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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 77 Documents
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Search results for , issue "Vol 13, No 6: December 2024" : 77 Documents clear
Didactic experience based on mathematics competencies and soft competencies for teacher education Quezada, Verónica Díaz; Hernández-Díaz, Alejandro; Flores del Río, George
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29842

Abstract

The aim of this research was to implement a didactic experience to facilitate the study of linear algebra. This article shows the potential of working the curriculum based on both disciplinary competencies and soft competencies, prioritizing collaborative learning, in future secondary school teachers of mathematics. The nature of the study is exploratory with a mixed methodology. In this article, we show the phases that constituted in its entirety the way of working during a semester in higher education and the forms of evaluation that are part of the qualitative-interpretative methodology, which include the elaboration, validation and application of a questionnaire of students' opinion on mathematical and soft skills, in addition to the analysis by categories of open answers, considering the similarities and differences found in the opinions written by the students, regarding the strengths and weaknesses of the didactic proposal, validating the usefulness of this successful teaching methodology.
Development of growth mindset in higher education in support of the World-Class University Setiawan, Risky; Dewi, Radeni Sukma Indra; Zainul, Rahadian
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.30145

Abstract

This study aims to develop a tool to measure the growth mindset of university lecturers, which is associated with performance and professionalism in institutions, especially at Universitas Negeri Yogyakarta (UNY) to go to a World-Class University (WCU). This research is a research and development (R&D) research with a quantitative approach measuring the quality of university growth mindset instruments. The measuring tool developed is a questionnaire using the confirmatory factor analysis (CFA) method. The results of each indicator are analyzed and integrated with structural equation modeling (SEM). The results of the growth mindset study of the academic community at UNY. The growth mindset instrument construct for the academic community is qualified to measure the ability of growth mindset from lecturers. The results show that the developed instruments show a valid and reliable construct. Advanced analysis by multiple regression method with path analysis shows that the academic level is the moderate variable with the most influence on the growth mindset path analysis model. Increasing the academic level will optimize the growth mindset of lecturers; performance will evolve.
Scalar consistency of collaborative learning: bifactor structural equation modeling Vilchez Galarza, Nilton David; Via y Rada Vittes, Jose Francisco; Huaynate Espejo, Luis Angel
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.30216

Abstract

The way of learning in higher education needs a revaluation, which should consider cooperation as one of the principles to improve the cognitive, procedural, and attitudinal learning of students whose training will allow them to integrate effectively into the work environment. The objective of the study was to validate the consistency of the collaborative learning scale (CLS) using the bifactor structural equation model (SEM) in university students from Junín. It presented a quantitative approach, through a deductive method, of demonstrative and inferential scope and a non-experimental design. The sample was of the probabilistic type, composed of 361 students of the Faculty of Health Sciences from cycles I to VIII at Huancayo University-2023. The results verified that the use of an original bifactor SEM allows the identification of multidimensional sources present in complex psychological measures, such as the evaluation instrument under study. In conclusion, thanks to the analysis of the Chi-square differences between the second-order model and the bifactor model, it can be verified that the bifactor model has a better fit than the second-order model because it has a lower X², a lower root mean square error of approximation (RMSEA), a lower weighted root mean residual (WRMR), and a higher ω.
Leadership and its impact on educational institutions: a systematic review Huangal-Scheineder, Sebastián; Cieza-Sánchez, Jaime; Diaz-Paredes, Manuel; Arriaga-Delgado, Miguel; Marchena-Tafur, Aurora
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29169

Abstract

Leadership, in the educational field, is an important tool to improve the functioning of an educational institution and student learning. For this, trained leaders are required to exercise the most appropriate changes and manage the joint work of workers, in order to meet the proposed goals. In this context, this work had the objective of this article was to explore the role of directors and teachers in achieving the objectives of educational institutions, identify the most recommended leadership style for educational institutions, and identify the importance of having strong leadership within them. With this aim in mind, a systematic review of the literature based on the PRISMA method was carried out, selecting 50 publications. As a result, it was concluded that good leadership is fundamental for the academic development of institutions at any educational level, and that much of this responsibility falls on managers. In addition, the transformational leadership style is highlighted as the most effective to be used within schools and universities, and to provide a better educational experience for students.
Assessing students’ mathematical reasoning in problem-based learning: a gender perspective Romadhon, Nurul Isnaini; Amir, Mohammad Faizal; Wardana, Mahardika Darmawan Kusuma
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29580

Abstract

Mathematical reasoning (MR) in problem-solving is still relatively low, but students need it. Previous studies have shown that problem-based learning (PBL) can improve MR. Meanwhile, differences in MR are also influenced by gender. This study assesses MR quantitatively and qualitatively by reviewing gender differences when given PBL intervention. The research participants involved were fifth-grade primary students. The sampling techniques used were convenience and purposive sampling. This study design uses an explanatory sequential mixed method with quantitative data collection followed by qualitative data. Instruments like MR tests, interview guides, and questionnaires were used to collect data. Analysis techniques used for quantitative data are descriptive statistics, n-gain, and Wilcoxon signed-rank test, while qualitative data is thematic analysis. The study found that quantitatively, PBL significantly affects the MR of students with different gender perspectives. Meanwhile, qualitative findings in MR varied among students of different genders (masculine, feminine, and neutral) in the implication of PBL. Another finding is that students’ MR is inadequate in generalizing the statement. The study results provide comprehensive findings regarding the differences in MR of students with gender differences in the implications of PBL, which can contribute practical, theoretical, or methodological to teachers, practitioners, researchers, and scholarship.
Lifelong learning practices of primary school teachers: a systematic literature review Mohd, Ros Faizah; Zulkifli, Hafizhah; Hamzah, Mohd Isa
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29597

Abstract

The practice of lifelong learning among teachers involves continuous efforts to enhance their knowledge, skills, and competencies through various activities. Previous studies have explored different practices such as reading, collaboration, participation in courses, culturalizing learning, conducting research, and digital learning. However, there is a lack of systematic reviews of these practices. This an article aims to fill this gap by conducting a systematic review of lifelong learning practices among primary school teachers for 5 years since 2019 until 2023. The study integrates various research designs and follows the ROSES publication standard. Articles were selected from databases including Scopus, Web of Science (WoS), and ERIC. Thematic analysis revealed four key concepts: self-learning, continuous training, knowledge integration, and digital networks. Future research can focus on examining the resilience of teachers from diverse backgrounds in adapting to changes in the education system. This study serves as a valuable reference for teachers to assess their own lifelong learning practices and facilitate transformative growth towards becoming knowledgeable educators
Listen-search-read-discuss: an innovative lesson design to improve students’ scientific literacy in higher education Junanto, Tulus; Budiyono, Budiyono; Akhyar, Muhammad; Suryani, Nunuk
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29897

Abstract

Scientific literacy enables prospective teachers to use science processes and products, allowing them to engage in scientific discussions about social issues. The listen-search-read-discuss (LISERED) learning model was developed by researchers to enhance scientific literacy. This study aimed to assess the implementation of the LISERED model in improving students’ scientific literacy skills. The research followed a quasi-experimental design with pretest and post-test control groups. The study collected data on scientific literacy in chemistry education programs, involving 62 students as samples. The efficacy test utilized a written multiple-choice test, specifically the test of scientific literacy skills (TOSLS). The results indicated a high effect size (ES) for the LISERED model in enhancing scientific literacy mastery (ES Cohen=2.859; ES Hedges=2.824; and ES Glass=3.285). This model facilitates a more interactive and engaging learning environment, enabling students to develop a deeper understanding of science. Implementing the LISERED model empowers teachers to significantly enhance students’ scientific literacy comprehension.
Enhancing creative thinking and cultural literacy: project-based learning with field trip support Syarif, Erman; Tabbu, Muhammad Ansarullah S.; Jamaluddin, Asham Bin; Saputro, Alief
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.30289

Abstract

One of the main challenges in learning cultural geography is to develop a deep understanding of cultural diversity and creative ability in analyzing and describing the relationship between humans and their environment. This study investigates the effect of the field trip-based project-based learning (PjBL) learning model on students’ creative thinking ability and cultural literacy in a Cultural Geography course. The research design used is a comparative experimental design in three different groups. The subjects in this study were students majoring in Geography at Universitas Negeri Makassar (UNM) in the 3rd (odd) semester of the 2023/2024 academic year. The research sample was selected purposively (purpose sampling) based on the same academic ability characteristics of the population. The collected data will be analyzed using the ANACOVA test statistical method. The results showed that the 2-tailed significance level (Sig.) was 0.000, far below the generally accepted alpha level (α=0.05) which indicated a significant difference in the use of the PjBL model, the PjBL-field trip (PjBL-FT) model, and the conventional learning model in improving creativity and cultural literacy skills. The considerable difference in the mean post-test scores underscores the effectiveness of field trip-based project-based learning (PjBL-FT) in improving creative skills. The results imply that this model can be used to create innovative learning so that it can make a good contribution to learning.
The effects of mobile technologies on the level of student involvement Abazova, Ludmila; Gutaeva, Zhansurat; Kochesokova, Madina
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29726

Abstract

In the modern world, there is a conscious interest in improving education quality with the help of modern information technologies. Innovative m-learning technology expands the possibilities and increases the effectiveness of training. Experiments conducted in European countries showed that the use of mobile devices positively affected academic performance, discipline, and interpersonal relationships among participants in the educational process. However, currently, practical research only generally concerns the issue of increasing foreign student involvement in the educational process. The purpose of the study is to experiment and obtain new data confirming the effectiveness of mobile technologies in increasing foreign student involvement in the educational process. The developed mobile technology-based course was introduced into the educational system of the university. The program included traditional and practical classes. The study confirms the effectiveness of mobile learning technology. A statistical data analysis showed positive dynamics in the indicators of the experimental group. The final data of the experimental group differed significantly from the initial ones: the average indicator of 2.9 (average involvement level) increased to 4 (+1.1). Based on the developed course using mobile learning, it is possible to create and practically implement new educational programs for universities.
Character learning model based on traditional songs in Indonesia Adi Kistoro, Hanif Cahyo; Benny, Benny; Warnis, Warnis; Ulfah, Syofia; Zuhrah, Fatimah
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.25877

Abstract

Character education is mandatory material in Indonesia. One of the character learning strategies is to use folk songs. This study describes the strategies used by teachers in implementing character learning and explores information about obstacles and supports in its application. There were 12 study participants consisting of religion teachers from six schools in the Yogyakarta and Sumatra Regions. Selection of participants using purposive sampling. Data collection through in-depth interviews using an interview guide. The analysis technique is carried out through the process of reducing, presenting and interpreting data to draw conclusions. The results of this study are very important for education, where the teacher’s strategy, the use of traditional songs can become a new model of character education. Obstacles faced in the form of diverse student abilities can increase innovation, creativity and teacher competence in designing learning. The results of this study can become a basic reference in a new character education strategy. This research has several limitations both from the location, research subjects and the type of research. Subsequent research with a more complete design will add to the strengthening of the results of this study.

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