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[Modeling blockchain technology in assessment management: the initial readiness investigation ]]>
<![CDATA[Shuhaimi, Joharri]]>;
<![CDATA[Awang, Hapini]]>;
<![CDATA[Al-Mashhadani, Abdulrazak F. Shahatha]]>;
<![CDATA[Jafar, Mohd Fairuz]]>;
<![CDATA[Mansor, Nur Suhaili]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.28416
<![CDATA[The implementation of the school-based assessment (SBA) came with a system as part of the effort to reduce the workload of teachers in managing the SBA. However, a traditional system is costly and heavily centralized, frequently leading to impediments, delays, irregularities and may even create opportunities for dishonest activities. To enhance the existing traditional system, integrating emerging blockchain technology (BC) is proposed. Given the challenges, complaints, and rejection faced by traditional assessment management systems, this paper presents a conceptual framework based on the technology acceptance model (TAM) and diffusion of innovation (DOI) to examine pre-university teachers’ perception of implementation and readiness to adopt BC-based project paper management (BPPM) which is subsequently verified through a qualitative study. This study employs a process that consists of three main steps: a thorough review of existing literature, thematic analysis, and the process of gathering and determining readiness factors. Teachers’ perspectives were successfully gathered from 59 pre-university teachers by posting semi-structured questions in a Telegram group of Malaysian pre-university teachers. The study found that most pre-university teachers support the BPPM implementation with the condition that the system can address two primary concerns: server scalability and confidentiality issues. The effectiveness of BPPM implementation depends on its capacity to meet user needs and expectations while delivering clear benefits, along with superiority compared with existing systems.]]>
<![CDATA[GeneXPress card: development and evaluation of educational card game for DNA transcription subtopics in genetics ]]>
<![CDATA[Amani Norizan, Nurfarizah]]>;
<![CDATA[Abu Bakar, Adibah]]>;
<![CDATA[Saidin, Syazwan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.30741
<![CDATA[Understanding deoxyribonucleic acid (DNA) transcription poses a substantial challenge in studying genetics, often due to lack of understanding and traditional teaching methods that fail to engage students. This study introduces GeneXPress, an innovative card game, aimed at enhancing the learning experience of DNA transcription for higher education biology students. Using the ADDIE model, this preliminary study assessed the usability of the GeneXPress card game through a survey of 169 biology education students at Universiti Pendidikan Sultan Idris, Malaysia. A quantitative approach was employed to analyze the survey data, evaluating the game’s usability using descriptive statistics, including mean scores and standard deviations. The findings reveal high usability and positive views of GeneXPress, covering various aspects such as goals, design, components and organization, playability and usefulness, with average scores of above 3.79. The positive perception of GeneXPress among students highlights its ability to engage and motivate learners, making the study of complex genetic concepts more accessible and enjoyable. In conclusion, it underscores the vital role of innovative teaching aids in enhancing student engagement and understanding, paving the way for future explorations into educational tools that cater to the evolving needs of learners and educators alike.]]>
<![CDATA[Integrating ethnoscience in inquiry-creative learning: a new breakthrough in enhancing critical thinking ]]>
<![CDATA[Harjono, Ahmad]]>;
<![CDATA[Verawati, Ni Nyoman Sri Putu]]>;
<![CDATA[Wahyudi, Wahyudi]]>;
<![CDATA[Gummah, Syifa'ul]]>;
<![CDATA[Prayogi, Saiful]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.29259
<![CDATA[Incorporating knowledge of culture and local wisdom values (ethnosciences) into scientific investigation is a new breakthrough in the current study. The integration of ethnosciences and scientific investigation is a valuable pathway that serves not only as a tool for acquiring new knowledge but also for developing critical thinking (CT) skills essential in solving real-world problems. This research aims to enhance CT skills among prospective science teachers (PSTs) through a teaching program that integrates ethnosciences with inquiry-creative learning. This particular investigation employs a mixed method approach, combining both quantitative and qualitative methods. The quantitative study utilized a randomized pretest-posttest control group design, with traditional expository teaching employed as the comparison group. Qualitative methods were specifically used in this study through semi-structured interviews with lecturer, particularly regarding the PSTs’ engagement in the implementation of learning program. CT skill tests and interview forms were used as data collection instruments. The study findings reveal that integrating ethnosciences with inquiry-creative learning has a significant effect on the development of CT skills compared to traditional instruction. The findings highlight the effectiveness of this approach in improving CT skills among PSTs and contribute to future research in the field of science education.]]>
<![CDATA[Generic green skills: maturity level of vocational education teachers and students in Indonesia ]]>
<![CDATA[Mutohhari, Farid]]>;
<![CDATA[Sudira, Putu]]>;
<![CDATA[Pardjono, Pardjono]]>;
<![CDATA[Suyitno, Suyitno]]>;
<![CDATA[Warju, Warju]]>;
<![CDATA[Isnantyo, Fajar Danur]]>;
<![CDATA[Majid, Nuur Wachid Abdul]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.29191
<![CDATA[Vocational education (VE) is one of the institutions that must answer environmental problems by providing green job skills to its students. However, VE in Indonesia still experience various obstacles in providing this provision, so the aim of this research aims to analyze the extent of the level of green skills (GS) in teachers and students in this country, which includes the dimensions of cognitive, interpersonal and intrapersonal competence as an illustration for developing a priority scale for improvement. In addition, examining the differences and correlations between dimensions and the contribution of dimensions to GS as a whole is an additional goal. The survey method was carried out using a generic GS questionnaire instrument in VE that have Adiwiyata status. Data were analyzed using three stages: descriptive analysis, ANOVA-post hoc Tukey test, and path analysis. As a result, students’ GS still show a low category, while teachers get a high category. Between dimensions show no significant differences. Finally, all competencies have a significant relationship and can construct overall GS. These results indicate that there is still a need to strengthen teacher competencies in GS-based learning management and strengthen collaboration with all levels of society.]]>
<![CDATA[A scientometric review of digital competency among educators during the past 10 years ]]>
<![CDATA[Mohd Rosli, Nur Dania]]>;
<![CDATA[Md Khambari, Mas Nida]]>;
<![CDATA[Wong, Su Luan]]>;
<![CDATA[Zakaria, Noor Syamilah]]>;
<![CDATA[Abdullah, Kamilah]]>;
<![CDATA[Hamzah, Siti Raba’ah]]>;
<![CDATA[Moses, Priscilla]]>;
<![CDATA[Abdrahim, Nur Aira]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.29962
<![CDATA[This study interest in examining the digital competency of educators in educational institutions. Digital competency is of utmost importance in today’s technologically advanced society due to the pervasiveness of technology not only in the classroom but also in our daily lives. This study analyzed 1,189 journal articles from the Scopus database based on bibliographic coupling and co-word analysis using bibliometric analysis. The period of time covered by the study was from 2013 to 2022. Findings indicated that there has been an increase in the number of studies concentrating on digital competency among educators, with this increase becoming more pronounced during the COVID-19 outbreak. Significant themes emerged in relation to educators’ digital competence, particularly concerning the significance and global impact of these characteristics. Bibliographic coupling yields five clusters for current research, whereas coword analysis yields four clusters for predicting future trends. As a result, some suggestions were made with the intention of contributing to the relevant research community based on study’s findings.]]>
<![CDATA[A new protist literacy assessment for university students ]]>
<![CDATA[Hardianto, Hardianto]]>;
<![CDATA[Mahanal, Susriyati]]>;
<![CDATA[Susanto, Hendra]]>;
<![CDATA[Prabaningtyas, Sitoresmi]]>;
<![CDATA[Zubaidah, Siti]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.31293
<![CDATA[Protists are organisms that have close involvement with student life, especially in maintaining the balance of ecosystems on earth. Literacy instruments about protists are important to develop because students need to know the relationship between protists and life. This instrument was developed because there is no specific instrument to measure student protist literacy. The purpose of this study is to develop a new protist literacy assessment (N-PLA) for university students. The N-PLA development process consists of three stages, namely, i) dimension development, item development, and expert validation; ii) exploratory factor analysis (EFA), content validity, and data reduction; iii) internal consistency through confirmatory factor analysis (CFA). The results of the study found seven dimensions of protist literacy with a total of 36 items: conceptual knowledge (CnK) (7 item), relation information (RlI) (6 item), fact evaluation (FcE) (5 item), real solution (RlS) (5 item), argument identification (ArI) (3 item), self-confidence (S-C) (4 item), and scientific value (ScV) (6 item). The developed N-PLA has a relationship between dimensions and items based on EFA and CFA test results. N-PLA has two types of instruments, namely by using tests and questionnaires to be able to measure the cognitive and affective of students. N-PLA is recommended as a measuring tool that can measure the protist literacy of university students. The results of measuring student’s protist literacy become a reference in empowering students protist literacy in the learning process in university.]]>
<![CDATA[The mediating effect of study habits between parental involvement and algebraic problem-solving achievement ]]>
<![CDATA[Ali, Imdad]]>;
<![CDATA[Das, Samiran]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.29941
<![CDATA[Algebra is the major branch of mathematics that deals with numbers, and symbols are mostly used in problem-solving. Students often struggle to learn mathematics due to the difficulties of solving algebraic problems at the secondary level. Several factors affect student problem-solving achievement (PSA). The present study aims to examine the mediating effect of study habits (SH) in the relationship between parental involvement (PI) and algebraic PSA. For this purpose, a study habits scale and a parental involvement scale are used, and a problem-solving test is done for algebraic problem-solving. In this correlational study, Baron and Kenny’s series of regression models is used to test the mediating effect of SH. The findings revealed that that PI, SH and algebraic PSA are positively correlated. Also, it is confirmed that SH mediates the relationship between PI and algebraic PSA because there is no longer any significant effect of PI on PSA after SH is included in the model. It is recommended that students’ problem-solving skills be developed through their better study habits. Increasing parental support may promote students better SH, which in turn better achievement in problem-solving. Parents and teachers should monitor and encourage students’ study habits for better performance in problem-solving and mathematics as a whole.]]>
<![CDATA[Development and validation of Indonesian youth career identity scale: the Rasch analysis ]]>
<![CDATA[Agungbudiprabowo, Agungbudiprabowo]]>;
<![CDATA[Purwanta, Edi]]>;
<![CDATA[Wangid, Muhammad Nur]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.29802
<![CDATA[Career identity is one of the most important psychosocial developmental tasks for adolescents. The development of career identity in adolescence will prevent humans from experiencing identity confusion which will have an impact on further developmental tasks. This research answers the need for this measurement tool by developing and validating a career identity measurement tool called the Indonesian youth career identity scale (IYCIS). This instrument consists of 55 items in two aspects: career exploration and commitment. This study uses Rasch analysis to test the validity of the IYCIS construct. The construct validity test involved 200 high school students in Yogyakarta, Indonesia. Data analysis using Winstep software provides information about the quality of respondents and instruments, items that are easy and difficult for respondents to agree on, items that are made to order, and unidimensional. The results of applying the Rasch analysis show that IYCIS is good, precise, and has an item fit with the model. IYCIS is a reliable and valid measurement tool for accurately measuring the level of student career identity. This study discusses the implications and recommendations for further research on the implementation of guidance and counseling that contains career identity as a follow-up to IYCIS performance.]]>
<![CDATA[A systematic review of the changes, challenges, and implications of China’s teacher education policies (2012 to 2023) ]]>
<![CDATA[Zhi, Huang]]>;
<![CDATA[Ravindran, Latha]]>;
<![CDATA[Amini, Mansour]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.29770
<![CDATA[Although China’s teacher education policies have achieved significant progress in improving teacher quality, they have also undergone substantial changes and encountered new challenges. It is necessary to systematically analyze policies from the past decade to achieve a prudent balance between the immediacy and foresight of policymaking. This systematic analysis paper examines China’s teacher education policies from 2012 to 2023, reviewing relevant policy documents from authoritative sources. The study reveals a strategic shift towards fostering comprehensive and innovative teacher talent, promoting professional development, and addressing urbanrural education disparities. Emphasis is placed on strengthening professional ethics and creating a societal atmosphere of respect for teachers. However, challenges arise, including the “de-normalization” of teacher education in higher education institutions, regional disparities in teacher resources, and issues in in-service teacher education. These findings have profound implications for the future of teacher education policies, both within China and globally. They underscore the need for ongoing policy review and adaptation, the importance of balance between research and teaching in teacher education programs, and the need for a more integrated and streamlined approach to in-service teacher education and professional development. The study provides insights for policy development in the field of teacher education.]]>
<![CDATA[Kazakhstan’s universities: global challenges and local duties improving education quality ]]>
<![CDATA[Nurgaliyeva, Saniya]]>;
<![CDATA[Zeinolla, Saule]]>;
<![CDATA[Aben, Assel]]>;
<![CDATA[Iskendirova, Saule]]>;
<![CDATA[Ismukhanova, Gulnara]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.31852
<![CDATA[Over the years of independence, Kazakhstan has developed a higher education (HE) system that incorporates both national characteristics and international standards. However, the system still struggles to meet new challenges, and its scale, while comparable to global standards, does not yet reflect the growing requirements for quality education essential for ensuring competitiveness. The study aims to evaluate the extent of variability in Kazakhstan’s policies as they navigate between global challenges and local objectives in the pursuit of higher education quality. A quantitative method was utilized to collect and analyze the study data to identify relationships, test hypotheses, and draw generalizations. The study sample consists of a total of 1,200 educators from various universities. The study findings revealed that Kazakhstan is rapidly advancing to the third stage of HE internationalization, striking a balance between importing and aspiring to export HE. This study is important as it provides valuable insights into how Kazakhstan’s modern universities can effectively manage the intersection of global challenges and regional obligations to enhance the quality of HE.]]>
