cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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 80 Documents
 1   2   3   4   5 
Search results for , issue "Vol 14, No 4: August 2025" : 80 Documents clear
Innovative technologies and educational quality: insights from Mongolia and Kazakhstan Kabassova, Kanziya; Nyamsuren, Khosbayar; Miller, Antony D.; Piven, Iurii; Kravtsov, Yuriy
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32777

Abstract

The study explores the digital potential and prospects of advanced innovative technologies in higher education institutions, compared to global practices. The research is situated within the theoretical framework of socio-constructivist learning theory, emphasizing the role of digital technologies in facilitating collaborative learning environments. Findings indicate that digitalization and inclusive educational practices are evolving into central elements of educational strategies. This study highlighted specific case studies, such as the implementation of virtual reality and e-learning platforms at Otgontenger University, demonstrating their significant impact on enhancing student engagement and learning outcomes.
Online teaching practices that motivate and demotivate the students to learn C. Lopez, Ariel; M. Albay, Eduard
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.31975

Abstract

The rapid shift to online education during the COVID-19 pandemic has raised concerns about its impact on student motivation, particularly in mathematics education. This study investigates the online teaching practices that influence student motivation and demotivation. The primary objectives are to identify teaching practices that either motivate or demotivate students and to understand the challenges and benefits they encounter in an online learning environment. A qualitative approach was employed, utilizing document reviews and focus group discussions with third- and fourth-year students in the Philippines. Key findings reveal that engaging content, active participation, supportive teachers, and effective use of technology are significant motivators, while technical issues, lack of interaction, monotonous content, and insufficient feedback were the primary demotivators. To address these issues, the study proposes that educators should enhance interactive and supportive teaching practices while mitigating technical problems and fostering meaningful interactions. These recommendations aim to improve online teaching strategies and boost student motivation in digital learning environments.
Mobile gaming in education: a bibliometric analysis of trends and performance Pek, Lim Seong; Yob, Fatin Syamilah Che; Mee, Rita Wong Mee; Wider, Walton; Miftah, M. Zaini; Camara, Jun S.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32991

Abstract

This bibliometric analysis, based on data from the Web of Science (WoS) database, examines the increasing role of mobile gaming in education. Mobile gaming has demonstrated strong potential to improve student engagement, motivation, and cognitive skills, yet research on its integration within formal educational settings is still emerging. By analyzing data from 247 scholarly articles published between 2014 and 2023, this study identifies key trends, influential contributors, and areas of growing interest within this field. The findings reveal a significant rise in publications and citations, underscoring the expanding recognition of mobile gaming’s educational value. Prominent themes in the literature include gamification strategies that encourage collaboration, problem-solving, and critical thinking, focusing on multiplayer online battle arenas (MOBAs) and other interactive gaming environments that facilitate active learning. The analysis also highlights leading countries, with the United States at the forefront of research output, alongside significant institutional contributions globally. These insights guide educators and policymakers on leveraging mobile gaming in educational practices while addressing potential challenges. By emphasizing the alignment of mobile gaming with sustainable development goal 4 (quality education), this study establishes a foundation for future research into innovative, technology-enhanced learning solutions that are accessible, engaging, and effective.
Researching creativity in education from ASEAN countries: bibliometric analysis Nguyen, Tuan-Vinh; Tran, Viet-Nhi
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.33669

Abstract

Creativity has emerged as a cornerstone of 21st-century education, particularly within Association of Southeast Asian Nations (ASEAN) countries striving to foster innovation and knowledge-based economies. This bibliometric study examines 453 publications on creativity in education across ASEAN from 2000 to 2024, utilizing Scopus data analyzed through Biblioshiny and VOSviewer. The findings reveal Indonesia as the dominant contributor (65% of publications), with scholars like Zubaidah and Corebima making significant contributions through highly cited works. Key journals, including “Thinking Skills and Creativity” and the “International Journal of Instruction”, have played crucial roles in disseminating ASEAN research globally. The thematic analysis identifies five major clusters centered on science, technology, engineering, and mathematics (STEM) integration, project-based learning, digital technologies, research methodologies, and professional development. Temporal network analysis demonstrates an evolution from discipline-specific approaches toward broader conceptualizations of creativity and an increased emphasis on technological integration. Despite these advances, the study identifies persistent challenges in cross-national collaboration, methodological consistency, and longitudinal research. This analysis provides strategic insights for educators, researchers, and policymakers in aligning educational practices with regional innovation goals while highlighting the need for enhanced research collaboration and standardized assessment tools.    
Driving school program to strengthening anti-corruption education within the integrity zone policy Suyadi, Suyadi; Nuryana, Zalik; Asmorojati, Anom Wahyu; Yudhana, Anton
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.28773

Abstract

For an extended period, education institutions have functioned independently, resulting in a notable disparity in educational quality. The Merdeka Belajar Kampus Merdeka (MBKM) promotes collaboration between educational institutions and schools, with the aim of serving as mentors for joint program development. This groundbreaking research delves deeply into the pivotal roles played by both lecturers and students within the MBKM program. They emerge as mentors in the crusade for implementing anti-corruption education within the dynamic context of Sekolah Penggerak, also known as the driving school program (DSP). Conducted as a qualitative descriptive study, this research draws its data from the collaborative efforts between higher education institutions and schools in developing anti-corruption education, leading to recognition from the Indonesian Corruption Eradication Commission (KPK-RI). The data collection process unfolds through a meticulously orchestrated combination of observations, in-depth interviews, and thorough documentation. The findings of this study are nothing short of transformative, as they underscore how the active involvement of MBKM’s lecturers and students in anti-corruption education serves as a potent catalyst, reinforcing the integrity zone policy within the DSP program. This seamless integration of anti-corruption education with Islamic education, encompassing profound concepts like riswah (bribery), ghulul (betrayal), and mukabarah-ghasab (seizing), represents a paradigm shift in pedagogical strategies.
Learning styles and academic performance: a correlational study among engineering university students Cardenas Yauri, Maribel; Sánchez Ayte, Jorge Augusto; Vertiz Osores, Jacinto Joaquin; Valencia Reyes, Zanhy Leonor
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.31476

Abstract

In a context of little explanation of the links between learning styles (LS) and academic performance (AP) in university students, a quantitative analysis of these relationships was proposed in mechanical and electrical engineering students from a public university in Lima, Peru. The Honey-Alonso learning styles questionnaire (CHAEA) was used to identify the students’ styles. Grades in various subjects were used as data on AP. Discriminant analysis and hierarchical clustering were applied to develop an explanatory model of the relationship. The findings revealed that most students were classified in a central level of AP. LS were distributed in order of relevance of contribution as: ‘theoretical’, ‘reflective’, ‘active’ and ‘pragmatic’. The ‘theoretical’ and ‘reflective’ styles showed greater affinity. Better clustering was observed in the ‘in process’ and ‘achievement’ levels of AP. The level of ‘starting’ was diffuse among students, preventing it from being clearly associated with any LS, although it is recommended not to dismiss it because it may represent students who require additional support from teaching staff. This research contributes a holistic view of the factors that influence university AP and highlights the importance of conducting further research in this field.
The degree of exercise of academic freedom and its relationship to job satisfaction: ‎Al-Yarmouk University model Al Alawneh, Khawla Mahmoud; Izhiman, Nidaa; Mokhemer Yahya, Shaima; El-Freihat, Sara Mohammad
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.31445

Abstract

Academic freedom in Jordanian universities is the subject of debate and research, due to the policies of university education imposed within the country. However, academic freedom has been researched in Jordan for more than two years. This study aimed to find out the level of academic freedom practiced by faculty members at Yarmouk University and its relationship to job satisfaction from a point of view, as there was recently a difference in views on the exercise of academic freedom or the imposition of educational policies in Jordanian universities according to the views of academics. About 317 members of the university were selected in a simple random way. The correlational descriptive approach and a two-part questionnaire were used: the first part measures the degree of academic freedom exercised by faculty members in three areas (freedom of expression, research, and teaching). The second part measures the level of job satisfaction. The results indicated that the degree of academic freedom exercised by faculty members was high, as well as the level of job satisfaction, as it was found that faculty members were significantly satisfied with their jobs. There was also a correlation between the degree of academic freedom exercised by faculty members and the level of job satisfaction of faculty members. These results shed positive light on the policies adopted in the country to educate university students in order to continue to keep pace with global developments and global trends in university education and work to amend some university education policies with the concerned authorities.
Gender differences in motivation and problem-solving in a physics course online problem-based learning Eldy, Elnetthra Folly; Sulaiman, Fauziah; Zaki Ishak, Mohd; Uden, Lorna; Netto-Shek, Jo-Ann
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.31105

Abstract

Online learning has been crucial since COVID-19, yet its effectiveness, particularly in physics education, remains debated. Understanding students’ motivation and problem-solving abilities in online environments is critical. This paper examined and presented the gender difference in motivation and problem-solving skills using an integrated online problem-based learning (iON-PBL) in a physics course. Developed using analysis, design, development, implementation, and evaluation (ADDIE) mode, iON-PBL module of physics guided students through problem-solving activities over 13 weeks. A post-test–delayed post-test design was used to assess retention of motivation and problem-solving skills. The study involved 116 pre-university students from Universiti Malaysia Sabah (88 females, 28 males). Motivation was measured using the motivated strategies for learning questionnaire (MSLQ) (four components), and problem-solving skills were assessed with the problem-solving inventory (PSI) (three components). Data analysis was conducted using SPSS version 28. Findings showed a significant gender difference in the ‘cognitive strategy’ component of motivation at the post-test, favoring female students. However, this difference was not sustained in the delayed post-test. In contrast, no gender difference was found in problem-solving at the post-test, but females scored significantly higher in ‘personal control’ in the delayed post-test. These findings suggest that female students are more likely to maintain cognitive strategies and personal control in online learning. Educators should consider targeted strategies to support male students’ motivation and problem-solving development in virtual environments to foster gender equity. Educators should consider targeted strategies to support male students’ motivation and problem-solving development in virtual environments to foster gender equity.
Navigating adversity: the relationship between academic entitlement and resilience in male undergraduates Badawy, Mahmoud Elsaid; Soliman, Tawfik; Nemt-allah, Mohamed Ali
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32845

Abstract

In today’s academic landscape, there is growing concern about the rise of academic entitlement among students and its potential impact on their psychological resilience. This study aimed to examine the relationship between academic entitlement and psychological resilience among university students, and to determine if academic entitlement subscales can predict resilience. The participants were 746 male undergraduate students from the Faculty of Education at Al-Azhar University, aged 19-25 years (M=21.41, SD=.952). Students completed the academic entitlement scale (AES) and the Connor-Davidson Resilience Scale (CD-RISC). The results revealed a significant negative correlation between overall academic entitlement and psychological resilience (r=-.801, p<.01), supporting the first hypothesis. Multiple regression analysis showed that both academic narcissism (β=-.237, p<.001) and academic outcome (β=.132, p<.001) subscales were significant predictors of psychological resilience, confirming the second hypothesis. These findings suggest that addressing entitled attitudes and fostering resilience should be key priorities for higher education institutions. Implications include developing targeted interventions to reduce academic entitlement and enhance resilience among students, potentially improving their academic performance and psychological well-being. Future research should explore additional factors influencing this relationship and evaluate the effectiveness of interventions across diverse student populations.
Analysis of bibliometrics in studying the influence of the environment on preschool children’s psychological development Thi Ut Sau, Nguyen; Thi Nhung, Tran; Kieu Oanh, Pham Thi; Thi Thuy, Vu; Thuong Thuong, Le Thi; Thi Hoa, Nguyen
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.30817

Abstract

This article aims to provide an overall picture of research on the environment’s influence on preschool children’s psychological development. The researchers used the preferred reporting items for systematic reviews and meta-analysis (PRISMA) method to collect data and VOSviewer software to analyze 119 articles from the Scopus database from 2000 to 2023. The results showed that since 2006, i) the environmental influence on the psychological development of preschool children has received much attention; ii) the United States and the United Kingdom are the two leading countries in terms of the number of publications; iii) Leve, Neiderhiser, Reiss, and Shaw are the four leading authors; iv) 16 out of 20 influential journals in this field are Q1 journals, most of which belong to educational psychology. The two main concerns of the authors in these 119 articles are “parenting” and “development.” In the past five years, researchers have focused on topics such as “autism,” “preschoolers,” “environment,” “COVID-19”, and “externalizing problems”.

Page 1 of 8 | Total Record : 80

 1   2   3   4   5 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol 14, No 6: December 2025 Vol 14, No 5: October 2025 Vol 14, No 4: August 2025 Vol 14, No 3: June 2025 Vol 14, No 2: April 2025 Vol 14, No 1: February 2025 Vol 13, No 6: December 2024 Vol 13, No 5: October 2024 Vol 13, No 4: August 2024 Vol 13, No 3: June 2024 Vol 13, No 2: April 2024 Vol 13, No 1: February 2024 Vol 12, No 4: December 2023 Vol 12, No 3: September 2023 Vol 12, No 2: June 2023 Vol 12, No 1: March 2023 Vol 11, No 4: December 2022 Vol 11, No 3: September 2022 Vol 11, No 2: June 2022 Vol 11, No 1: March 2022 Vol 10, No 4: December 2021 Vol 10, No 3: September 2021 Vol 10, No 2: June 2021 Vol 10, No 1: March 2021 Vol 9, No 4: December 2020 Vol 9, No 3: September 2020 Vol 9, No 2: June 2020 Vol 9, No 1: March 2020 Vol 8, No 4: December 2019 Vol 8, No 3: September 2019 Vol 8, No 2: June 2019 Vol 8, No 1: March 2019 Vol 7, No 4: December 2018 Vol 7, No 3: September 2018 Vol 7, No 2: June 2018 Vol 7, No 1: March 2018 Vol 6, No 4: December 2017 Vol 6, No 3: September 2017 Vol 6, No 2: June 2017 Vol 6, No 1: March 2017 Vol 5, No 4: December 2016 Vol 5, No 3: September 2016 Vol 5, No 2: June 2016 Vol 5, No 1: March 2016 Vol 4, No 4: December 2015 Vol 4, No 3: September 2015 Vol 4, No 2: June 2015 Vol 4, No 1: March 2015 Vol 3, No 4: December 2014 Vol 3, No 3: September 2014 Vol 3, No 2: June 2014 Vol 3, No 1: March 2014 Vol 2, No 4: December 2013 Vol 2, No 3: September 2013 Vol 2, No 2: June 2013 Vol 2, No 1: March 2013 Vol 1, No 2: December 2012 Vol 1, No 1: July 2012 More Issue