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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 78 Documents
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Search results for , issue "Vol 13, No 5: October 2024" : 78 Documents clear
Effectiveness of digital learning on students’ higher order thinking skills Mat, Hamidah; Mustakim, Siti Salina; Razali, Fazilah; Ghazali, Norliza; Minghat, Asnul Dahar
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.29449

Abstract

In the realm of education, learning and instructional activities play a crucial role in cultivating lasting and meaningful comprehension among science students. This research aims to evaluate the effectiveness of the i-Genius module in enhancing students’ performance in science. The i-Genius module’s development adhered to the ADDIE model, and two specific research questions were formulated: i) is there a statistically significant difference in mean scores between the experimental and control groups? and ii) to what extent can i-Genius contribute to students’ conceptual evolution compared to traditional methods? To address these questions, a sequential mixed-method approach involving interviews, pre-tests, and post-tests was implemented in two distinct schools in the Seremban District. The experimental group comprised 35 participants, and the control group also included 35 students with similar characteristics. Student performance, assessed through pre-test and post-test mean scores, revealed that students exposed to i-Genius achieved significantly higher scores than those exposed to traditional methods in the post-test (t(68)=8.37, p<0.05). This study’s implications lie in its practical application within the school context, offering an alternative instructional tool for teaching science and presenting an instructional model to guide teachers in formulating strategies that encourage problem-posing within the science curriculum.
Studies of multicultural education in three last decades: global trends and future directions in educational researches Sumargono, Sumargono; Sinaga, Risma Margaretha; Ariyani, Farida; Rini, Riswanti
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28482

Abstract

The publication trend regarding multicultural education studies has been increasing in three last decades. Nevertheless, systematic studies providing comprehensive bibliographic and bibliometric review related to this issue has not been performed nor also reported in the electronic journals or conference proceeding. A systematic review combined to bibliometric analysis was used to present global trends and future directions in educational researches related to multicultural education. 284 eligible documents from Scopus database published in 2001–2023 were involved as the data. Results revealed that in the period of 2001–2023, publication trend of multicultural education studies slightly soared while citation trend on the documents regarding multicultural education studies relatively fluctuated. The productive and influential documents, authors, countries, institutions, and sources contributed most to the development of multicultural education studies. Moreover, a lot of authors and institutions in the world jointly worked and also generated research networking in conducting the studies of multicultural education, mainly authors come from United States and educational institutions located in United States. Additionally, at least there are several major emerging themes related to multicultural education studies such as methodology, learning environment, main topic in multicultural education, affective and cognitive domain, participant, and theoretical framework. The future researches related to this topic should develop valid, practical, and effective learning models for multicultural competence referring to culturally responsive transformative teaching approach.
A systematic review on technology-based instructions to develop English pragmatic competence for non-native speakers Hui, Xianxin; Liu, Zhifang; Chi, Yongmei
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28385

Abstract

With the rapid development of world Englishes (WEs) and multilingualism, pragmatic failure is still an unsolved matter for non-native speakers (NNSs). Although many studies have paid attention to technology application in second language acquisition (SLA), there are limited systematic reviews concerning technology-based instructions to develop English pragmatic competence for NNSs. This study gains a comprehensive overview to identify the situation and trend of technology-based instructions to develop English pragmatic competence for NNSs based on 20 articles from 2015 to 2023. Various findings indicate that based on technology instructions and technology resources, English pragmatic awareness and multidimensional development should be emphasized to foster English pragmatic competence among NNSs. Implications and suggestions are also provided for further research from this review.
Integrating environmental social and governance values into higher education curriculum Alenezi, Mamdouh; Alanazi, Fayez
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.29440

Abstract

This paper proposes a framework for integrating Environmental, Social, and Governance (ESG) principles into higher education institutions. The framework consists of six components: curriculum integration, research and innovation, campus operations, community engagement, leadership and governance, and assessment and reporting. Each component is supported by eight implementation strategies that provide practical guidance for institutions looking to advance their sustainability efforts. The proposed framework is informed by a literature review that highlights the importance of ESG considerations in higher education, the challenges and opportunities associated with integrating sustainability into higher education institutions, and the role that institutions can play in promoting sustainable development. The framework is also supported by case studies that illustrate how institutions have successfully implemented sustainability initiatives and the benefits that have accrued as a result. The proposed framework has the potential to make a significant contribution to the advancement of sustainability in higher education institutions and promote sustainable development in the broader community. It is hoped that the framework will be useful to institutions, policymakers, and other stakeholders interested in promoting sustainability in higher education.
Using nominal group technique to investigate the factors of child sexual abuse in Malaysia Che Rozubi, Norsayyidatina; Anuar, Azad Athahiri; Gaitis, Konstantinos Kosmas; Ismail, Nurul Khairani
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28393

Abstract

This study aims to study the factors contributing to sexual abuse of children in Malaysia. This study uses the nominal group technique (NGT) approach in determining the list of factors for victims and predators, involving six experts from six different institutions that are directly involved with the issue of child sexual abuse (CSA). The findings of the study show that there are four factors that reach the highest value (86.7%) for the victims, which are naivety and lack of knowledge, family problems, unsafe environment, and social media. As for predator factors, two factors were rejected because they reached a low value, namely the factor of “wanting to try” (60%), and mental health issues (66.67%). Finally, the highest predator factors found are family crisis and upbringing style, with each reaching a value of 83.33%. The findings of the study show that several factors in the occurrence of sexual abuse against children can be identified. This matter needs attention so that this problem can be controlled and prevented from spreading in the community. The NGT method shows an effective and acceptable methodology for solving the problems of this study.
The cognitive outcome in athletics among physical education teachers Ismaiel, Ismaiel Ghasab; Oudat, Mo'een Ahmad; Thiyabat, Mohammad Khalaf; Alshdokhi, Khaled Abdullah
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.30282

Abstract

The study aimed to identify the cognitive outcome in athletics for physical education teachers. The descriptive survey method was used and a cognitive test was applied as a measurement tool for data collection, which included 45 items for the fields of study: running, jumping, and throwing, and the study sample consisted of 198 teachers from Irbid First Directorate of Education in the first academic semester 2022/2023. The results showed that the level of the cognitive outcome in athletics for physical education teachers was "average" and that there were no statistically significant differences (α≤0.05) due to the effect of gender in all fields and all total scores, and the results of the study showed that there are significant differences Statistics in favor of more than 10 years experience.
Online problem-based learning and 3D digital books to improve pre-service teachers’ scientific literacy Sunarti, Titin; Suprapto, Nadi; Prahani, Binar Kurnia; Satriawan, Muhammad; Rizki, Iqbal Ainur
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.29835

Abstract

Scientific literacy skill is needed by pre-service physics teachers (PSPTs) since it involves mastering thinking and using scientific thinking in recognizing and addressing social issues. However, low scientific literacy for PSPTs is a problem that needs to be solved, resulting in effectively teaching science to their students. Therefore, to increase the scientific literacy of PSPTs, this study aims to develop an online problem-based learning assisted with digital books with 3D animation (OPBLA3DB). This study employs a quasi-experimental design for educational research with subject 72 PSPTs in one university in Indonesia. The data were collected using written tests, questionnaires, observation sheets, and validity sheets. The findings of this study demonstrate how highly valid and reliable the research tools developed are. The implementation results also show how practical learning is. This teaching model can improve PSPTs’ scientific literacy effectively, along with obtaining positive responses from them. This study implies that the OPBLA3DB model can be widely applied to enhance scientific literacy.
Video explainer, e-module, or both: which is better to improve statistics performance of graduate students? G. Sagge Jr, Roberto; P. Bacio Jr, Salvador
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28945

Abstract

Technology is an essential component of modern education, and teachers use various types of technology to improve classroom performance. Meanwhile, statistics is one of the seemingly difficult courses according to students across levels. This study experimental aimed to determine if video explainer and e-module improve students’ performance in statistics. There were 78 graduate school students participated and used video explainer, e-module, or both as an intervention. A 100-item performance test in statistics was used. The statistical techniques employed were mean, standard deviation and analysis of covariance (ANCOVA). Results revealed that students’ pre-test performance was “average”. Additionally, their posttest performance was “high”, regardless of the intervention utilized. Significant differences emerged between groups who utilized both video explainer and e-module and those who used simply video explainer or e-module. Video explainer and e-modules should be integrated carefully into the instruction, helping graduate students develop a solid understanding of statistics. The results of the study suggest that studying statistics is more successful when one uses these interventions because it integrates visuals, audio, real-world applications, accessibility and flexibility towards various learning styles. Learning stakeholders should cooperate to ensure seamless integration of these materials into the curriculum and provide ample support to educators in generating and managing content.Technology is an essential component of modern education, and teachers use various types of technology to improve classroom performance. Meanwhile, statistics is one of the seemingly difficult courses according to students across levels. This study experimental aimed to determine if video explainer and e-module improve students’ performance in statistics. There were 78 graduate school students participated and used video explainer, e-module, or both as an intervention. A 100-item performance test in statistics was used. The statistical techniques employed were mean, standard deviation and analysis of covariance (ANCOVA). Results revealed that students’ pre-test performance was “average”. Additionally, their posttest performance was “high”, regardless of the intervention utilized. Significant differences emerged between groups who utilized both video explainer and e-module and those who used simply video explainer or e-module. Video explainer and e-modules should be integrated carefully into the instruction, helping graduate students develop a solid understanding of statistics. The results of the study suggest that studying statistics is more successful when one uses these interventions because it integrates visuals, audio, real-world applications, accessibility and flexibility towards various learning styles. Learning stakeholders should cooperate to ensure seamless integration of these materials into the curriculum and provide ample support to educators in generating and managing content.
Academic researchers, come on! Integrate social media in pedagogy Sharma, Vipin Kumar; Begum, Suraj
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.29651

Abstract

Teaching and learning have changed tremendously from traditional teaching to teaching integrating social media (SM) because of immense educational technological advancements and pedagogical innovation. Teachers, thus far, use conventional teaching as a seasoning tool and meet adaptability issues to the new learning environment. In this paper, we define SM, its related aspects, the vitality of social media networks (SMN), and how SM facilitates teaching and learning in tertiary education. It also contends with the benefits of their integration into pedagogy by teachers and students and answers a few fundamental questions on integrating SMN in teaching and learning. Accordingly, a few challenges do appear at different stages that scare us to reflect on SM as a distractor to pedagogy. To integrate and identify challenges in learning and teaching, we claim that a curriculum should be designed incorporating SMN as catalysts and managed as a learning community. The resources needed to operate SMN are also illustrated for both stakeholders to utilize and work together to collaborate for the learner-centered approach to teaching where learners use SMN to share, discuss course materials, post their assignments, get feedback, and interact beyond time, place, and location without any restrictions.
Factors that influence global literacy: what is the most dominant? Pratama, Anggi Tias; Sudrajat, Ahmad Kamal; Anazifa, Rizqa Devi; Kurniawati, Atik
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28903

Abstract

Global literacy is a crucial ability to maintain the world’s peace. Several studies show that demographic factors influence the development of a person’s competence. However, the influence of demographic factors on global literacy has not yet been explored, especially in high school students. This research was conducted to determine the factors that most influence students’ global literacy in biology learning. The factors used in this research are gender, school profile (public or private school), and interest in learning biology. This study used a cross-sectional survey design with 2,759 students participating. Students’ global literacy was analyzed from a questionnaire of four aspects: exploration, communication, using the internet, and act for society. This study found that all the proposed factors influence students’ global literacy, but the factor that has the most dominant influence is the school profile. This research provides a new view regarding the influence of demographic factors on students’ global literacy. The government and related parties can use these results to design effective learning innovations to develop students’ global literacy.

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