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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
Frayer model-based assessment for detecting students’ conceptual understanding in evolution Prativi, Ramadanti; Ramli, Murni; Rinanto, Yudi
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.v13i6.29423

Abstract

This study aimed to test the validity, reliability, and difficulty level of items developed based on the Frayer model and detect conceptual understanding of high school students in biology evolution. The test method evaluated 35 multiple-choice questions on evolution for 55 high school students. Rasch analysis was performed to assess the validity, reliability, difficulty level of items, and students’ ability level. Two experts empirically tested and analyzed the validity of the items. The assessment developed was discovered to be valid based on expert and empirical analyses. Furthermore, the construct validity test indicated that only two of the 35 questions were deemed invalid. The assessment exhibited reliability with an item reliability score of 0.92. The item difficulty levels were equally spread across the normal curve, encompassing questions ranging from very difficult to very easy categories, as depicted in the variable map. After analyzing the map, it was observed that variations in students’ proficiency levels at answering questions were evident, indicating diverse levels of ability. Students performed well in handling formal and superordinate-subordinate level questions. However, their performance differed when dealing with identity and principle-level concepts.
Demographic factors affecting technological pedagogical content knowledge in Generation-Z preservice biology teachers Sudrajat, Ahmad Kamal; Ibrohim, Ibrohim; Susilo, Herawati
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.v13i6.30355

Abstract

Generation-Z dominating preservice biology teachers in this era. Teachers’ TPACK is influenced by factors such as demography. Technological, pedagogical and content knowledge (TPACK) is a framework used in teacher competence in Indonesia. This research will contribute to the training process of Generation-Z preservice biology teachers who have special characteristics. This study aims to determine the effect of demographic factors on the TPACK of Generation-Z preservice biology teachers. A total of 652 Generation Z preservice biology teachers from biggest ten Indonesian educational universities participated in this survey. The research results show that only gender has a relationship with TPACK in every aspect. Motivation to become a teacher influences TPACK, except for the technological knowledge (TK) aspect. In contrast, other aspects do not influence TPACK. Gender and motivation to become a teacher are factors that need attention in the training process for prospective biology teachers. Universities and the government can use these results to formulate suitable training programs for preservice biology teachers in Indonesia.
Enhancing the scientific argumentation skills of prospective chemistry teacher using integrated chemical literacy strategy Sulistina, Oktavia; Rahayu, Sri; Dasna, I Wayan; Yahmin, Yahmin
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.v13i6.26935

Abstract

This research aims to enhance prospective chemistry teachers’ scientific argumentation skills through integrated chemical literacy strategy (ICLS) learning and to examine the patterns of relationship between students’ scientific argumentation skills in terms of content and socio-scientific issues (SSI). The study used mixed methods: the embedded design with embedded experimental model. The research sample was 88 students, the control and the experimental groups each consisted of 44 students. The research instrument used scientific argumentation skills test: an open and closed essay test, and interviews with 10 students as selected respondents. Data analysis used descriptive analysis, N-gain, Mann-Whitney test, effect size test, and qualitative analysis. The results showed that ICLS significantly had a great influence on enhancing students’ scientific argumentation skills. The interview results show that: the level of scientific argumentation skills related to SSI is not consistently related to content-related scientific argumentation skill; students who have scientific argumentation skills related to SSI levels 4, 3, and 2 can provide the correct claim, data, warrant, backing, and rebuttal to scientific arguments related to content if guided by guiding questions; student that had higher level of scientific argumentation skills need fewer guiding questions.
Ethnocultural wisdom and development of e-comic Ermiana, Ida; Parwati, Ni Nyoman; Sudiarta, I Gusti Putu; Sudatha, I Gde Wawan
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.v13i6.29176

Abstract

Cultivating local cultural values by adapting to technological advances, found in digital comic learning media oriented towards local Sasak wisdom, provides ease of learning and communicative language and is easy to access but still needs to be improved. The research aims to develop digital comic media that is feasible, practical and effective, oriented towards Sasak local wisdom (e-kodisa). The development stage uses the stages of analysis, design, development, implementation and evaluation (ADDIE). The research results show that digital comic media oriented towards Sasak local wisdom from material experts in category 1 is feasible, and material experts in category 2 are possible. The assessment of digital comic media from Media expert 1 is in the attainable category, and media expert 2 is very doable. The evaluation of learning design experts and language experts is in the very decent category. Trials on students show that digital comic media is practical and can be used in learning. The results of the effectiveness test showed sig. (2-tailed)<0.05 Ho is rejected, and Ha is accepted, meaning a significant difference exists between the pretest and posttest averages. So, developing digital comic media oriented towards Sasak local wisdom is feasible, practical and effective.
Integration of techno-pedagogical approach in English as a second language classroom: a systematic review Leong, Lee Vun; Yunus, Melor Md; Ismail, Hanita Hanim
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.v13i6.29976

Abstract

The integration of technology in English as a second language (ESL) education is embraced by the educational institution and yet becomes a growing trend in today’s 21st century ESL classroom. The integration of techno-pedagogical approach in ESL classroom was critically examined in this systematic literature review by addressing three main research topics, the factors that ensure the effective integration of techno-pedagogical approach, yet the potential benefits and challenges of the implementation of this approach in ESL classroom. To review current studies, preferred reporting items for systematic reviews and meta-analyses (PRISMA) were adopted and two core journal databases, namely Scopus and Web of Science were utilized to review on 30 articles published in 2019-2023. A comprehensive overview that aids in understanding the intricate problems related to technology integration in ESL classrooms for educators and policymakers was provided and the delicate balance needed for integration to be effective, acknowledging the benefits and challenges of implementing techno-pedagogical approaches in ESL classroom was highlighted. Lastly, several recommendations that needed to be the subject of further investigation were made at the conclusion of this study.
Quantitative insights into outcome-based education: a bibliometric exploration Joseph, Jeena; Jose, Jobin; Jose, Anat Suman; Ettaniyil, Gilu G; Cyriac, Joby; Sebastian, Shaiju K; Joseph, Ajesh P
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.v13i6.29272

Abstract

Outcome-based education (OBE) is a method of educational approach that focuses on defining specific learning outcomes or objectives that students should achieve by the end of a course, program, or educational experience Instead of merely following a predetermined curriculum, OBE places focus on what learners should be able to accomplish or display as a result of their learning. A thorough bibliometric analysis utilizing biblioshiny and VOSviewer is used in this work to dive into the world of outcome-based education. This investigation attempts to offer quantitative insights into the development, trends, and significant contributors in the area of OBE by carefully examining a wide range of academic articles. The study encompasses a broad temporal range, capturing developments in the field from its inception in 1978 to 2023, thereby offering a comprehensive overview of its evolution over time. Patterns in research production, significant works, prolific authors, and collaboration networks appear via the prism of bibliometric approaches, illuminating the complex OBE landscape. This study not only contributes to the understanding of OBE’s scholarly landscape but also underscores the significance of bibliometric approaches in illuminating trends and shaping future research directions.
The impact of continuous professional development on teaching quality: a systematic review Ambon, Josephine; Alias, Bity Salwana; Komariah, Aan; Mansor, Azlin Norhaini
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.v13i6.30427

Abstract

This article explores the impact of continuous professional development (CPD) on teaching quality. The article provides a comprehensive overview of CPD, focusing on pedagogical skills, classroom problem-solving abilities, and the mediating role of leadership within educational institutions. This study used PRISMA approach by analyzing 2,432 English-language publications from 2023 to 2024 taken from the Scopus, Web of Sciences (WoS), and ERIC databases. The data were collected, reviewed, and underwent a peer-review process before a systematic literature review. This article synthesizes findings from final articles (n=24) into five main themes: student perceptions and teaching quality, professional development (PD) and teacher learning, role of leadership in teacher development, assessment and evaluation in teaching, and collaboration and community in teaching. The review reveals that CPD significantly enhances teaching quality by improving pedagogical skills and problem-solving capabilities in the classroom. Furthermore, leadership within educational institutions plays a crucial role in facilitating the positive effects of CPD on teaching quality. By fostering an environment that supports PD, collaborative learning, and reflective practice, educational leaders can amplify the benefits of CPD. This study contributes to the understanding of how CPD and effective leadership together can elevate teaching standards and outcomes, offering valuable insights for policymakers, educators, and academic leaders aiming to enhance educational quality through PD.
Effects of environmental art perception on students’ creativity and emotional development Sun, Yuanyuan; Liu, Shunli
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.v13i6.29961

Abstract

Addressing the gap in understanding how environmental art perception (EAP) and emotional development (ED) influence creativity among fine arts college students, this study focuses on their interrelations in China’s Henan Province. The objective is to investigate the effects of EAP and ED on creativity within this demographic. Employing a survey method, the study gathered data from 585 students across comprehensive art colleges in Henan Province, analyzing the impact of campus art design on creativity and the mediating role of ED. The findings reveal that EAP significantly enhances creativity, with campus art design playing a crucial role. Furthermore, ED serves as an essential mediator, fostering creativity through improved emotional awareness, expression, and management. Based on these insights, the study recommends educational strategies that integrate ED with the cultivation of creative thinking. Such approaches aim to nurture art professionals who not only excel in creativity but also in emotional intelligence, emphasizing the need to optimize environmental art exposure and focus on emotional skills in art education.
Mapping the global landscape of STEM education: a bibliometric analysis using Scopus database Aboudahr, Shorouk; Aslam, Sarfraz; Hua, Lau Ung; Misron, Aervina; Raime, Sharfika; Bee Wah, Yap
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.v13i6.28687

Abstract

Global innovation, economic growth, and societal advancement require excellence in science, technology, engineering, and mathematics (STEM) education. This study performed a bibliometric examination of articles related to STEM in education. A bibliographic dataset indexed in the Scopus database from 1980 to 2023 was analyzed using Excel and VOSviewer software. A total of 2,595 publications were taken for analysis. Bibliometric analysis results indicate that there has been a consistent growth in publications related to STEM education, and the highest number of publications was in 2022. The top three contributors are authors from North America, Oceania, Europe, and Asia. The United States was the most active contributor to STEM publications and had connections with Australia and Turkey. The most prolific journal is the International Journal of STEM Education, which has garnered 2,588 citations. Keywords such as “STEM,” “STEM education,” “STEM,” and “Education computing” were frequently used in these articles. Consequently, by shedding light on specific gaps in the existing literature, a comprehensive analysis of STEM education could aid scholars and practitioners in advancing their current understanding of this field.
Critically evaluating university mission and vision statements Sakellarios, Marc D; Gann, David
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.v13i6.29277

Abstract

The purpose of this article is to better understand the nature of mission and vision statements issued by universities and whether these statements reflect the values of the institution’s leaders, faculties, and students. The researchers, being employed as professors in a Japanese science university, sought to analyze their own institution’s mission statement using open, axial, and selective (OAS) coding as an evaluation methodology. The themes that emerged were those of the great man, elite education, and alumni exclusivity. The overarching theme of the mission statement was elite serving the elite. Although presented as a mission statement, the prominence of the theme of a visionary man suggests this document stylistically adheres as much to the characteristics of a vision statement as it does to a mission statement. This paper may assist teachers in deriving meaning from their institution’s mission or vision statements, and critically assessing whether the institution’s mission or vision comports with the beliefs, standards, and educational philosophies evidenced by their institution in practice.

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