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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
Information overload, anxiety, stress, and depression of online distance learners Masrek, Mohamad Noorman; Baharuddin, Mohammad Fazli; Jalil, Abdurrahman; Aman, Fadhilah
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.v13i6.29009

Abstract

In the ever-expanding landscape of online education, the mental well-being of online distant learners has emerged as a critical concern. This study delves into the complex interplay between information overload, stress, anxiety, and depression among online distant learners in Malaysian universities. Using a survey research method and utilizing perceptual measures, we explored the psychological states of online distant learners in Malaysia. Based on the analysis of 384 responses, the results showed that online distant learners did not report experiencing information overload, stress, anxiety, or depression. Despite this absence, the study identified significant positive associations between information overload and stress, information overload and anxiety, as well as between stress and anxiety, and anxiety and depression. The implications of this study resonate profoundly in the realm of online education policy-making and implementation.
Empirical analysis of language learning strategies for optimizing online language courses Lip, Rashidah; Salam, Sazilah; Mohamad, Siti Nurul Mahfuzah; Kar Mee, Cheong; Poh Ee, Tan; Ismail, Nurmaisarah; Mohd Yusoff, Azizul; Lestari, Uning; Ahmad Fesol, Siti Feirusz
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.v13i6.29418

Abstract

In today’s changing education world, online language classes are becoming more important. Recognizing the important role of the relationship between language learning strategies and students’ preferences, our empirical study examines the patterns or factors that explain the observed correlations among variables to provide insights in optimizing online language courses. Addressing a critical gap in the existing literature that has traditionally treated language learning strategies and online language education as distinct entities, our survey-based research collected comprehensive data from students enrolled in online language courses. Focused on six key language learning strategies: memory, cognitive, compensation, metacognitive, affective, and social. The research shows a delicate connection between these strategies and students’ preferences in online teaching mode. The empirical findings provide insights into certain strategies that work better for specific online learning methods. This helps us grasp the varied preferences of groups of students. This research enriches online language education by revealing an unexplored connection between strategies and preferences and provides a valuable resource for educators and course designers. The information given helps make online language classes better. It ensures that students learn languages more effectively online, considering their functional and practical needs in online learning.
Examining the psychometric properties of the deputy-principal mentoring questionnaire Hassan, Roslizam; Mohd Tahir, Lokman; Musah, Mohammed Borhandden; Abdul Aziz, Norazah; Hamzah, Lina Mursyidah; Hasnor, Hanin Naziha; Ahmad, Roslee
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.v13i6.29360

Abstract

This article intends to inspect and validate the Malay language version of the self-developed instrument on informal leadership mentoring used by principals with their deputy principals in the Malaysian primary school context. This article relies on the survey responses by 318 Malaysian primary deputy principals. Descriptively, the responses to all 25 items produced high mean scores which indicated that deputy principals are well-satisfied with the mentoring and guidance provided to improve their leadership prowess. Based on exploratory factor analysis, three factors emerged: guidance, informal approaches, and substituting principals in official meetings. However, the third factor was removed because it was only represented by one item. Thus, there are two major factors: guidance and informal approaches with 24 items, all of which had high factor-loading values and were consistent in their internal validity. In addition, the average variance extracted and composite reliability were also calculated which received acceptable values. Lastly, the confirmatory factor analysis (CFA) results indicated that all 24 items achieved acceptable values.
Action competence for sustainability instrument base on spirituality for prospective science teacher Husamah, Husamah; Suwono, Hadi; Nur, Hadi; Sabilah, Fardini
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.v13i6.30173

Abstract

Science teachers are the main actors in developing students’ action competence for sustainability (ACS) in the future. Considering that the majority of teachers and prospective science teachers have a spiritual foundation, the spiritual aspect should be an integral part of the ACS. Therefore, an instrument is needed that can measure the level of ACS that includes aspects of spirituality in it. This study was designed to develop and validate an instrument for prospective science teacher in in the form of action competence for sustainability instrument base on spirituality (ACSIS). The instrument was developed based on previous research findings and focus group discussions involving eleven experts. The factors and internal consistency were examined by involving 634 prospective science teachers in Indonesia. Validity and reliability were tested using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). This study’s results showed 21 questionnaire items (four dimensions) with acceptable internal validity and consistency. The ACSIS is recommended to measure the level of ACS for prospective science teachers, specifically in Indonesia, and countries that have the same characteristics of educational problems and potential.
A systematic review of impostor syndrome in higher education Yang, Xiaohan; Yeo, Kee Jiar; Lee, Shih-Hui; Handayani, Lina
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.v13i6.30726

Abstract

Impostor syndrome is a psychological phenomenon characterized by persistent feelings of inadequacy and self-doubt despite evidence of competence and success. This systematic review aims to explore the prevalence, impact, and factors associated with impostor syndrome among individuals in higher education settings based on recent 6 years’ publication in journals (from 2019 to 2024). A comprehensive search of electronic databases was conducted, yielding a total of 37 relevant studies that met the inclusion criteria. The findings suggest that impostor syndrome is a prevalent issue among students and faculty academic staff in higher education, with varying degrees of severity. The syndrome can negatively impact academic performance, career development, and overall well-being. Several factors contribute to the development of impostor syndrome, including gender, minority status, high achievement orientation, and perfectionism. However, further research is needed to better understand the underlying mechanisms and effective strategies for addressing impostor syndrome in higher education.
Enhancing pre-service teachers’ TPACK through the integrating of community of practice and lesson study Cojorn, Kanyarat; Seesom, Chaweewan
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.v13i6.29240

Abstract

This study explores the impact of a combined community of practice (CoP) and lesson study (LS) approach on fostering technology pedagogical content knowledge (TPACK) in student teachers. TPACK encompasses various knowledge areas, including technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technology content knowledge (TCK), and technology pedagogical knowledge (TPK). The study employs combined CoP-LS practices in two distinct CoPs: CoP A characterized by varied experiences, and CoP B comprising members with comparable experiences. Data gathered through questionnaires and group discussions. The findings reveal that the CoP-LS activities effectively enhance TPACK among student teachers, leading to improved confidence in designing learning activities. Both CoP A and CoP B show overall enhancements in TPACK, with CoP A exhibiting superior development across all dimensions. Further analysis demonstrates that CoP A exhibits greater advancements in PK and PCK, transitioning from the adapting level to the advancing level. Moreover, TCK and TPK demonstrate progress from the exploring level to the advancing level within CoP A. In contrast, CoP B showcases advancements in TK from the exploring level to the advancing level, while no notable changes are observed in CK, PK, PCK, TCK, and TPK.
Implementing an online course in the MOOC environment with a focus on science and mathematics education Kazakova, Julia; Shastina, Elena; Gibadulina, Ilzira
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.v13i6.28161

Abstract

The study focused on the development and evaluation of an online course in the massive open online courses (MOOC) environment, specifically targeting science and mathematics education. The goal was to utilize pedagogical design principles, particularly those derived from the analysis, design, development, implementation, and evaluation (ADDIE) model, to create an effective learning experience for students in different years of study. The online course was hosted on the edX platform, which is a popular platform for MOOCs. The assessment of the online course covered various criteria: interface, interaction, and design. The criteria of interface, interaction, and design received high marks from students of the two groups. The study found that the participants were highly engaged during the training, which is a positive outcome. The analysis of interest in online learning among first- and fourth-year students shows that first-year students had an average level of interest in online learning of 4.50 with a standard deviation of 0.32. Fourth-year students had an average level of interest of 4.45 with a slightly larger standard deviation of 0.41. Student engagement is an important factor in effective learning, as it reflects their active involvement and motivation in the learning process.
Enhancing critical thinking and academic achievement through different learning Usman, Ali; Agustina, Lady; Bahri, Arsad
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.v13i6.27993

Abstract

This research examines the impact of implementing different learning models on students’ critical thinking abilities (CTS) with different academic achievements. This research was a quasi-experiment and involved 134 high school students in Jember. Research classes are divided into project-based learning (PjBL) and conventional learning, then divided based on academic achievement, namely high and low. Data was collected using essay exams supported by the CTS assessment rubric. Information was analyzed using analysis of covariance (ANCOVA) and continued with the least significant difference (LSD) test. The research results show that i) there is a significant difference in the development of CTS between students who follow the PjBL learning model and students who follow conventional learning; ii) there are differences in CTS development between high and low-achieving students; and iii) there is an interaction between the learning model and student academic achievement which influences the development of CTS. Based on these findings, it can be interpreted that the PjBL learning model effectively increases the development of CTS in high and low-achieving students, especially in low-achieving students. The PjBL learning model encourages students to be active, think critically, work together and solve problems. Teachers can improve the critical thinking skills of students with low academic abilities through the PjBL learning model.
Integrative approach for reading comprehension espousing information communication technology literacy Asdar, Asdar; Hamsiah, Andi; Sujarwo, Sujarwo; Lutfin, Nursamsilis; Sukmawati, Sukmawati
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.v13i6.29461

Abstract

This study aimed to investigate the effects of an integrative approach on students’ reading comprehension, using information and communication technology (ICT) and reading comprehension, the students’ digital literacy and reading comprehension. The quantitative method used an analytical study with cross-sectional research. The data was collected through a questionnaire. There were 473 primary schools with a total of 16,286 children (8,476 male students and 7,810 female students) selected at random as a sample of 400 learners in elementary schools. The findings showed that the integrative approach has a beneficial effect of using ICT and students’ reading comprehension and reading literacy. The use of an integrative approach for reading comprehension and using ICT can promote students’ digital literacy. The student’s reading comprehension and the integrative approach technique were favorable, as seen by the students’ excitement and seriousness. The utilization of this integrative approach can enhance the student’s ability to comprehend reading comprehension and get effectiveness and efficiency of the Indonesian language. This study provides integrated reading-literacy technology (IRLT) that significantly impacts reading comprehension through the use of ICT and an integrative approach in the reading instruction.
Developing an online project-based assessment instrument for assessing students’ historical thinking skills Ofianto, Ofianto; Saputra, Nanda; Ningsih, Tri Zahra; Nababan, Surya Aymanda; Asri, Zul; Aman, Aman; Setiawan, Johan
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.v13i6.30388

Abstract

This study aims to provide a comprehensive evaluation of historical thinking that can be applied to all aspects of online historical thinking skills. The analysis proposed by Gall was used in developing the model and it involves the following stages: instrument design; instrument development; analysis; and initial data collection. A total of 148 high school students participated in this study, and data were gathered through literature analysis sheets, interviews, needs analysis questionnaire for the development of e-project skills assessment tools, expert validation test, and e-project assessment. The findings showed that the e-project is valid and reliable for evaluating historical thinking skills in remote learning, with all components having a high reliability rating of 0.78 and validity values ranging from 0.77 to 1.30. Subsequently, a valid, reliable, and acceptable e-project website was created to assess student’s competence in historical thinking. This research offers options for teachers to effectively assess and monitor students’ historical thinking skills while also improving a more interactive and interesting learning style.

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