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[Students’ attitude towards natural sciences ]]>
<![CDATA[Dwi Agus Kurniawan]]>;
<![CDATA[Astalini Astalini]]>;
<![CDATA[Darmaji Darmaji]]>;
<![CDATA[Ririn Melsayanti]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i3.16395
<![CDATA[The purpose of research was to investigate students’ attitudes towards natural science in Muaro Jambi, Indonesia. The attitude of the students studied was represented by three indicators, namely the attitude towards the investigation in the Natural Sciences, the adoption of a scientific attitude, and a career interest in the science field. The research was a survey research. The instruments in this study were attitude questionnaires and interview sheets. Data analysis techniques for attitude questionnaires used descriptive statistics while for analyzing interview data using the Miles and Huberman model.The study found students’ good attitudes towards natural science subjects.]]>
<![CDATA[Risky teenager behavior in a vocational high school ]]>
<![CDATA[Suci Musvita Ayu]]>;
<![CDATA[Marsiana Wibowo]]>;
<![CDATA[Liena Sofiana]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i3.20241
<![CDATA[Adolescence is a very complex period. Various teen problems haunt when they grow up to become adults. The same teenagers successfully face the challenges of their development so that they are free from a variety of risky behaviors. However, some of them also smoke, consume alcohol, have free sex, commit violence, and use drugs. This research is a qualitative study with a phenomenological approach in which researchers explore and try some risky behaviors in health and factors that influence and how adolescents in vocational high schools end up committing some risky behavior. The results of the study show that teens who do not have risky behavior and who do have some risk behaviors have different understandings related to the impact of these behaviors. People around teenagers influence how teenagers will behave. These influential people can cause teenagers to take risky behavior, such as family problems, get bad examples from parents, family members, peers, and idols. Factors that influence adolescents to end up committing risky behavior are the understanding of the negative effects of risk behavior. The various causes of influential people include parents, peers, religious leaders, idols, perceived benefits, self-control, and intention. The internal and external factors of adolescents determine whether the teenager will do or not risky behavior. Strong collaboration between internal and external factors shapes behavior which is not risky in adolescents, and vice versa.]]>
<![CDATA[Pre-service mathematics teachers’ pedagogical content knowledge regarding student mistakes on the subject of circle ]]>
<![CDATA[Zeki Aksu]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i3.20250
<![CDATA[The aim of this study is to examine the pre-service teachers' pedagogical content knowledge about the subject of circle in the context of knowing the source of students' mistakes and offering correct solutions. The participants of the study consisted of 30 pre-service teachers who were studying in the last grade of Department of Mathematics Education. In the study, the data were collected through open-ended questions with the qualitative approach. It was determined that the pre-service teachers were not at the desired level in terms of identifying the source of students' mistakes and proposing correct solutions. It is very important for pre-service teachers to be aware of their pedagogical content knowledge levels for their professional careers.]]>
<![CDATA[The effects of inquiry-based experiment-integrated science games among secondary school students ]]>
<![CDATA[Eylem Bayir]]>;
<![CDATA[Sefanur Evmez]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i3.20244
<![CDATA[This study aimed to investigate how inquiry-based experiment-integrated science games affect the achievement and scientific process skills of 5th grade students. The topics of “Light and Sound” and “Electricity in Our Lives” were selected for the experiment. Two groups totaling 41 students participated. The research method consisted of a quasi-experimental design utilizing an experimental and control group. While 21 students in the experimental group played inquiry-based experiment-integrated science games developed by the researchers, no educational game was included in the lessons of the control group of 20 students. “Light and Sound Achievement Test”, “Electricity Achievement Test” and “Science Process Assessment” were applied to both groups in the form of a pre- and post-test. To analyze the data, independent t-test was used. Students in the experimental group were more successful than the control group in their scores for both achievement and scientific process skills. It can be inferred from the results that students develop better achievement and scientific process skills by playing science games. It is recommended that such games should be integrated into the science classroom.]]>
<![CDATA[Entrepreneurial intention of students reviewed from self-efficacy and family support in vocational high school ]]>
<![CDATA[Fatwa Tentama]]>;
<![CDATA[Tri Hartina Paputungan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i3.20240
<![CDATA[Self-efficacy and family support is one of the factors associated with entrepreneurial intentions in Vocational High School students. This study aims to examine empirically the role of self-efficacy and family support towards entrepreneurial intentions in students of Vocational High Schools. The subjects of this study are students of class XII of State Vocational High School 5 Yogyakarta. The sampling technique was randomized using cluster random sampling technique. Methods of collecting data are the scale of self-efficacy, family support scale, and scale of entrepreneurial intention. Analysis of research data is conducted by using multiple linear regression techniques. The results showed that 1) there was a very significant relationship between self-efficacy and family support simultaneously with entrepreneurial intentions indicated by a significance value of p = 0.001, 2) there was a very significant positive relationship between self-efficacy and entrepreneurial intention with a significance value of p = 0.000, 3) there was a significant positive relationship between family support and entrepreneurial intentions with a significance level of p = 0.045. Self-efficacy and family support together contributed 8.6%. Self-efficacy as an internal factor contributes more dominantly than family support as an external factor. The effective contribution of self-efficacy with entrepreneurial intentions was 8.032% and the contribution of family support with entrepreneurial intentions was 0.611%.]]>
<![CDATA[Tracer study of Bachelor of Science in Mathematics ]]>
<![CDATA[Maria Theresa B. Kalaw]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i3.17434
<![CDATA[This research aimed to determine the employability of its graduates as well as the strengths and weaknesses of the Bachelor of Science in Mathematics (BSM) program of a Philippine Higher Educational Institution. Adapting the Commission on Higher Education (CHED) Graduate Tracer Survey Questionnaire, the study provided data that were used as basis in the review and revision of the said program. Results of this research may be used to answer the needs of society by adjusting the curriculum to meet the needs of the 21st century learners, help prepare the students not only for the world of work and land relevant employment but also to innovate in the future. Results of the study were utilized to document the employment characteristics, transition to employment and the level of satisfaction of the fifty (50) BSM graduates in terms of the level of satisfaction of the school’s services, learning environment and facilities. The findings revealed that the graduates claimed their pre-service training under the BSM program helped them acquire 21st Century skills and competencies which were not only effective and adequate but also relevant in responding to the demands of their chosen occupations. Providing soft training on applied computer software, forming partnership with software developers, offering foreign language and major courses that merge machine learning and data science were some of the recommendations suggested by the graduates to further improve the BS Mathematics program.]]>
<![CDATA[The impact of etnocontructivism in social affairs on pedagogic competencies ]]>
<![CDATA[Syahrial Syahrial]]>;
<![CDATA[Asrial Asrial]]>;
<![CDATA[Dwi Agus Kurniawan]]>;
<![CDATA[Faizal Chan]]>;
<![CDATA[Ahmad Hariandi]]>;
<![CDATA[Reza Aditya Pratama]]>;
<![CDATA[Putut Nugroho]]>;
<![CDATA[Retno Septiasari]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i3.20242
<![CDATA[Teacher Competency Test is a test of mastery of professional and pedagogic competencies in the cognitive domain as a basis for establishing continuous professional development activities and part of teacher assessment. The test is a source and as a material for mapping the competencies that a teacher has regarding professional and pedagogical competence in an area. The low competence of the pedagogical field shows that teachers are not professional. Therefore the teacher will find it difficult to be able to provide a good pursuit of students. One way to improve the competence of teachers in pedagogic fields is by increasing teacher understanding and knowledge of local wisdom in learning. The essence of local and national cultural values in the education curriculum is now a bustling thing to be talked about by the people of Indonesia. Social ethnoconstructivism is able to be a solution amid the current developments and cultural shifts. This study wants to see how high the impact of ethnoconstuctivistic knowledge on teacher pedagogical competencies. In addition, age and gender are also separate discussions to see their influence on pedagogical competence. This research uses descriptive qualitative research. Samples in this study were elementary school teachers in three districts/cities in Jambi Province. The results show that teachers' ethnoconstructivism knowledge has an influence on the teacher's pedagogical competence. The age of a teacher also has an impact on pedagogical competence, but gender does not affect the teacher's pedagogical competency.]]>
<![CDATA[Determination of the level of pedagogical formation students’ academic locus of control ]]>
<![CDATA[Süleyman Can]]>;
<![CDATA[Erdil Durukan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i3.18166
<![CDATA[Academic locus of control has an important place in explaining students’ behaviors in educational settings. The purpose of the current study is to determine the level of the pedagogical formation students’ academic locus of control and to investigate whether this level varies depending on some variables. The study employed the survey model, one of the quantitative research methods. The universe of the study is comprised of the students enrolled at the pedagogical formation program initiated in the fall term of 2015-2016 academic year in Muğla Sıtkı Koçman University and the sampling consists of 397 pedagogical formation students. As the data collection tool, the academic locus of control scale was used in the current study. It was concluded that the pedagogical formation students’ level of academic locus of control is medium. It was also found that the students’ academic locus of control, internal locus of control and external locus of control do not vary significantly depending on gender and department; yet, vary significantly depending on age. Furthermore, the pedagogical formation students’ level of satisfaction was found to be significantly correlated with the external locus of control but not with the internal locus of control and academic locus of control.]]>
<![CDATA[Identifying the mastery of research statistical concept by using problem-based learning ]]>
<![CDATA[Susbiyanto Susbiyanto]]>;
<![CDATA[Dwi Agus Kurniawan]]>;
<![CDATA[Rahmat Perdana]]>;
<![CDATA[Cicyn Riantoni]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i3.20252
<![CDATA[The consequence of the assessment for the research statistics course at the department of physics Education in Universitas Jambi demonstrates the students' capacities to hold the idea of the mastery of research statistical concept is very low. It winds up one of the shortcomings for them to finish their final assignment. Therefore, the researcher examined the student's mastery of the research statistical concept by utilizing Problem-Based Learning as one of the methods that were chosen from the learning advancement. The research method is quantitative with 295 numbers of samples. Questionnaires and MCQs were used as the instruments of the research. The result had been investigated utilizing a simple regression analysis. PBL influences the mastery of research statistical concept. In 6th semester male students', the impact of PBL toward the mastery of the research statistical concept contributed 72% and 67% for female students. Meanwhile, for students at 8th semesters, the impact of PBL on the mastery of research statistical concept contributed 68% for male and 70% for female.]]>
<![CDATA[Social media attitudes among vocational school students ]]>
<![CDATA[Ezgi Pelin Yildiz]]>;
<![CDATA[Metin Çengel]]>;
<![CDATA[Ayşe Alkan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i3.20248
<![CDATA[The rapid developments in communication technologies in recent years, especially the introduction of the internet into our daily lives, have brought many changes in social, economic and cultural life.One of these changes; social media communication tools that enter our lives rapidly.Social media has become an indispensable part of our lives with the increasing number of users.Researches show that young people especially university students frequently use social media communication tools. In this study, social media attitudes of Vocational High School students were investigated and in this context, 502 students studying at Sakarya University and Kafkas University Vocational High Schools were studied.Social Media Attitude Scale developed by Otrar and Argınwas used to determine the social media attitudes of Vocational School students.The scale consists of 23 items. Relational screening method was used in the research. Necessary analyzes were performed with SPSS 24 program and mean and standard deviation values of the scale items were calculated.Two groups t test, one-way Anova test and Post-Hoc Scheffe test were used to correlate social media attitudes with demographic data.In conclusion, there was no significant difference between students' social media attitudes and gender, department, class, internet usage time demographic data; however, there was a positive and significant relationship between social media attitudes and internet connection year and social media usage hours.]]>
