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[A systematic literature review of the impact of gamification instruction on students’ problem-solving skills ]]>
<![CDATA[Feng, Jiyuan]]>;
<![CDATA[Tan, Wee Hoe]]>;
<![CDATA[Yu, Bin]]>
<![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.v13i6.29695
<![CDATA[Gamification is a popular approach to teaching and learning in education in recent years, it provides the flexible integration of various game elements into educational activities to achieve instructional objectives. This approach has the potential to enhance student skills through interactive communication and motivation and has, sparked interest and discussion in many fields, including education. This review assesses the impact of gamification on student skills in terms of teaching methods, learning outcomes, and challenges faced. The study analyzed 21 research articles from three databases, Web of Science (WoS), Scopus, and ERIC, up to November 2023. The findings were grouped into three main themes: teaching implementation and methods (8 articles), learning outcomes and skill development (8 articles), and challenges and improvement strategies (5 articles). The findings suggest that although gamification has gained more results in the field of education, especially in terms of improving students’ skills and teaching effectiveness, there are shortcomings in integrating it with professional education. This review mainly highlights the impact of gamification in the development of students’ skills while considering gamification in conjunction with other aspects of education to illustrate the need for ongoing research and further exploration in the field of education.]]>
<![CDATA[Validation of instruments on the headmaster’s technology leadership model by using confirmatory factor analysis ]]>
<![CDATA[Lai Chaw, Pang]]>;
<![CDATA[Yusof, Mat Rahimi]]>;
<![CDATA[Othman, Mohamad Khairi]]>
<![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.v13i6.29061
<![CDATA[In 21st-century education, the role of school headmasters in technology leadership is increasingly crucial. This is due to the fact that administrators are the main force behind efforts to integrate technology in classrooms. Some headmasters resist technology use and lack understanding of its role in leadership, refraining from participating in Malaysian Ministry of Education (MoE) initiatives for technology change. To promote teachers’ integration of technology into the teaching process, headmasters need a comprehensive understanding of its implementation for both management and leadership purposes. Therefore, this study aims to assess the impact of headmasters’ technology leadership and confirm its aspects in primary schools through cross-sectional quantitative analysis. The principal technology leadership assessment (PTLA) instrument, which was given online to 516 teachers using a straight forward random selection method, served as the basis for the headmaster technology leadership questionnaire. Using IBM-SPSS-AMOS software, descriptive statistics, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) were used to evaluate the data. Six dimensions and 35 items in technology leadership are approved and validated, according to CFA results. This study successfully created an assessment model for headmasters’ technology leadership. To enhance benefits, contribute more, and address identified gaps, future researchers are encouraged to conduct larger-scale studies using both qualitative and quantitative methods.]]>
<![CDATA[Validity and reliability of the discrepancy evaluation instrument for measuring inequality in the online learning ]]>
<![CDATA[Sugiarta, I Made]]>;
<![CDATA[Ariawan, I Putu Wisna]]>;
<![CDATA[Ardana, I Made]]>;
<![CDATA[Divayana, Dewa Gede Hendra]]>;
<![CDATA[Sukawijana, I Komang Gede]]>;
<![CDATA[Sugiharni, Gusti Ayu Dessy]]>
<![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.v13i6.28106
<![CDATA[This study aimed to demonstrate a valid and reliable discrepancy evaluation instrument. It was for measuring inequality in the online learning process for mathematics education research subjects. The approach to this research was instrument development, which focuses on several stages, including defining variables, describing variables into more detailed indicators, compiling instrument items, conducting instrument trials, and analyzing the results of instrument trials. The subjects involved in the content validity test were two experts, while the reliability test was 40 students. The result analysis of the content validity test used the Gregory formula. The result analysis of the reliability test results used the Cronbach alpha formula. It indicated that the results of the instrument content validity were very good, and the reliability test results were in the moderate category. The resulting impact of this study on educational evaluation development was new knowledge, especially for evaluators of mathematics education, about the importance of content validity and reliability of the discrepancy evaluation instrument used to measure inequality in the online learning process in mathematics education research subjects.]]>
<![CDATA[New and conventional media to senior high school student’s reading motivation ]]>
<![CDATA[Alda, Rivika]]>;
<![CDATA[Lopez, Jessa Rose]]>;
<![CDATA[Alburan, Kent Vincent]]>
<![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.v13i6.28544
<![CDATA[Motivation has long been established as an important factor that affects reading among students. With the advent of technology, reading motivation has become more nuanced as new reading media alongside conventional media surfaced. The study explored the relationship between senior high school students’ new and conventional media preferences and their reading motivation. A descriptive correlational research design was employed to analyze the data and determine correlations between variables. Results revealed that students generally have a stronger preference for books (physical books, school books, and pocketbooks) as reading media. Students also have a stronger preference for reading academic texts in print formats. In terms of the amount of time spent on reading electronic and print texts, students generally spend longer time reading electronic texts. The results also showed higher intrinsic motivation to read than extrinsic motivation among students. Finally, significant positive relationships were found between most intrinsic motivation scales and students’ new media preferences. Few significant positive relationships were found between extrinsic motivation scales and students’ new media preferences. Implications of these findings highlighted the need to utilize both conventional and new media and consider students’ preferences vis-à-vis classroom reading tasks.]]>
<![CDATA[Indigenous knowledge of Malay culture and Islamic professional madrasa teachers: a phenomenological investigation ]]>
<![CDATA[Tambak, Syahraini]]>;
<![CDATA[Sukenti, Desi]]>;
<![CDATA[Firdaus, Firdaus]]>
<![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.v13i6.29650
<![CDATA[Same research has been done on professional madrasa teachers, but incorporating Islamic values and indigenous knowledge of Malay culture into them has been neglected. This study aims to determine Islamic professional madrasa teachers based on indigenous knowledge of Malay culture in the teaching for future profession. This study used a phenomenological research design involving 16 madrasa teachers as informants. Data was collected by conducting interviews with madrasa teachers and analyzed using a systematic design. This research shows that Islamic professional madrasa teachers are related to prophetic abilities based on Islamic values, moral, and related to human functions as khalifah, imarat al-ard, and ‘abdullah. Indigenous knowledge of Malay culture is an integral part of developing Islamic professional madrasa teachers, contribute to producing attitudes there are in accordance with Islam and having commendable qualities. Madrasa teachers have the ability the rules of Fiqh: al-‘adatu muhakkamat, istihsan, ‘urf, and maslahah al-mursalah to integrate Malay cultural values in learning materials. Self-control, ukhuwah, religious moderation, and an attitude of pluralism contained in Malay culture are the basis for the personality competence of Islamic professional madrasa teachers in learning. This research has implications for developing theories of professional Islamic madrasa teachers for the future profession.]]>
<![CDATA[Modelling school principals’ soft skills with sustainable administrative effectiveness ]]>
<![CDATA[Awodiji, Omotayo Adewale]]>;
<![CDATA[Katjiteo, Ancia]]>
<![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.v13i6.29321
<![CDATA[Effective school leadership is pivotal to the success of educational institutions. While traditional leadership models have emphasized technical skills and administrative competencies, the significance of soft skills in educational leadership has gained increasing attention in recent years. This study explores the direct and indirect relationship between principals’ soft skills and sustainable administrative effectiveness (SAE). The objectives that guided this study are to investigate the direct and indirect influence of soft skills (critical thinking, empathy, communication, adaptability, and leadership) on the SAE of school principals. Stratified and random sampling techniques were adopted to select the participants. Questionnaires, school principals’ soft skills questionnaire (SPSSQ) and sustainable administrative effectiveness questionnaire (SAEQ), were administered to about 432 teachers. The findings revealed a strong positive correlation between principals’ soft skills and their SAE. Therefore, all soft skills directly relate to SAE except critical thinking skills. Empathy, communication, adaptation and innovation, and leadership skills were found to have direct effect on SAE. Whereas critical thinking has no direct effect on SAE but could influence indirectly SAE through other factors. This ultimately results in the achievement of SAE with indirect relationships. Based on the research outcomes, this study suggests that school administrators should invest in professional development programs to enhance principals’ soft skills to achieve SAE.]]>
<![CDATA[Readiness of higher education leaders to implement micro-credentials in Malaysia ]]>
<![CDATA[Md Rami, Ahmad Aizuddin]]>;
<![CDATA[Ismail, Ismi Arif]]>;
<![CDATA[Sarman, Mohd Amin]]>
<![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.v13i6.28220
<![CDATA[In Malaysia, higher education institutions (HEIs) have made significant efforts to integrate micro-credentials into their educational systems. However, the status of micro-credentials among these institutions remains ambiguous. Furthermore, there is a few research on university leaders in Malaysia. As a result, a study was conducted to investigate the preparedness of university leaders in implementing micro-credentials within HEIs. This research aimed to unveil the interconnected relationship among key stakeholders and emphasize the necessity for university leaders to reevaluate their roles and perspectives within their respective institutions. The current study used a qualitative approach via a case study method involving five informants from university leaders in public HEIs in Peninsular Malaysia. For data collection and analysis, this study used focus group discussion and thematic analysis respectively. The data analysis led to the development of the major themes that emerged from findings: i) the conceptualization of micro-credentials; ii) human capitals; iii) infrastructures; iv) accreditation; and v) accountability, all of which are referred to as challenges faced by university leaders. The current study hopes that the top university leaders are able to demonstrate clear vision and unwavering commitment that can contribute to the successful integration of micro-credentials within the HEI landscape.]]>
<![CDATA[E-aviation speaking preparation test for aviation vocational school ]]>
<![CDATA[Sylvia, Tiara]]>;
<![CDATA[Rochmawati, Laila]]>;
<![CDATA[Novalina, Susi Diriyanti]]>;
<![CDATA[Saragih, Nisa Azhari]]>;
<![CDATA[Rosyid, Harunur]]>
<![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.v13i6.28561
<![CDATA[An e-module aviation speaking preparation test has been developed to support cadets of aviation vocational schools in preparing English language proficiency tests. This research aimed to assess whether there was an improvement in cadets’ aviation speaking preparation test scores after studying the E-Module. A sample of 120 cadets participated in the study to examine the effect of E-Module aviation speaking preparation test to enhance aviation speaking abilities. The validation test score of 89.5% indicates that the E-Module aviation speaking preparation test is very valid for usage. Independent sample T-test results revealed differences between pretest and posttest scores of the e-module aviation speaking preparation test for cadets at both aviation polytechnics. Paired T-test results indicated that cadets who utilized the E-Module achieved higher learning with a significance value of (0.000)<α (0.05). The correlation between pretest and posttest scores and the learning outcomes of the E-Module aviation speaking preparation test showed a relatively high level of correlation, with a coefficient of 0.480 and a significance value of Sig (2-tailed=0.000)<½ α (0.025). These findings suggest that the E-Module aviation speaking preparation test effectively enhances the aviation English speaking abilities of cadets.]]>
<![CDATA[Primary teachers’ readiness to use project: investigate teachers’ efficacy and attitude toward project-based learning ]]>
<![CDATA[Ariyani, Yusinta Dwi]]>;
<![CDATA[Wilujeng, Insih]]>;
<![CDATA[Wangid, Muhammad Nur]]>;
<![CDATA[Wijaya, Dhina Puspasari]]>;
<![CDATA[Wahyudi, Andi]]>;
<![CDATA[Istiqomah, Istiqomah]]>
<![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.v13i6.28198
<![CDATA[The purpose of our study was to investigate primary teachers’ readiness to use project-based learning (PBL) using teachers’ efficacy and teachers’ attitude toward PBL. A correlational descriptive design was set as the research design on 109 primary teachers from various schools who had participated in collaborative work projects in 2023. To collect data, teachers’ efficacy and teachers’ attitude scale were used as instrument. The results found that the level of use of PBL was influenced by teachers’ attitude toward PBL for each subscale except on the knowledge dependence and system restriction. The study also found that the level of use of PBL has a positive relationship with each subscale of teachers’ efficacy and the level of teachers’ efficacy is influenced by teachers’ attitude toward PBL for each subscale, except for the knowledge dependence. Implications of this study are expected to be considerations for professional development that focus on more concrete practical training.]]>
<![CDATA[The effect of ethnography-based outdoor learning methods on elementary students’ activities and learning outcomes ]]>
<![CDATA[Hendratno, Hendratno]]>;
<![CDATA[Wiryanto, Wiryanto]]>;
<![CDATA[Istiq'faroh, Nurul]]>;
<![CDATA[Primaniarta, M. Gita]]>
<![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.v13i6.29256
<![CDATA[The cultural approach as a social studies learning resource can be carried out using ethnography-based outdoor learning methods for elementary school students. It adopts a quantitative research methodology employing experimental techniques. The population used is class V (fifth-grade) students in a sub-district. The number of students identified was 172. The sampling technique used was purposive sampling. Purposive sampling was utilized to select participants, dividing them into experimental and control groups. The quasi-experimental approach employed a posttest-only design with a nonequivalent group procedure. Hypothesis testing was selected to further examine the relationship between the independent and dependent variables. Multivariate analysis of variance (MANOVA), was employed to analyze questionnaire responses and learning results, yielding a significant value of 0.000, which is less than 0.005, thus accepting the alternative hypothesis (Ha). The findings indicate statistically significant influence of ethnography-based outdoor learning activities for both students’ engagement and academic performance in fifth-grade classrooms. These results underscore the potential of integrating indigenous knowledge-based learning innovations into elementary education.]]>
