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[Improving Students’ Creative Thinking and Achievement through The Implementation of Multiple Intelligence Approach with Mind Mapping ]]>
<![CDATA[I Wayan Widiana]]>;
<![CDATA[I Nyoman Jampel]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 3: September 2016 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v5i3.4546
<![CDATA[This classroom action research aimed to improve the students’ creative thinking and achievement in learning science. It conducted through the implementation of multiple intelligences with mind mapping approach and describing the students’ responses. The subjects of this research were the fifth grade students of SD 8 Tianyar Barat, Kubu, and Karangasam. The objects of this research were multiple intelligence, achievement in science and students’ response. The research was conducted in two cycles and every cycle consisted of planning, action implementation, observation, and reflection. The data of students’ creative thinking were collected by performance test; the data of students’ achievement in learning science were collected through questionnaire. After the data were collected, then they were analyzed descriptively and quantitatively. The results of the study showed that (1) the implementation of multiple intelligence approach improved the students’ creative thinking and achievement in learning science. The improvement in the students’ creative thinking from cycle I to cycle II is 16.56%. (2) The improvement of the students’ achievement in learning science from cycle I to cycle II is 11.46%. (3) The students’ response to the implementation of multiple intelligence with mind mapping fell into category positive.The students felt happy in learning science through the implementation of multiple intelligences with mind mapping.]]>
<![CDATA[Comparative Study between Drill Skill and Concept Attainment Model towards Physics Learning Achievement ]]>
<![CDATA[Izaak Hendrik Wenno]]>;
<![CDATA[Pieter Wattimena]]>;
<![CDATA[Luky Maspaitela]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 3: September 2016 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v5i3.4541
<![CDATA[Alternative learning model that can be used in teaching physics to overcome the problems of lack of student learning achievement is a model of skill training (drill skills, and the concept attainment model. Drill skill model is a teaching technique in which students carry out training activities on what they have learned, so that the material already taught more embedded in the minds of students, and students will have the dexterity or higher, while the concept attainment is a model of achievement of learning model that is designed to help students to be more easily learn a concept. The purpose of this study was to compare the results between student who was teached with drill skill model and concept attainment model. The quasi-experimental type was used. Sampling was done randomly in order to obtain two classes one for the first experimental group with drill skill, and the second one for the second experimental group with concept attainment model. These results suggest that the science-physics learning achievement of students with drill skill model is better than using a concept attainment model.]]>
<![CDATA[The Effects of Modified Games on the Development of Gross Motor Skill in Preschoolers ]]>
<![CDATA[Indah Lestari]]>;
<![CDATA[Tri Ratnaningsih]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 3: September 2016 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v5i3.4542
<![CDATA[Gross motor skills on children must be optimized much earlier since it plays important role not only on their interaction process but also in supporting other multiple developments. One of the means in developing child's motor skill is by providing innovative games i.e. modified games including game format, game timing, and game sequence. The objective of this research was to prove the effects of modified games to the development of gross motor skill of preschoolers. Research method was pre-experimental with One Group Pre-post test Design approach. Research samples were the students of Group B Kindergarten in the districts of Gedeg as many as 180 students which were conducted by using purposive sampling. Research instrument was observation during one month. The data was analyzed by Wilcoxon sign rank test. The results suggested that there was effect of modified games to the development of preschool gross motor skill with p-value = 0.000. Changes on motor skill development were obtained from those who were initially on the beginning stage, as many as 101 respondents, became 14 respondents after intervention. Development stage proceeded as expected, from initial 65 respondents the number increased to 130 respondents. At the end of the intervention, there were even 36 respondents whose development stage beyond where they were supposed to be. This proved that the provision of modified games had positive effects on physical, cognitive, and social development. Modified games triggered children's interest and made them be willing to train their activities as well as muscle development, decreased saturation, and improved their skills in a fun way.]]>
<![CDATA[Health Seeking Behaviour among Undergraduates in the Faculty of Health Sciences and Technology, University of Nigeria Enugu Campus ]]>
<![CDATA[Okechukwu Odinaka Ajaegbu]]>;
<![CDATA[Ijendu Ihuarulam Ubochi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 3: September 2016 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v5i3.4537
<![CDATA[Health is essential for social and economic development of any country. Nearly 10 million children in developing countries die each year before reaching the age of five from ailments, mostly pneumonia, diarrhoea, and malaria.The socio-cultural belief about the causation of disease and its curability has direct correlation with the treatment seeking behaviour of an individual.It is in the light of the foregoing that this research was necessitated to investigate various health seeking behavours exhibited by undergraduates in the Faculty of Health Science and Technology. Health Belief Model was used to examine ways people react to health issues. A descriptive survey research design was employed while questionnaire was data collection tool for the study. The study revealed that common illnesses among students are headache and fever. Students generally go to buy drugs from the patent medicine stores when sick. Students will not go to the hospital until they experience pains that they cannot accommodate again. Factors affecting the choice of health care adopted when ill is mostly related to its accessibility, effectiveness and none delay. Finally, while government should be able to provide access to many health care facilities, health promotion and preventive strategies should be reinforced in universities.]]>
<![CDATA[Mathematical Model for Mapping Students’ Cognitive Capability ]]>
<![CDATA[Hardi Tambunan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 3: September 2016 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v5i3.4543
<![CDATA[The quality mapping of educational unit program is important issue in education in Indonesia today in an effort to improve the quality of education. The objective of this study is to make a mathematical model to find out the map of students’ capability in mathematics. It has been made a mathematical model to be used in the mapping of students’ capability. Demonstration of the use of models performed in accordance with the data of the results from the math test given to 147 students in grade XII, state senior high school, science program, and academic year 2015-2016. The map of students’ capability can be known that 48 test items are derived from 16 sub topics of three cognitive domain, only 19 test items are achieved. The achieved map lies in 8 sub topics for knowledge domain and 6 sub topics for comprehension domain and application domain has 5 sub topics. So that sub topic and cognitive domain which can not be achieved can be done further corrective action to obtain the maximum results. This paper demonstrates how operational research techniques can be applied for problem solving in education.]]>
<![CDATA[Influence of Web Based Cooperative Learning Strategy and Achiever Motivation on Student Study Outcome ]]>
<![CDATA[Bambang Hariadi]]>;
<![CDATA[Tutut Wurijanto]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 3: September 2016 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v5i3.4538
<![CDATA[The research aimed at examining the effect of instructional strategy (web-based STAD and text-based STAD) and achiever motivation toward student learning outcomes. The research implied quasi-experimental design with nonequivalen control group factorial version. The subjects were undergraduated students of Information Systems of academic year 2014/2015 at STIKOM Surabaya. Two groups were involved in the investigation with which amounts to 67 students, comprised of 34 students for the experimental class and 33 students for grade control. The collected data were statistically processed using analysis of variance techniques (ANOVA) two paths using a significance level of 0,05. The results of this research indicate that there is a difference in outcome study of Organization Behavior courses is significant between groups of students who studied with a web-based STAD type cooperative instrutional strategies and textual STAD type cooperative strategies. Based on the findings of this research, researchers suggest implementing STAD tipe cooperative of instructional strategy, with simultaneously (complementary) between the web-based and text-based in the form of blended learning.]]>
<![CDATA[Domain and Intelligence Based Multimedia Question Answering System ]]>
<![CDATA[Krishnamoorthi Magesh Kumar]]>;
<![CDATA[P. Valarmathie]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 3: September 2016 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v5i3.4544
<![CDATA[Multimedia question answering systems have become very popular over the past few years. It allows users to share their thoughts by answering given question or obtain information from a set of answered questions. However, existing QA systems support only textual answer which is not so instructive for many users. The user’s discussion can be enhanced by adding suitable multimedia data. Multimedia answers offer intuitive information with more suitable image, voice and video. This system includes a set of information as well as classification of question and answer, query generation, multimedia data selection and presentation. This system will take all kinds of media such as text, images, videos, and videos which will be combined with a textual answer. In a way, it automatically collects information from the user to improvising the answer. This method consists of ranking for answers to select the best answer. By dealing out a huge set of QA pairs and adding them to a database, multimedia question answering approach for users which finds multimedia answers by matching their questions with those in the database. The effectiveness of Multimedia system is determined by ranking of text, image, audio and video in users answer. The answer which is given by the user it’s processed by Semantic match algorithm and the best answers can be viewed by Naive Bayesian ranking system.]]>
<![CDATA[Improving Process Writing with the Use Authentic Assessment ]]>
<![CDATA[Muhammad Noor bin Abdul Aziz]]>;
<![CDATA[Nurahimah Mohd Yusoff]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 3: September 2016 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v5i3.4539
<![CDATA[The paper discusses on how process writing is improved with the use of authentic assessment in an English Language classroom. Eleven primary school children from Year 4 in a rural school in Sabah are the participants of the study. Data were collected by observing them during the English Language lessons and at the end of the series of observations, an interview session was conducted. The results of the study revealed thatusing authentic assessment to assess young learners’ writing skills is beneficial and effective in helping them to write better in the English Language classroom. The presentation will therefore provide suggestions for the use of more authentic assessment in the classroom, particularly in English Language teaching and learning.]]>
<![CDATA[Design and Implementation of Performance Metrics for Evaluation of Assessments Data ]]>
<![CDATA[Irfan Ahmed]]>;
<![CDATA[Arif Bhatti]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 3: September 2016 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v5i3.4545
<![CDATA[Evocative evaluation of assessment data is essential to quantify the achievements at course and program levels. The objective of this paper is to design performance metrics and respective formulas to quantitatively evaluate the achievement of set objectives and expected outcomes at the course levels for program accreditation. Even though assessment processes for accreditation are well documented but existence of an evaluation process is assumed. This work provides performance metrics such as attainment, student achievement, and x-th percentile for the evaluation of assessment data at course and program level. Then, a sample course data and uniformly distributed synthetic data are used to analyze the results from designed metrics. The primary findings of this work are twofold: (i) analysis with sample course assessment data reveals that qualitative mapping between marks obtained in assessments to the defined outcomes is essential for meaningful results, (ii) analysis with synthetic data shows that higher values of one metric does not imply higher values of the other metrics and they depend upon the obtained marks distribution. In particular, for uniformly distributed marks, achievement < attainment for meanOfUniformDistr. < averageMarks < passingT hreshold(α). Authors hope that the articulated description of evaluation formulas will help convergence to high quality standard in evaluation process.]]>
<![CDATA[Evaluation of a Problem Based Learning Curriculum Using Content Analysis ]]>
<![CDATA[Titi Savitri Prihatiningsih]]>;
<![CDATA[Nurul Qomariyah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 3: September 2016 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v5i3.4540
<![CDATA[Faculty of Medicine UGM has implemented Problem Based Learning (PBL) since 1985. Seven jump tutorial discussions are applied. A scenario is used as a trigger to stimulate students to identify learning objectives (LOs) in step five which are used as the basis for self study in step six. For each scenario, the Block Team formulates the LOs which are informed to tutors. Tutors have to facilitate the discussion that the correct LOs are identified. This study checked the allignment of LOs formulated by the Faculty and LOs by the students. Cardiorespiratory system block is used. A content analysis is applied for this purpose. Sixteen discussion notes (DNs) written by 16 groups from one scenarios were analysed. The LOs from the tutor book and DNs were coded separately. There were eight Faculty LOs for scenario Blood Donation. None DNs were mentioned correctly. Many DNs mentioned LOs which are not in the prescribed LOs. It was clear that 16 groups of student failed to identify LOs correctly. This might affect their performance in their block exams, and also their preparedness for the subsequent blocks as they lack relevant prior knowledge.]]>
