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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.
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Articles 80 Documents
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Search results for , issue "Vol 15, No 1: February 2026" : 80 Documents clear
Phygital in games: a systematic review of trends, characteristics, the user experience, technologies, and tools Osman, Nurasilah; Akma Ahmad Zaki, Nadia; Siti Meriam Tengku Wook, Tengku; Hayati Mohamad Yatim, Maizatul; Masharah Husain, Nor; Jamil, Norly
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35062

Abstract

In the 21st century, the evolution of phygital technology has transformed various sectors, including retail, marketing, heritage, education, edutainment, and gaming. However, phygital interfaces are dynamic, continuously evolving alongside technological advancements and user expectations. This study aims to identify trends, characteristics, user experiences, and the tools or technologies used in phygital gaming. A systematic literature review (SLR) was conducted using the preferred reporting items for systematic reviews and meta-analysis (PRISMA) framework, analyzing 26 publications from Web of Science (WoS), Scopus, and IEEE Xplore. The findings revealed seven key characteristics of phygital interfaces and six positive impacts on user experience. Additionally, various phygital technologies and tools were identified as essential in the education, edutainment, and entertainment contexts of gaming. These technologies enhance engagement, interactivity, and immersion by seamlessly integrating physical and digital elements. Therefore, this study contributes to improving user experiences and expanding knowledge in the context of phygital interfaces. Future research should explore potential challenges in adopting phygital technologies, particularly from educators’ perspectives, to uncover new insights into their implementation and effectiveness.
Students’ metacognition growth in reading: the effectiveness of flipped metacognitive strategy Ramadhanti, Dina; Permata Yanda, Diyan; Nofriadi, Rizki
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.26824

Abstract

Metacognitive functions as a means to regulate cognitive abilities, such as reading. The greater a person’s awareness of their metacognitive processes during reading, the more effectively they will comprehend the material. This research aims to assess the effectiveness of a flipped metacognitive strategy (FMS) as a learning approach that incorporates metacognitive skills with a focus on technology in education. A random selection method was employed to choose 28 participants for the study. The findings indicated a notable difference in the average scores of students’ metacognitive awareness before and after the implementation of the FMS. Specifically, metacognitive awareness in reading improved from a score of 56.42, categorized as “good enough”, to 80.79, classified as “very good”. The effectiveness assessment revealed that the N-Gain percent value for students’ metacognitive awareness stands at 54.81%, placing it in the less effective category. Therefore, the FMS can be utilized to enhance metacognitive awareness in reading. Nonetheless, this strategy requires ongoing implementation to be optimally effective in tracking the advancement of students’ metacognitive awareness, particularly in reading. As long as learning strategies are in place, educators must elevate the quality of instructional materials and pay greater attention to the learning needs of students. To enhance reading comprehension, teachers should foster students’ metacognitive awareness, which encompasses understanding various reading strategies, recognizing problem-solving techniques during reading, and being aware of the factors that contribute to reading comprehension.
Analysis of factors in integrated internship models for preservice Islamic education teachers using exploratory factor analysis Karwadi, Karwadi; Razak Zakaria, Abd; Setiawan, Adhi; Ferdi Hasan, Moh.
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35767

Abstract

This research identifies key success factors of integrated internship models for prospective Islamic Religious Education (PAI) teachers using exploratory factor analysis (EFA), addressing critical gaps where empirical evidence in religious teacher preparation remains limited. Analyzing 218 PAI students across four Yogyakarta universities through mixed-methods design, EFA revealed a four-factor structure explaining 63.4% variance: observation competence (28.7%), microteaching (13.8%), teaching practice (11.2%), and spiritual reflection (9.7%). The identification of spiritual reflection as an independent factor represents a novel contribution not documented in international teacher education literature, empirically validating integration of spiritual competencies within professional preparation frameworks. The internship component assessment scale (ICAS) demonstrates strong psychometric properties (CVI=0.87, α=0.84), providing the first culturally responsive instrument for Islamic education contexts. This study proposes the integrated internship spiral model (IISM) emphasizing cyclical reinforcement rather than linear progression, challenging conventional designs. Educational implications include redesigning PAI teacher professional education curriculum with proportional resource allocation, implementing mentor training for assessing spiritual-pedagogical dimensions, and embedding technology integration across internship phases. Future research should pursue longitudinal validation, cross-contextual studies in other religious education settings, instrument development strengthening spiritual factor reliability, and comparative effectiveness studies. This research demonstrates that culturally responsive teacher preparation can honor religious authenticity while advancing professional excellence, contributing to holistic transformation of PAI internship programs with potential global application.
The role of entrepreneurship education in shaping self-employment intentions: a TPB-based study of Malaysian TVET students Addi Jumbri, Isma; F. Natasya Khairul Herman, Eleeza; Fauzan, Fauzan; Karmagatri, Mulyani; Setiawan, Sandy; Kurnianingrum, Dian
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35348

Abstract

Entrepreneurship education prepares technical and vocational education and training (TVET) students with the competencies and entrepreneurial mindset required for future business endeavors. Guided by the theory of planned behavior (TPB), this study examines how such education shapes students’ self-employment intentions (SEI). A quantitative survey was administered to 300 undergraduates at Universiti Teknikal Malaysia Melaka (UTeM), and the data were analyzed using correlation and regression methods. The results show that entrepreneurial intention is positively linked to attitude toward behavior (r=0.474), entrepreneurship education (r=0.416), subjective norms (r=0.374), and perceived behavioral control (r=0.346), with attitude identified as the most influential predictor, accounting for 22.4% of the variance. These outcomes emphasize the centrality of individual motivation and the enabling role of entrepreneurship education in cultivating entrepreneurial aspirations. The study highlights the strategic importance of embedding stronger entrepreneurship curricula in TVET institutions to enhance self-employment readiness and support national goals for workforce development and economic resilience. The findings resonate with Malaysia’s National Entrepreneurship Policy 2030 and the TVET empowerment agenda, pointing to the value of initiatives such as campus incubators, seed funding, and mentorship in transforming entrepreneurial intention into tangible venture creation.
From algorithms to classrooms: a decade of artificial intelligence in education research Seong Pek, Lim; Akma Ahmad, Nahdatul; Zulkifli, Faiz; Dev Prasad, Rabindra; Muzakir, Ari; S. Camara, Jun
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.34427

Abstract

The education industry has seen a substantial transformation thanks to artificial intelligence (AI), which has improved administrative effectiveness, accessibility, and individualized learning. However, issues like moral dilemmas, digital justice, and policy inconsistencies still exist. From 2015 to 2024, this bibliometric research explores how AI is revolutionizing education. Personalized learning, improved accessibility, and expedited administrative procedures have all been made possible by AI; yet, issues with cost, digital equity, and ethics still exist. We used the Web of Science (WoS) database to conduct a comprehensive bibliometric analysis of 291 peer-reviewed articles that were indexed in the Social Sciences Citation Index (SSCI). The PRISMA methodology was used in the study to find and filter pertinent material. Thematic trends, citation patterns, and co-authorship networks were examined using bibliometric tools like VOSviewer. The progress of generative AI tools like ChatGPT, the importance of AI in democratizing education, and the integration of AI into curriculum building are some of the key discoveries. The report identifies significant nations, organizations, and researchers in AI education and emphasizes global research relationships. Our research raises ethical governance issues while shedding light on AI’s potential to promote individualized learning and increase student engagement. These findings support sustainable development goal (SDG) 4 on quality education by highlighting the need for responsible AI use to address the digital divide. This paper offers useful suggestions for academics, educators, and legislators to maximize AI’s promise while tackling its drawbacks.
Extended theory of planned behavior: a contextual framework for school mathematics reform Hamid Armah, Prince; Benjamin Armah, Robert; Osei Yeboah, Dennis; Sarpong Adusei, Matilda
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.36495

Abstract

This study extends the theory of planned behavior (TPB) by testing a structural equation model that incorporates teachers perceived contextual support in explaining implementation of a problem-solving mathematics curriculum reform in Ghana. Using cross-sectional survey data from 368 primary teachers, we measured attitude, subjective norm, perceived behavioral control, intention, self-reported implementation behavior, and contextual support. Confirmatory factor analysis (CFA) supported the measurement model. Structural equation modelling (SEM) showed that attitude (β=.38, p<.001) and perceived behavioral control (β=.29, p<.001) predicted intention, while subjective norm was marginal (β=.12, p=.051). Intention predicted implementation behavior (β=.52, p<.001). Contextual support had a direct effect on behavior (β=.28, p<.001) and strengthened the intention to behavior relationship, which was larger in high support contexts (β=.63) than in low support contexts (β=.30; Δχ²(1)=7.84, p<.01). The model explained 57% of intention and 55% of behavior. Strengthening school resources, leadership support, and professional collaboration is likely to improve mathematics curriculum reform enactment. Policy makers and school leaders should prioritize these contextual supports to help teachers translate mathematics curriculum reform intentions into consistent practice.
A move analysis of the discussion sections in English as a second language learners’ quantitative theses Joy V. Herediano, Mary; E. Secretario, Riziel; M. Sumpo, Arnold; F. Amante, Ivy; M. Banguis, Rovy; Emelyn L. Lariosa, Gay; D. Macarao, Norhanie
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.34624

Abstract

Discussion section of research papers is one of the most essential sections because the authors demonstrate the knowledge contribution of their research findings to the existing literature. In this study, 16 quantitative theses analytical components written by the English language learners were gathered and analyzed. By utilizing qualitative research design focusing on move analysis, the researchers found out that Move 1 (background information), Move 2 (reporting results), Move 3 (summarizing the results), and Move 4 (commenting on the results) were identified as obligatory moves since they serve as the primary objectives of this explanatory segment. Move 6 (evaluating methodology) was recognized as a traditional move. Move 5 (summarizing the study) and Move 7 (deductions from the research) were noted as optional moves. Distinct linguistic characteristics and verbal signals were observed in the various moves, with the patterns of these steps identified as a structured arrangement in the results discussion. The results aim to help student writers recognize the rhetorical frameworks that should be included in the interpretive sections of quantitative theses.
Family economics education and basic economics in shaping students’ irrationality Fiky Prakoso, Albrian; Tjipto Subroto, Waspodo; Hendi Andriansyah, Eka; Canda Sakti, Norida; Eko Ginanjar, Ardhita; Srisuk, Prattana; Nugraheny Priastuti, Dyah; Youhanita, Ety
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.33626

Abstract

The COVID-19 pandemic has led to changes in consumption habits and irrational consumption, which also exhibit a strong tendency towards family economic education (FEE) in shaping student economic behavior and economic irrationality (IR). The novelty of this study lies in the exploration of the relationship between FEE and students’ economic behavior mediated by basic economic (BE) understanding, which is still under-explored in the context of economic education in Indonesia. This study uses a quantitative approach with structural equation modeling (SEM). A total of 385 students of economics or economic education study programs are spread across 38 provinces in Indonesia. The finding of the research indicate that FEE has a significant but relatively weak positive effect on students’ BE understanding. In addition, FEE directly increases students’ irrationality, as well as BE understanding, which also turns out to contribute positively to such irrational behavior. This finding implicitly shows that the delivery of intensive FEE information does not always have a positive impact but can actually strengthen IR in students. Thus, this study emphasizes the need for a more careful and selective approach in FEE to reduce students’ irrational behavior.
Predictors of teachers’ readiness for inclusive education in Kazakhstan Ospankulova, Dinara; Autayeva, Akbota; Paylozyan, Zhanna; Rsaldinova, Akmaral; Baitursynova, Aigul
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.36260

Abstract

Inclusive education (IE) is increasingly recognized as a key priority in modern educational systems; however, in Kazakhstan, there is limited evidence on the factors influencing teachers’ attitudes and readiness to implement it. This study explores public school teachers’ attitudes toward inclusive education (TATIE) and examines how personal, professional, and institutional factors affect these attitudes. A survey of 638 teachers from Almaty schools was conducted using a validated instrument, and correlation and regression analyses were employed to identify significant predictors. The results indicate that gender, teaching experience (TE), frequency of contact with students with disabilities (SWD), perceived school support, and participation in specialized training significantly influence teachers’ attitudes. Positive attitudes were particularly associated with direct professional experience and strong institutional support, highlighting the importance of targeted professional development and school-level measures. This study contributes to the literature by providing a comprehensive quantitative analysis specific to the Kazakhstani context and offers practical insights to guide policy and enhance the effective implementation of inclusive practices, ultimately improving the quality of education for students with special educational needs.
Empowering educators and students through contextualized global citizenship for sustainable development B. Berry, Erwin; G. Plazo, El Dixon; L. Correos, Ofelia
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35810

Abstract

This study explores how educators and students in Philippine secondary schools conceptualize global citizenship education (GCE) and understand their roles in advancing the sustainable development goals (SDGs). Despite its prominence in global education agendas, GCE remains inconsistently understood across local contexts. Using a qualitative research design, in-depth interviews were conducted with 21 teachers and students in Surigao del Sur. Thematic analysis revealed seven interconnected themes: i) holistic education: framing global citizenship beyond academics; ii) cultural sensitivity and respect for diversity; iii) active engagement and global awareness; iv) education as a channel for sustainable development; v) becoming a global citizen as a personal journey; vi) technology and global connectivity; and vii) teaching values for global responsibility. Findings indicate that while both groups support GCE, their interpretations are shaped by lived experiences, institutional conditions, and cultural environments. Teachers highlighted intentional instruction and moral formation, whereas students emphasized identity development, participation, and global awareness. However, gaps remain in critical reflection and structural understanding. In response, this study introduces the contextualized empowerment framework, a strategic model that integrates civic action, values, identity, and digital literacy to guide localized and ethical implementation of GCE. The framework offers actionable insights for curriculum development, teacher training, and educational policy reforms.

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