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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.
Arjuna Subject : -
Articles 49 Documents
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Search results for , issue "Vol 9, No 3: September 2020" : 49 Documents clear
THE EFFECTIVENESS OF TEACHING MATERIALS ON ‎IMPROVING LEARNING OUTCOMES Bahroni, Imam; Ihsan, Nur Hadi; Saifurrahman, Athifah
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20311

Abstract

Abstract: This study aims to determine the effectiveness of teaching books which are guidebooks for teachers in teaching on improving student learning. The study was conducted on Arabic language learning which aims to improve writing skills which is one of the four basic skills in learning Arabic. This study uses Research and Development methods (Research & Development) with methods of collecting test data, questionnaires, interviews, observation, and documentation. The method used in data analysis in this study is descriptive analysis method for qualitative data and 3 methods of data analysis for quantitative data, namely Descriptive Statistics Analysis (Analysis Statistics Descriptive), Prerequisite Test and t-Test for paired samples (Paired Samples t-Test). And the results of the analysis of product testing with the method of Descriptive Statistics Analysis, Prerequisite Test, and t-Test for paired samples indicate that this textbook is feasible and effective to be used as the main teaching material in learning Arabic on writing skills.
The impact of inteprofessional education to health students’ collaborative competencies Desak Ketut Ernawati; Desak Ketut Indrasari Utami
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20489

Abstract

One of the aims of Interprofessional education (IPE) is to foster collaboration amongst healthcare professionals. IPE has been adopted at Udayana University by involving seven health courses at Udayana University, Bali, Indonesia. These students were assigned to 49 groups which composed the seven health course students. They learned working in collaboration from cases identified in the community. The activities spanned for five semesters. At the beginning of their activities the students received interprofessional collaboration competencies attainment survey (ICCAS). The survey has been validated in the population and has two collaborative competencies, namely communication and collaboration. This was a report of ICCAS employment in Semester III dan IV of the first cohort of IPE Program at Udayana University. 138 students completed the survey in both semesters. A paired-sample t-test was conducted to compare the mean score differences of collaboration and communication in the first and second semesters of attending IPE learning. Whilst, there was no significant differences on the mean score for communication, there was a significant difference in the mean score for pre and post collaboration (94.7±9.7) and (91.0±10.8); t(130)=3.379, p=0.001. These results suggest that the collaboration competencies amongst the seven health courses students reduced after one semester attending IPE activities. These findings indicated that the study design and learning tasks should be amended to ensure students gain the most of their learning in collaboration.
Comparison of burnout, vigor and education satisfaction of music and art majors in department of fine arts education Rasim Erol Demirbatır
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20548

Abstract

The success of an educational institution is largely based on student motivation and educational satisfaction and their happiness at their place of education. It is therefore very important to maintain high quality in education to determine the case of students' well-being in order to improve the standards of study. In this regard, the aim of this study was to identify the status of students in terms of their level of burnout, vigor and educational satisfaction at the Department of Fine Arts Education. There were 250 students participated in the study. To determine the level of burnout and vigor, Shirom Melamed Burnout and Vigor Measures were employed, and to measure the educational satisfaction levels, educational satisfaction questionnaire was used. The results show that music majors have lower vigor than art majors. Gender does not have significant effect on any of the scores. Burnout, vigor and educational satisfaction differ according to the year of education for music major, but only vigor differs for art majors. Mother’s education level has significant effect on burnout and vigor for music majors and on education satisfaction for art majors. GPA is not correlated with none of burnout, vigor or educational satisfaction.
Perspectives on the challenges of leadership in schools to improve student learning systems Ali Taufik; Zen Istiarsono
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20485

Abstract

This study is an analysis of the challenges of leaders in schools to improve learning systems, trying to do an analysis of the six aspects of analysis during the study. The main contribution of this research is related to how to deal with challenges in improving learning systems in schools that have so far faced challenges and obstacles, and these need to be analyzed and solutions. This study uses a qualitative method with a case study model, because this researcher is a case that must be disclosed and found a solution, looking at the gap between quality, performance and leadership in several schools that are the object of research and this research lasted for several years. four months (18 weeks), the time is indeed quite short, but researchers try to use this time effectively to produce something useful. In this case involving eight school leaders, as participants, the results of the application of the six aspects of indicators were able to improve teacher performance and from changes in the learning system as well. can be significantly improved as evidenced by the results of evaluating student learning, this research does indeed need to be deepened comprehensively. The author measures the success rate of these indicators by using a cluster system (individually intervening) individually either for the principal or when assessing students, so the writer can see the improvement.
TEACHERS' AND STUDENTS' PERCEPTIONS OF TECHNOLOGY IN EDUCATION Widodo, Jordy Satria; Parwanto, Novia Budi; Ragamustari, Safendrri Komara
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20463

Abstract

This study focuses on elucidation of the perception of actors in education toward the use of technology in the 2013 Indonesian Education Curriculum (C-13). The study was done at SMA Plus YPHB and SMAN 4 Bogor, high schools located in Bogor City, West Java, Indonesia. The specific policy that underlies this study is the Regulation of Ministry of Education and Culture No.70/2013 in the point of completion mindsets No. 6 about the shift from single tool learning to multimedia-tool based learning. This paper integrates mixed methods?qualitative and quantitative methods, which use questionnaires and interview by incorporating Extended Technology Acceptance Model (TAM) using path regression analyses. The subjects of the research are teachers and students in the schools, an education practitioner, and an educational policy advisor. Furthermore, the assessment was done toward the perceptions of educational technology infrastructure, such as computers/laptops, projectors, speaker, Internet, software application and mobiles. The results show that Perceived Usefulness (PU) is better shaped by Perceived Ease of Use (PEU), Attitude Toward Using (ATU) is influenced by PEU, and Intention to Use (IU) is significantly affected by ATU. However, the external variables are novel for teachers and students. For teachers, the external variables do not determine PU, yet age influences PU for students. Thus, teachers and students show good intention to use the technology providing they embrace positive attitudes in using it.
VARIOUS CORRECTIVE FEEDBACK TYPES IN COLLABORATIVE VS. INDIVIDUAL WRITING CONDITIONS Soleimani, Maryam; Modirkhamene, Sima
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i2.20510

Abstract

One of the important issues in EFL instruction is the idea of eliminating students? linguistic errors through providing corrective feedback (CF). Accordingly, this study investigated the effect of various CF types (i.e., comprehensive, selective, and no feedback) on advanced EFL learners? writing in different writing conditions (i.e., individual & collaborative). 132 EFL advanced learners aged from 14-20 were considered as the main participants. Learners were divided into 6 groups (i.e., three individual and three collaborative writing conditions). Furthermore, each writing condition included three groups with selective, comprehensive and no correction orientations. Data collection tools and procedures encompassed an institutionalized Placement Test, pre-test, and post-test. The treatment that lasted for nine sessions was followed by a post-test. Data was submitted to a series of ANOVA tests with follow up pair-wise comparisons and independent-samples t-tests. Findings indicated that: (1) CF, especially selective one, was more effective in enhancing learners? writing accuracy, and (2) members of the collaborative writing groups outperformed those in the individual ones in terms of their writing accuracy development. The theoretical and practical implications are discussed in relation to enhancing writing accuracy of the learners.
Types of mathematical tasks used in secondary classroom instruction Valbona Berisha; Ruzhdi Bytyqi
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20617

Abstract

This study examined the quality and types of mathematical tasks used for classroom instruction in an upper secondary school – gymnasium. All the mathematical tasks presented in nine different school classrooms during the first semester of the school year 2018/2019 were analysed against a 5D analytical framework. The dimensions of the individual task analysis were contextual features; the answer forms required; forms of presentation; types of required mathematical activity and cognitive demands involved. Performed analysis gived perspective on the learning opportunities offered in classroom instruction for building mathematical competencies specified in the current state education curriculum. The results indicate that the selection of tasks was not in accordance with the curriculum requirements. Mostly, teachers used close-ended, non-applicative, lower-level cognitive tasks presented in symbolic form, promoting operations and calculations as a central activity. These types of tasks are usually associated with knowledge and skills of lower orders. In this case, classroom instruction had low potential and very little room left to build a significant portion of competencies and learning outcomes of higher orders.
Social and emotional learning in education and care policy in Croatia Maja Ljubetic; Toni Maglica
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20495

Abstract

Worldwide practises and then scientific research is showing that social-emotional learning represents a highly promising approach for positive development and adjustment, improvement of academic success in children and even prevention of behavioural problems. But despite these findings, there is no systematic approach in the implementation of the social-emotional learning in Croatia, and the practice of it is not yet structured and comprehensive and occurs rather occasionally and spontaneously. This paper is trying to ascertain is there a formal and legal platform for implementing social-emotional learning in the crucial documents that regulate educational and care practises in Croatia. The analysis of the documents was conducted according to the criterium of key social-emotional competencies and the associated social-emotional skills.
The role of entrepreneurial intention in predicting vocational high school students’ employability Fatwa Tentama; Sabrina Yusantri
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20580

Abstract

One of the factors that contribute to the level of employability is entrepreneurial intention. This study discusses the role of entrepreneurial intentions on students' employability. The population in this study was all students of grade XII of Vocational High School Koperasi Yogyakarta, Indonesia, consisting of 141 students. The sample in this study was 86 students. The sample selection was done by randomizing using a cluster random sampling technique. Methods of data collection used in this study are scales, employability scale, and entrepreneurial intentions scale. Analysis of the data used in this study is the product-moment analysis technique. The results of data analysis showed the correlation between entrepreneurial intentions and employability where r = 0.339 with p = 0.001 (p < 0.01), which showed a very significant positive correlation between the two variables at the research site. It means that the level of employability can be predicted based on entrepreneurial intention. The entrepreneurial intention contributed 11.5% to employability, and the remaining 88.5% can be influenced by other variables.
The responsiveness of Bachelor of Elementary Education curriculum: An illuminative evaluation Michael Bobias Cahapay
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (53.95 KB) | DOI: 10.11591/ijere.v9i3.20649

Abstract

As higher education institutions are pressured to evaluate the responsiveness of their curriculum programs, there is a challenge of first order to define responsiveness. This challenge, however, is compounded by the paucity of a tested evaluation model that addresses it. Thus, this paper aimed to evaluate the responsiveness of the Bachelor of Elementary Education curriculum by attempting the applicability of the model called “illuminative evaluation.” Following the stages and components within the social anthropological framework of the model, multiple methods such as interviews, document reviews, and surveys were employed. The main data analysis technique used was the thematic analysis. The results revealed that illuminative evaluation contextually defined the concept of responsiveness and it effectively uncovered concealed aspects that indicate discrepancies within the curriculum. Thus, given these research outcomes, this work contributes new knowledge to the tradition of evaluation theory and provides practical evidence for the improvement of the curriculum under evaluation. The recommendations are offered at the end of the study.

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