention in the Asia Pacific region.]]>
<![CDATA[Adaptation and validation the integration scale for Indonesian university students: academic and social ]]>
<![CDATA[Ike Dwiastuti]]>;
<![CDATA[Wiwin Hendriani]]>;
<![CDATA[Fitri Andriani]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i3.26974
<![CDATA[Student integration is a student’s ability to integrate into the social and academic systems of the university. Integration of students has been shown to affect how well they do on campus, which helps them finish higher education. The integration scale (IS) measures integration ability that meets the principle of simplicity. The integration scale is formed of 16 items divided into five aspects and two factors. This study aimed to adapt and validate IS instruments for the Indonesian university student population. The research methods complied with the six-step procedures the International Test Commission set out. A total of 309 participants were undergraduate students. They were between 17 and 23 years old (mean=19.42, SD=1.11 years), with 247 females (79.94%) and 62 males (20.06%). The results of the confirmatory factor analysis revealed that a total of 16 items were valid and reliable. Three models that have acceptable fits were confirmed. The results demonstrate that the Indonesian integration scale measures undergraduate student integration with comparable precision to the original scale. This scale can identify students who require academic and social integration assistance and evaluate the institution’s role in academic development.]]>
<![CDATA[School restorative justice, restorative discipline rather than punishment: a systematic review ]]>
<![CDATA[Julio-Raul Cantera-Rios]]>;
<![CDATA[Neptali Zegarra-Salazar]]>;
<![CDATA[Juan Mendez-Vergaray]]>;
<![CDATA[Edward Flores]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i3.25485
<![CDATA[Restorative justice has become another alternative to do justice in society and its application is spreading outside the criminal field, although there are currently global proposals to apply it as restorative practices in the educational field with interesting results in relationships of coexistence, discipline, and confronting school violence, which impacts on the learning outcomes of students. The objective of this paper is to analyze the conditions of school discipline before the implementation of restorative practice strategies and the impact of their application as an alternative of damage restoration rather than punishment. The PRISMA methodology and the consultations of “Justice AND Restorative AND School” were carried out; also “Practices AND Restorative AND Students”; “Practices AND Restorative AND Violence”; “Justice AND Practices AND Restorative”, 30 articles published in Scopus and EBSCO carried out between 2018-2022 were considered. The studies showed significant benefits in the improvement of school discipline, reduction of suspensions, increased communication, respect, trust between students and teachers, among others; In this regard, the evidence continues to be limited and new studies are needed.]]>
<![CDATA[The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations ]]>
<![CDATA[Salehuddin Al As Anuas]]>;
<![CDATA[Nurfaradilla Mohamad Nasri]]>;
<![CDATA[Aliza Alias]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i3.27255
<![CDATA[In remedial education, teachers play a crucial role in ensuring students from diverse backgrounds master language literacy skills. The current implementation of cultural-based teaching is perceived as an effort to assist remedial students from diverse backgrounds and cultures to learn effectively. The study aims to analyze teachers’ perceptions of challenges in implementing cultural-based teaching in remedial education for language literacy. The study employed a quantitative approach by distributing questionnaires to 252 remedial teachers recruited randomly from primary schools in the Malaysian middle-state zone. The collected data were evaluated descriptively, and the results revealed that these teachers experienced challenges in four areas, namely teaching resources, remedial curricula, teacher knowledge, and time allocation. Moreover, the findings demonstrated that demographic factors, such as gender, school location, and years of teaching experience, did not produce significant impacts on the aforementioned challenges. Simultaneously, this study explored teachers’ perceptions of recommending culturally responsive teaching approaches in remedial education as an alternative to the current cultural-based teaching methodology.]]>
<![CDATA[Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps ]]>
<![CDATA[Min Hui Leow]]>;
<![CDATA[Norshahida Hassan]]>;
<![CDATA[Sabrina Adia Mohd Sharizal]]>;
<![CDATA[Rafiza Abdul Razak]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i3.26877
<![CDATA[Current literatures of active learning widely address pedagogies/approaches and their outcomes, but it does not appear to be a pedagogical consensus regarding the active learning pedagogies/approaches. This situation makes it difficult to gauge the prevalence and practicability of active learning pedagogies/approaches in specific educational levels. This systematic review is aimed to find the consensus of active learning pedagogies/approaches applied in pre-school to tertiary education on the basis of constructivist philosophy and student-centered notion, determine the desirable pedagogical dimensions, discover pedagogical gaps, and offer attention for bridging the gaps. We located seven pedagogical dimensions from teachers’ perspectives of pedagogical features, in terms of pedagogies/approaches and theories/concepts, from 148 publications that were eligible for inclusion after filtered through PRISMA. The learning outcomes or evidence of effectiveness were determined across various pedagogies/approaches in relation to pedagogical dimensions’ manifestation. Content analysis was employed in this work to encode, categorize, and develop themes. As a result, this study highlights the pedagogical gaps between desirable pedagogical dimensions’ manifestation and actual pedagogy attainment at various educational levels and provides suggestion for bridging the gaps to ensure smooth pedagogical transition. The study may serve as a foundation for future active learning pedagogical designs and enrich student-centered learning initiatives.]]>
<![CDATA[Educational video games to improve the learning process ]]>
<![CDATA[Alejandro Cachay-Gutierrez]]>;
<![CDATA[Michael Cabanillas-Carbonell]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i3.26432
<![CDATA[The pandemic has made us quickly migrate to virtual environments, for this reason, we must look for quality education mechanisms, thus continuing with the same level of traditional teaching. This research aims to determine the influence of an educational video game in improving the learning process, for which a study was carried out on first-cycle university students. The level of the research is explanatory, of the applied type, with a quantitative approach and quasi-experimental design. We worked with two groups already formed in which 65 students participated. The following results were obtained: an increase in the grade of motivation of 12.9%, an improvement in the acquired knowledge indicator of 46.34%, and an improvement in the obtained qualification indicator of 12.77%. Therefore, it is concluded that an educational video game influences the motivation, acquisition, and application of learning.]]>
<![CDATA[Adaptation and validation of the children’s cognitive triad inventory for Indonesian students ]]>
<![CDATA[Ktut Dianovinina]]>;
<![CDATA[Endang Retno Surjaningrum]]>;
<![CDATA[Primatia Yogi Wulandari]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i3.28038
<![CDATA[Depression causes student learning problems. Depressive symptoms are influenced by automatic thoughts that contain a negative cognitive triad. A valid and reliable instrument to measure the cognitive triad in adolescents is essential to identify one of the risk factors for depressive disorders in adolescents. At the same time, Indonesia has no instrument to measure this. This study aims to adapt the children’s cognitive triad inventory (CTI-C) into an Indonesian version and to examine its psychometric properties. Data were collected from 1,184 students aged 13-19 (mean=15.32, SD=1.62) using the 36-item CTI-C. The CTI-C instrument adaptation process refers to the international test commission (ITC). The results of confirmatory factor analysis (CFA) showed comparative fit index (CFI)=0.95, Tucker-Lewis’s index (TLI)=0.94, root mean square error of approximation (RMSEA)=0.071, standardized root mean square residual (SRMR)=0.056, and goodness of fit index (GFI)=0.82, with a load factor range of 0.43-0.80 for the view of self, 0.43-0.68 for the view of the world, and 0.37-0.70 for the view of the future. The Cronbach’s alpha coefficient ranged from 0.81 to 0.84 for the subscales and 0.93 for the total score. Thus, the Indonesian version of the CTI-C can measure the cognitive triad in Indonesian students aged 13-19.]]>
<![CDATA[Course design aspects of blended learning in undergraduate education ]]>
<![CDATA[Sanjeewanie Hemamali Dias Senanayake]]>;
<![CDATA[Thanuja Chandani Sandanayake]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i3.26852
<![CDATA[Blended learning is a popular teaching mode in today’s higher education system. Course design for blended education presents a challenge for educational specialists. This research aims to identify the essential aspects of course design in undergraduate blended learning. Course content, course structure and delivery, collaborative engagement, learner facilitation, and assessment and evaluation were discovered as aspects of blended learning course design. Based on the identified aspects, a survey questionnaire was designed and pilot tested to check the reliability and validity of the measurement tool. The analysis revealed that the questionnaire was acceptable in terms of psychometric characteristics after removing four items. Therefore, 23 items remained in the final questionnaire, which was considered reliable and valid for the context. The information was gathered using an online questionnaire from academic staff at Sri Lankan state universities attached to the departments conducting degree programs in the computing discipline. There were 97 participants included in the final dataset. The results were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The results revealed that ‘assessment and evaluation’ was highly considered when designing undergraduate blended learning courses, while other aspects which are also imperative, have been paid less attention by the university academicians.]]>
