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[Psychometric properties of Indonesian physics motivation questionnaire using Rasch model ]]>
<![CDATA[Sukarelawan, Moh Irma]]>;
<![CDATA[Ramadhan, Muhammad Firman]]>;
<![CDATA[Oktova, Raden]]>;
<![CDATA[Jumadi, Jumadi]]>;
<![CDATA[Puspitasari, Ariati Dina]]>;
<![CDATA[Indratno, Toni Kus]]>;
<![CDATA[Nuryana, Zalik]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i6.29285
<![CDATA[The transition to online learning during the pandemic has significantly impacted Indonesian students’ physics learning motivation. Recognizing the need for culturally relevant tools to assess this motivation, this study aims to adapt the physics motivation questionnaire (PMQ) to the Indonesian context. This research, which was conducted on 107 secondary and vocational school students, had a balanced gender distribution and used survey methodology. The PMQ, which was adapted from the biology motivation questionnaire (BMQ) through a rigorous forward-backward translation process, was analyzed for its psychometric properties using the Rasch model. This analysis focuses on the content aspects of construct validity, assessing content relevance, representativeness, and technical quality. The results show that the PMQ, using a 4-point Likert scale, effectively addresses these elements, thus confirming its reliability and applicability in the Indonesian educational environment. This study concludes that the culturally adapted PMQ is a valuable instrument for evaluating Indonesian students’ motivation to study physics, especially in the context of ongoing changes in the educational landscape.]]>
<![CDATA[Multiliteracies-translanguaging conceptual model framework for student agency in English as foreign language contexts ]]>
<![CDATA[Zhou, Jie]]>;
<![CDATA[Lee, Sze Seau]]>;
<![CDATA[Kew, Si Na]]>;
<![CDATA[Liew, Chee Yoong]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i6.29468
<![CDATA[Developing student agency in formal education leads to favorable impacts on cognitive development as well as learning experiences that culminate in a strong foundation for lifelong learning, which is crucial for employability. However, theoretical grounded pedagogical approaches for student agency are still at the nascent level of conception. Assuming that student agency can be developed in the English classroom, this article aims to propose a conceptual model framework based on multiliteracies and translanguaging to address the pedagogical gaps in student agency with examples from the English as foreign language educational contexts. The first objective is to identify pedagogical guidelines for student agency from multiliteracies and the second objective is to identify pedagogical guidelines for student agency from translanguaging. Jaakola’s model approach guided the analytical review of literature to address the knowledge gap in pedagogy. Findings underline the affordances of multiliteracies for scaffolding multimodal meaning-making and the affordances of translanguaging for motivating active participation and expanding linguistic repertoire of students. These affordances can guide the developments of context-bound resources and relational resources of student agency. The proposed framework can be a reference point for curriculum designers or teachers to develop approaches for student agency.]]>
<![CDATA[Exploring the correlation of self-perception on the use of digital literacy in learning ]]>
<![CDATA[Hasanah, Uswatun]]>;
<![CDATA[Santoso, Anang]]>;
<![CDATA[Pratiwi, Yuni]]>;
<![CDATA[Sulthoni, Sulthoni]]>;
<![CDATA[Farid, Mujahidin]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i6.27114
<![CDATA[The rapid development of technology in the era of the fourth industrial revolution requires teachers to have good digital literacy competencies to present interactive, current, and adaptive learning. In line with this condition, this research aims to map prospective teachers’ digital literacy competency levels and explain the relationship between sub-areas of competency in digital literacy. The method used is quantitative, with validity testing using the reference value of item-total correlation, reliability testing using the reference value of Cronbach’s alpha, and normality testing using the Kolmogorov-Smirnov test. The levels of prospective teachers’ digital literacy competencies are mapped through descriptive quantitative analysis. Then, the correlation between competency areas is analyzed using bivariate correlation tests. The results of this study show that the majority of prospective teachers, accounting for 72.32%, have a moderate level of digital literacy competencies with a digital literacy index of 3.67. The relationship between measured sub-areas of digital literacy competencies shows a positive relationship. Still, it does not indicate a substantial correlation, indicating that more than the high scores on the digital literacy index and information is needed to support the competence of prospective teachers in creating digital content. This research is beneficial for higher education institutions in improving the digital literacy skills of prospective teachers. To enhance the digital literacy competencies of prospective teachers from a moderate level to a high level, there is a need for programs that strengthen the collaborative and communication sub-areas of competencies and programs that enhance the data and information literacy sub-areas.]]>
<![CDATA[Optimizing prospective teachers’ representational abilities through didactical design-based lesson study ]]>
<![CDATA[Isnawan, Muhamad Galang]]>;
<![CDATA[Alsulami, Naif Mastoor]]>;
<![CDATA[Sudirman, Sudirman]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i6.29826
<![CDATA[This research aimed to optimize the representational abilities of prospective mathematics teachers through the implementation of hypothetical lecture designs. The research design used was didactical design research combined with lesson study activities. Participants in this research were 29 prospective mathematics teacher students (18–21 years old) at a private university in Mataram, Indonesia. The researcher was the main instrument, with several additional instruments, one of which was the hypothetical lecture design. After conducting qualitative data analysis, it was concluded that there was an increase in the percentage of students’ representation abilities through the implementation of hypothetical lecture designs. This was because the course design facilitated students to solve problems by exploring, using, and presenting ideas in various forms of representation. Apart from that, the lecture design integrated QR codes, Quizizz, and inspirational YouTube videos to attract students’ interest or motivation during lectures, especially when solving problems.]]>
<![CDATA[Virtual reality technologies for learning English: an example of using Immerse ]]>
<![CDATA[Lobanova, Olga]]>;
<![CDATA[Fedorova, Elena]]>;
<![CDATA[Vobolevich, Alena]]>;
<![CDATA[Minakova, Polina]]>;
<![CDATA[Rybakova, Lyudmila]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i6.28148
<![CDATA[This study aims to examine the effectiveness of using the Immerse virtual reality technology as an additional tool for learning English. The sample consisted of 120 students randomly selected from the lists of third-year students studying English as a foreign language according to their bachelor’s degree curriculum. The overall sample was divided into two groups. Immerse was a virtual reality technology used for training in an experimental group for three months. The results showed that in the experimental group, there was a significant difference between the pre-test and the post-test (0.35<0.05). In the control group, there were no relevant changes. In particular, these data show that the experimental group significantly outperformed the control group in terms of academic performance in English. However, some of the tasks that tested writing skills showed unsatisfactory results. In general, although virtual reality (VR) does not affect students’ writing skills, its use is crucial for their long-term memorization.]]>
<![CDATA[Comprehension of linear systems with two unknowns in secondary education ]]>
<![CDATA[Martín Molina, Juan Carlos]]>;
<![CDATA[Maz Machado, Alexander]]>;
<![CDATA[Madrid, María José]]>;
<![CDATA[Rodríguez Baiget, María Josefa]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i6.28206
<![CDATA[Over the past few years, teachers and researchers in mathematics education have emphasized the importance of students acquiring a comprehensive understanding of mathematics. However, during the process of learning mathematics in secondary education, some students encounter difficulties with various algebraic concepts. This article presents the key aspects of a descriptive and exploratory study conducted with two groups of Spanish students in the 4th year of secondary education, using a local model to interpret and evaluate their comprehension of linear systems of two equations with two unknowns. This research offers insights into the phenomenological, epistemological, and cognitive aspects exhibited by the students. In particular, the analysis focuses on the conceptual content of the students’ productions. Consistent with similar studies, the results indicate that the students’ comprehension of this algebraic knowledge is mainly technical, rote-based and non-meaningful, although some differences exist between the two groups under consideration. Furthermore, the article discusses how these findings may impact the design and implementation of educational proposals focused on improving students’ comprehension of this knowledge.]]>
<![CDATA[A review of practices and digital technology integration in reading instruction and suggestions for the Philippines ]]>
<![CDATA[Esteban, Allan Jay]]>;
<![CDATA[Calang, Ken]]>;
<![CDATA[Pagador, Princes Mara E.]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i6.29856
<![CDATA[Reading literacy has been a challenge in the Philippines based on recent large-scale literacy assessment in two consecutive years. This may be a result of a mismatch between reading instruction and the interest and motivation of students as 21st century learners in improving their reading skills. However, it is early to instigate such assumption. Hence, this systematic review examines eight articles related to reading instruction research in the Philippines and seven articles on digital technology integration for reading instruction. The paper finds no research on digital technology integration for reading instruction in the Philippine context, while studies conducted in other countries show the efficiency of digital technology interventions in reading literacy development. The findings emphasize the necessity for digital technology research in the reading instruction in the country. This report recommends empirical studies, curriculum adjustments, teacher training, and community engagements on technology-enabled reading education. Based on the findings of this study and a review of related literature, the PREACT framework (Policy, Research, Empirical study, Curriculum and resource adaptation, Community engagement and access, Teacher training and development) is proposed as a potential approach to transform reading instruction in the Philippines.]]>
<![CDATA[Reviewing coastal culture and traditions for English teaching materials ]]>
<![CDATA[Warouw, Maya Pinkan]]>;
<![CDATA[Ginting, Elvy Like]]>;
<![CDATA[Tondo, Henry Fanny]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i6.28597
<![CDATA[Women’s empowerment can be encouraged via English teaching and teaching materials can be utilized to strengthen gender equality and women’s empowerment, particularly for students from coastal areas pursuing higher education at universities. This research aims to determine how English language teaching (ELT) materials in universities can be adapted and incorporated into English instruction from the perspective of female students from coast. The data for this study were acquired using a qualitative technique, which included the distribution of questionnaires and interviews with female students from coastal locations. The information gathered from the questionnaire was mostly demographic. In the meanwhile, interviews were held to collect thoughts from participants on coastal traditions and cultures that might be included into teaching materials. The findings reveal a clear correlation between individuals’ perspectives and their experiences shaped by traditions and cultural heritage of coastal regions. Female participants highlight the depth of coastal culture, it is interaction with the environment, the crucial role of women in preserving traditions, and the desire for representation in university-level English teaching materials. These insights, derived from the experiences and viewpoints of female students in a coastal setting, extend beyond their locale, offering valuable lessons for English learning approaches in diverse coastal communities]]>
<![CDATA[The relationship between principal inclusive leadership, teacher efficacy and teachers’ innovative behavior ]]>
<![CDATA[Dongxiao, Mo]]>;
<![CDATA[Abdul Kadir, Suhaida]]>;
<![CDATA[Hassan, Roshafiza]]>;
<![CDATA[Kang Mohd Sufian Kang, Enio]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i6.29187
<![CDATA[The objective of this study was to explore the relationship among principals’ inclusive leadership, teachers’ sense of efficacy, and teachers’ innovative behaviors. A sample of 671 middle school teachers from Guangxi, China was utilized. The study revealed that the practice of inclusive leadership by principals had a positive effect on teacher efficacy. Furthermore, teacher efficacy appeared to have a beneficial effect on teacher innovative behavior. Additionally, the study showed that principal inclusive leadership significantly influenced teacher innovative behavior. Lastly, it proved that teacher efficacy played a mediating role in the relationship between principal inclusive leadership and teacher innovative behavior. The study offers strategies for enhancing teacher’s propensity for innovative conduct. When designing programs to promote teacher innovative behavior, it is important to take into account the impact of inclusive leadership by principals and the magnitude of teacher efficacy.]]>
<![CDATA[Social work students’ perception towards online learning during the COVID-19 pandemic ]]>
<![CDATA[Lumanaj, Brilanda]]>;
<![CDATA[Osmanaga, Fatbardha]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i6.27430
<![CDATA[As a result of the pandemic, Universities in Albania faced this challenge for the first time during the COVID-19 pandemic. This transition created difficulties for both teachers and students. By studying students’ perceptions towards online learning, it is possible to identify their specific challenges and needs. It can provide a valuable perspective for improving the online learning experience in the future. The objective of this study is to examine the perceptions of social work students regarding the effectiveness and interaction experiences associated with their online learning during the COVID-19 pandemic at the University of Shkodra “Luigj Gurakuqi”, Albania, compared to classroom learning. This is descriptive research and includes quantitative and qualitative data. A structural questionnaire was distributed and followed by descriptive and thematic analysis. The sample included 84 students in a bachelor's program in social work. Students favored online courses for improving technical skills, dedicating more time to homework, and preferring email for queries. However, social interaction did not rise compared to classrooms. Students suggests blended learning for inclusivity, especially for those with financial, health, or job constraints. Ultimately, students preferred classroom learning for future teaching]]>
