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[Evaluating Bengkulu culture’s role in mathematics learning outside classrooms for understanding measurement ]]>
<![CDATA[Yumiati, Yumiati]]>;
<![CDATA[Rodríguez-Nieto, Camilo Andrés]]>;
<![CDATA[Bonyah, Ebenezer]]>;
<![CDATA[Sudirman, Sudirman]]>;
<![CDATA[Haji, Saleh]]>
<![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.v13i6.30163
<![CDATA[Connecting measurement concepts from informal to formal situations was challenging for students, specifically in understanding length and area measurements in elementary school. The use of cultural context in mathematics learning have been identified as a potential solution to address these challenges, although further exploration was required. Therefore, this study aimed to investigate the impact of mathematics learning designs outside classroom that integrate the culture of Bengkulu, Indonesia. A quasi-experimental design was used with a total of 83 fifth-grade students from two medium- and high-level elementary schools. The assessment instrument comprised six test questions and an observation sheet to record students’ activities. The results showed that students in high-level schools understood teacher instructions and worksheets more quickly, providing additional time for measuring practice. Conversely, students at medium-level schools tended to wait for instructions. The inferential analysis showed that integrating mathematics learning designs outside classroom in Bengkulu cultural context did not significantly increase the understanding of area and length measurements for students in medium-level schools but positively impacted those in high-level schools. Therefore, this method had the potential to improve understanding of other mathematical concepts, specifically when effectively implemented in schools with higher levels of understanding.]]>
<![CDATA[Empowering teachers: implementing the Tut Wuri Handayani supervision model to enhance teacher competence ]]>
<![CDATA[Simanjuntak, Rivai M.]]>;
<![CDATA[Milfayetty, Sri]]>;
<![CDATA[Darwin, Darwin]]>
<![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.v13i6.27579
<![CDATA[An inspiring supervision model based on the Tut Wuri Handayani concept, with a research and development (R&D) approach that refers to the Borg and Gall model, has been successfully developed. Through a comprehensive investigation, this study aims to bolster the competence and effectiveness of teachers. Model feasibility evaluation was carried out by two model design experts, with an average ideal percentage value of 86.2% (outstanding assessment and feasibility categories). Model feasibility evaluation was carried out by two model design experts and two content design experts. The average ideal percentage value given by model design experts was 86.2% (outstanding assessment and feasibility categories), while that given by content design experts was 76.64% (outstanding service and feasibility categories). Based on the test for model users three times, t-test data was obtained for a small group between commitment and competence, fighting power and competence, and religion and competence, showing tcount>ttable, respectively. The t-test results for the medium and large groups also show tcount>ttable. The dataset analysis shows that the inspiring supervision model based on Tut Wuri Handayani is practical and feasible. This research sheds light on the positive impact of implementing the Tut Wuri Handayani supervision model for enhancing teacher competence and, consequently, improving the quality of the learning process.]]>
<![CDATA[Ethnoscience-Quizizz test to measure problem-solving skills: a Rasch analysis ]]>
<![CDATA[Nisa', Khoirun]]>;
<![CDATA[Suprapto, Nadi]]>;
<![CDATA[Amiruddin, Mohd Zaidi]]>;
<![CDATA[Sari, Eka Putri Dian Nata]]>;
<![CDATA[Athiah, Bilqisth Dwi]]>
<![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.v13i6.28075
<![CDATA[Problem-solving skills (PSS) are essential for students to face challenges in the 21st century. Based on PISA results, the PSS of Indonesian students are in a low category. Not only that, a few assessments of PSS have been developed. This study aims to analyze the quality of the ethnoscience-Quizizz test (EQT). The research method used is R&D with the ADDIE model. The data analysis technique was based on the Rasch analysis using the Ministep software. The item and person reliability are 0.9 (good) and 0.40. Cronbach’s alpha has a value of 0.53. The MNSQ-ZSTD infit-outfit score is in a suitable category. Each item is relatively accurate and do not have DIF. In addition, the EQT is suitable to measure students’ PSS because it has passed the criteria. The EQT incorporates indicators for problem-solving, making it appropriate for 21st-century learning with an ethnoscience “Kerapan Sapi” problem context. Future studies can use this problem-solving test to determine the profiles of students’ problem-solving abilities using Rasch analysis.]]>
<![CDATA[Assessment methods and learning styles for learning satisfaction: the role of self-efficacy ]]>
<![CDATA[Mahmud, Amir]]>;
<![CDATA[Susilowati, Nurdian]]>;
<![CDATA[Sari, Puji Novita]]>
<![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.v13i6.29757
<![CDATA[This study aimed to determine the effect of assessment methods and learning styles on online learning satisfaction with self-efficacy as a moderating variable. The study surveyed 228 students from the accounting education major program at a public university in Indonesia. The collected data was analyzed using descriptive statistics and moderation regression analysis (MRA). The results showed that the assessment method and learning styles affected student learning satisfaction. In addition, this study also found that self-efficacy moderated the effect of the assessment method and learning styles on student learning satisfaction. This finding suggests that lecturers can use online assessment methods that are based on student interest so that students can enjoy learning in class and increase the level of satisfaction students can increase. Not only that, but the assessment process will also be a success if the faculty supports every technical source to make online learning run smoothly. Furthermore, when students have self-efficacy when choosing their specific learning style during the assessment process, their satisfaction with online learning will increase. The current study contributes to the existing body of knowledge by stressing that assessment and learning methods are significantly helpful in students’ satisfaction-related self-efficacy.]]>
<![CDATA[Analysis of academic desertion among ungraduated mathematics students ]]>
<![CDATA[Rodríguez Márquez, Miguel Armando]]>;
<![CDATA[Salgado Horta, Dagoberto]]>;
<![CDATA[Pedrosa-Jesús, Cristina]]>
<![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.v13i6.26670
<![CDATA[University dropout is a phenomenon that has played an important role in the undergraduate program in mathematics at the University of Tolima (Colombia), because it has been a program that has high dropout rates semester by semester. To generate the results presented here, the population who was considered was students enrolled in the 2012A-2018B academic period. In this time frame, the information on the factors required to characterize student dynamics is consolidated and evaluated using the Kaplan-Meier statistical model, evaluation of associations, correlations and comparisons using non-parametric statistics. The aim is to determine the individual, academic, institutional, social and economic factors that cause students to drop out. As a result of the analysis in context, the factors that influence the problems of the phenomenon of dropout in this cohort were determined and characterized. This methodology presents causal factors for student retention on which actions should be taken to propose strategies associated with obtaining better percentages of retention and graduation within the Bachelor’s Degree program in Mathematics.]]>
<![CDATA[Spiritual leadership and lecturer performance: mediating role of work motivation ]]>
<![CDATA[Subhaktiyasa, Putu Gede]]>;
<![CDATA[Gede Agung, Anak Agung]]>;
<![CDATA[Jampel, I Nyoman]]>;
<![CDATA[Dantes, Kadek Rihendra]]>
<![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.v13i6.29175
<![CDATA[Spiritual leadership developed from intrinsic motivation is based on ethical and moral values that align with the education system. However, the research is limited in the context of higher education institutions. Therefore, this study aims to provide an understanding of the effect of spiritual leadership on lecturer performance through work motivation. The research design was quantitative, with 120 samples of permanent lecturers in private higher education institutions who have obtained lecturer certificates. Data was collected through a structured questionnaire and analyzed using Smart-PLS. The results showed that spiritual leadership affects lecturer performance and work motivation. In addition, work motivation plays a mediating role with a high effect size. Hence, these findings can serve as a basis for higher education institutions to develop more inclusive and inspiring leadership strategies that integrate spiritual values and create a more motivating work environment for lecturers.]]>
<![CDATA[Neuroscience for early childhood education: impact on virtual settings and teaching practice ]]>
<![CDATA[Ledesma-Pérez, Fernando]]>;
<![CDATA[Cruz-Montero, Juana]]>;
<![CDATA[Holguin-Alvarez, Jhon]]>
<![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.v13i6.25455
<![CDATA[The research allowed us to measure the impact of neuroscience from the transfer carried out by practicing education teachers, who received university training based on neuroscience. We performed comparative inferential analyzes on 1,341 students from public and private schools in Lima who acted as an informant sample. The study sample was made up of 71 university students who worked as teachers with university training with neuroscientific content. Traceability was carried out between the macro and microprogramming of the university students and its effect on the school was calculated. Instruments were used to assess university content and measure school learning. It was found that 25% of the credits were transversal neuroscience subjects. In microplanning, more than 50% of the activities incorporated contributions from neuroscience, demonstrating significant effects on children’s learning. The limitations demonstrated the low scope focused on the number of teachers evaluated, the permeability of the neuroscientific concepts that could be delivered to school students due to the time delay involved in executing this type of activities. It is concluded that the activities were moderately significant in the development of the neuroscience curriculum for university students.]]>
<![CDATA[Nominal group techniques to assess teachers’ readiness for online teaching at higher education institution ]]>
<![CDATA[Mohd Nasir, Farah Damia]]>;
<![CDATA[Nusantara, Toto]]>;
<![CDATA[Ghazali, Norliza]]>;
<![CDATA[Mustakim, Siti Salina]]>;
<![CDATA[Anggraini, Ade Eka]]>
<![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.v13i6.27462
<![CDATA[Education 4.0 marks a new era of learning with virtual online classrooms, requiring teachers to adapt. Despite this shift, standardized tools to evaluate teachers’ online instruction readiness are lacking. This article explores nominal group technique (NGT) in the design and development research (DDR) need analysis stage to identify challenges in online teaching and the need for a new assessment tool in higher education. There were 15 professionals from Malaysia and Indonesia contributed insights to identify key educator challenges. Results show validation of study topics with over 70% agreement, highlighting the urgent need for a reliable tool to assess educators’ online instruction competence in higher education. These findings inform further instrument development.]]>
<![CDATA[Understanding the significance of Olympic values in adults of Chile and Argentina ]]>
<![CDATA[Tamayo, Alejandro Bacot]]>;
<![CDATA[Ponciano Nuñez, Pedro Danilo]]>;
<![CDATA[Giakoni-Ramírez, Frano]]>;
<![CDATA[Flández-Valderrama, Jorge]]>;
<![CDATA[Duclos-Bastías, Daniel]]>
<![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.v13i6.29904
<![CDATA[Olympic values serve as a significant educational strategy advocated by both the International Olympic Committee and National Olympic Committees globally. Despite their widespread promotion, there exists a dearth of research comparing the comprehension of Olympic values among the adult population. This study aimed to scrutinize the understanding of Olympic values among a sample of 200 Chilean and Argentine adults aged between 18 and 65 years. The investigation was conducted in the context of recent mega sporting events, specifically the Youth Olympic Games in Buenos Aires 2018 and the forthcoming Pan American Games in Santiago 2023. Employing the Fair Play theory and the Moral Competence Test, the research revealed a higher level of moral competence in the Argentine population compared to their Chilean counterparts. Interestingly, no discernible impact of the Youth Olympic Games in Buenos Aires was observed in Argentina. Parental influence emerged as the most significant factor affecting moral competence in both countries, while religion and media demonstrated comparatively less influence. These findings contribute to a more nuanced understanding of the interplay between Olympic values, moral competence, and contextual factors in adult populations across different nations.]]>
<![CDATA[Pronunciation therapy for deaf students in coping with Arabic letter difficulties ]]>
<![CDATA[Astari, Rika]]>;
<![CDATA[Mukhlis, Abdul]]>;
<![CDATA[Adikistoro, Hanif Cahyo]]>;
<![CDATA[Purwanti, Tri]]>;
<![CDATA[Faturrahman, Muhammad Irfan]]>;
<![CDATA[Yuniawati, Rudy]]>;
<![CDATA[Mahfud, Choirul]]>
<![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.v13i6.27467
<![CDATA[Pronunciation therapy for deaf students is a very important context within the sphere of the Quran learning. Previous investigations in this domain predominantly focused on media and visual approaches, neglecting the discussion of Arabic letter pronunciation therapy (phonetically). Therefore, this research aimed to elucidate various forms of pronunciation therapy designed for deaf students and the underlying factors motivating the use of the therapeutic techniques. This descriptive qualitative research relied on the primary data collected through an investigation conducted at Qotrunnada Islamic Special School (SLB) in Bantul, Yogyakarta, Indonesia. The primary data comprised the diverse methods applied in Arabic letter pronunciation therapy and the determinant factors of articulation disorders. The research subjects were limited to pure deaf students, categorized by age and the length of therapy. Each student exhibited different results of assessment and response to pronunciation therapy. Moreover, data validation was performed through interaction with the school principal as the research team. The results showed that the forms of pronunciation therapy included articulation therapy (phonetically) exercises addressing sound production, as well as interventions targeting attention and behavior for deaf students in coping with Arabic letter difficulties. This contribution would serve as a basic guide in the development of instruments for Arabic letter pronunciation therapy designed for students with special needs.]]>
