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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 76 Documents
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Search results for , issue "Vol 13, No 4: August 2024" : 76 Documents clear
In-service English teachers’ motivations in the Indonesian teacher profession education program Apoko, Tri Wintolo; Cahyono, Bambang Yudi
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28442

Abstract

To be certified as professional English teachers, Indonesian teachers must complete the teacher profession education program (TPEP) offered by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia. Due to a lack of discussion and research on the motivation of inservice English teachers participating in the TPEP, this study explored the TPEP-related motivation of in-service English teachers. There were 80 inservice English teachers who joined the TPEP at a reputable private university in Indonesia participated in this mixed-method study. A survey questionnaire was distributed to the in-service teachers to know their motivation regarding the TPEP. The findings indicated that the majority of the in-service English teachers were highly motivated to participate in the TPEP. They also thought that TPEP was beneficial for teachers as it enhanced their knowledge and skills in teaching. Through the TPEP they learned to use innovative strategies to teach English such as project-based learning and problem-based learning. This implies that more in-service English teachers should be encouraged to join TPEP to develop their competencies.
Assessing graduates’ attributes and job performance for program curriculum enhancement Albay, Eduard M.; Aquino, Ronald L.; Alambra, Ralph Vincent E.; Eisma, Delia V.; Quiambao, Raquel D.
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27090

Abstract

Graduate tracer studies are essential for higher education institutions (HEIs) as valuable information can be uncovered and derived that is useful for curriculum development, revision, or enhancement. This descriptive research study, using a questionnaire as the main data-gathering tool, determined the job attributes and job performance of the Bachelor of Science (BS) Mathematics graduates from 2013 to 2017 from a state university in the Philippines. Results revealed that the graduates were currently employed in various positions in both private and government institutions, with either permanent or contractual status. The graduates identified skills in mathematics, communication, computer, human relations, entrepreneurship, problem- solving, and critical thinking as vital in performing their duties and obligations in the workplace. Overall, the graduates’ job performance is outstanding. Based on the findings, suggestions to improve the BS Mathematics curriculum of the concerned HEIs were discussed to make it more relevant, responsive, adaptive, and inclusive.
Unlocking mathematics’ power: interpreting content and context within word problems Abdullah, Abdul Halim; Mohamad, Nurain Nadhirah; Saleh, Sitti Fithriani; Mutmainnah, Mutmainnah
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28658

Abstract

Mathematics is a fundamental subject with wide-reaching importance in education, providing students with the tools to apply mathematical principles in diverse contexts. This study examines the abilities of 60 pre-service mathematics teachers (PSTs) in identifying content and context within mathematical word problems. Utilizing a case study approach, the study employed the mathematics word problems test and the content and context questionnaire. The findings reveal that PSTs generally struggle with error detection and content comprehension in mathematical word problems, as demonstrated by their inability to recognize inaccuracies in two of three test questions. The failure of PSTs to identify errors in mathematical word problems often stems from their tendency to rely solely on the solutions they obtain, without first understanding the entire question presented. In essence, they may focus on finding a solution rather than critically evaluating the problem, which can lead to the oversight of errors or inaccuracies within the problem statement itself. This study emphasizes the need for PSTs to grasp mathematical concepts and contextualize them in everyday life scenarios. Challenges were observed in linking computational results to real-world contexts. Thus, the study calls for future research in pre-service teacher education to explore strategies for enhancing critical thinking, error detection, and the integration of practical context in mathematical problem-solving. Furthermore, the study suggests that assessing the ability of PSTs to formulate problem-solving questions evaluates their capacity to answer questions and their ability to construct questions that can enhance students’ cognitive abilities.
Developing STEM project-based learning module for primary school teachers: a need analysis Septiadevana, Riski; Abdullah, Norazilawati
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28894

Abstract

The integration of science, technology, engineering, and mathematics (STEM) with project-based learning is beneficial in facilitating students to compete effectively in the 21st century, but teachers still encounter obstacles, so in implementation, especially in primary schools, is still rarely done. Therefore, it is necessary to develop STEM project-based learning module to overcome teacher problems. This study aims to collect and analyze teacher perspectives regarding their requirements for the development of STEM project-based learning module. This study was conducted using a design and developmental research (DDR) approach. The first phase included need analysis, carried out through an online questionnaire. The participants consisted of 397 teachers in Cirebon and the results showed that primary school teachers required STEM project-based learning module to facilitate the development of relevant skills in the 21st century, such as scientific literacy and critical thinking. Based on the data collected, the most difficult topic and the topic with the highest forms of misconceptions appeared to be human body organ systems, with a percentage value of 21.16% and matter and change, with a percentage at 21.41%. STEM project-based learning module for primary school level can be developed for various topics such as human body organs or matter and changes.
Teachers’ self-perception of scientific competences: a gender approach Garcés-Gómez, Yeison Alberto; Alzate, Valentina Cadavid; Rodríguez Ortiz, Angélica María; Lara Escobar, Rubén Darío
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27724

Abstract

This study analyses the self-perception of 274 teachers from public, urban, and rural schools in Manizales, Colombia, using a Likert scale instrument developed considering the scientific competencies determined by UNESCO. In the analysis of the results, it was found that, even though in the sample analyzed, women have greater training in research and scientific competencies, their perception of their abilities in this aspect is lower than that of men. With the Mann-Whitney U test and rank-biserial correlation, it was possible to test the alternative hypothesis that the female self-perception of capabilities is lower than the male for each question. The instrument was validated with the internal consistency index with an α=0.98. Additionally, the instrument has been validated with a confirmatory factor analysis, obtaining values of comparative fit index (CFI) of 0.869 and Tucker-Lewis’s index (TLI) of 0.858 with RMSEA and SRMR of 0.103 and 0.063, respectively. The paper provides insights into the self-perception of scientific competencies among teachers, which can inform teacher training and professional development programs. The study highlighted the gender gap in self-perception of scientific competencies, which can inform policies and interventions to promote gender equity in science education.
The quality of anti-corruption education in Indonesian schools: adaptation of the Servqual method Santoso, Ridwan; Murdiono, Mukhamad; Muhson, Ali; Nadya, Lucky
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28150

Abstract

Anti-corruption education is a character education program that aims to instill anti-corruption values in students. The difference in the implementation of anti-corruption education as an autonomous subject provides different learning experiences for students. This research aims to measure the quality of anti-corruption education using the Servqual instrument. The Servqual instrument was developed and analyzed using confirmatory factor analysis (CFA). This research was conducted with an ex-post facto non-experimental design. The subjects involved were 156 students. Data analysis was carried out with the SmartPLS program. The results of CFA show that the instrument meets the fit criteria. Thus, the discriminant validity results have met the criteria, with a composite reliability (CR) value of 0.765 to 0.900. The results of the path analysis prove that three of the five Servqual constructs have a significant effect on the quality of anti-corruption education.
Computer networking concepts enhancement through analogies: a study of information technology students Fathirma’ruf, Fathirma’ruf; Asmedy, Asmedy; Prayudi, Andi; Purwati, Diana; Sunarsi, Denok
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28078

Abstract

Computer networks are one of the skills that require mastering concepts, but a weak comprehension of these concepts can cause cognitive and psychomotor challenges for students. Several studies showed that a group of information technology education students at a university struggled with basic network practical exercises, signifying the importance of addressing conceptual understanding. Therefore, this study aimed to enhance students’ comprehension of high-level abstract computer network materials. To achieve the desired outcome, a pre-test post-test control group design was conducted on two groups of 29 students each. The results showed a positive impact on strengthening the conceptual understanding of students. Consequently, the experimental class achieved higher test scores compared to the control class, with a difference of 11.6. Data processing also showed higher N-gain values in the experimental class, indicating that analogies had a positive influence on students’ conceptual understanding of computer network materials.
Psychology capital and organizational commitment of novice police: the mediation effect of career adaptability Sutrisno, Aristianto Budi; Suhariadi, Fendy; Wijoyo, Suparto; Aldhi, Ian Firstian; Teofilus, Teofilus; Hardaningtyas, Dwi
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28460

Abstract

This research aims to provide an understanding of the mechanisms underlying organizational commitment (OC) by utilizing psychological capital (PsyCap) as an antecedent and career adaptability (CA) as a mediator in this relationship. This study employs the conservation of resources (COR) theory to elucidate how PsyCap and CA can assist organizational members in enhancing OC when assessing the workforce quality in police settings. The study was conducted at police academy and state police school in Indonesia. The sampling technique adopted purposive sampling, targeting novice police totaling 417 individuals. Concerning the relationship between PsyCap and CA denoting a statistically significant positive relationship. This indicates that as PsyCap increases, CA tends to rise as well. The results demonstrate that the relationship between PsyCap and OC is not statistically significant. The relationship between CA and OC indicates an extremely significant positive relationship, meaning that a higher CA leads to an elevated OC. The indirect relationship between PsyCap and OC, when considering the mediating effect of CA on the relationship between PsyCap and OC, implies that PsyCap has a significant positive influence on OC through CA. It can be concluded that CA fully mediates the relationship between PsyCap and OC.
Corrective feedback on essay writing: English as second language teachers’ and students’ perspectives Yaseen, Muhammad; Hamzah, Mohd Hilmi; Harun, Minah
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.26890

Abstract

Many studies have examined how written corrective feedback (WCF) can raise English as a foreign language (EFL) students’ understanding of language concepts. However, not much is known about how students’ perceptions and preferences could influence the effects of WCF. This study examined how Secondary School Certificate (SSC) students and teachers in Pakistan International School, Saudi Arabia, felt about WCF in writing classes. It aimed to identify the WCF aspects of the target language the students preferred. A questionnaire survey was distributed to 30 SSC-level EFL students and 10 teachers at the school who participated voluntarily in the study. The findings revealed that the students had sympathetic perspectives despite having preferences for WCF. They mainly believed that WCF might help them enhance their language knowledge and writing abilities. Through WCF, they learned what to avoid and how to write better. The teachers also found WCF helpful in enhancing the basic understanding of the target language. The findings showed that the students and teachers believed direct WCF to be the most effective technique for improving the former’s writing abilities, followed by indirect strategies such as underlining errors or providing codes. The research was considered relevant and pertinent as it addressed diverse aspects of WCF.
English for specific purposes curriculum evaluation from the social semiotic perspective Sari, Latifa Ika; Rukmini, Dwi; Faridi, Abdurrachman; Mujiyanto, Januarius
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28014

Abstract

This paper presents an evaluation of an English for specific purposes (ESP) curriculum using the social semiotic perspective. This perspective highlights the importance of authenticity, multimodality, and communicative competence in ESP teaching and learning. Five main components of the ESP curriculum at the Port and Shipping Management Department of a Maritime Polytechnic in Indonesia were evaluated, including the syllabus, lesson plans, resources, teaching activities, and assessment. In conducting the evaluation, the authors developed an evaluation framework based on three existing frameworks, namely Stufflebeam’s context input process product (CIPP) model for evaluation, Kaewpet’s ESP program evaluation, and Tsou and Chen’s ESP program evaluation. Multiple data collection methods were used and multiple perspectives of research participants were invited. The findings of the study revealed that there were several problems in the ESP curriculum of the Port and Shipping Management Department. The main problem was the poorly designed syllabus that has caused drawbacks on the other components, such as irrelevant and unauthentic teaching materials and activities, low variety of teaching media, lack of multimodal resources used in the classroom, and low validity and reliability of assessments. Pedagogical implications regarding the results of the evaluation are also discussed. 

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