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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
Validation of a digital tool for diagnosing mathematical proficiency Putcharee Junpeng; Metta Marwiang; Samruan Chinjunthuk; Prapawadee Suwannatrai; Kanokporn Chanayota; Kissadapan Pongboriboon; Keow Ngang Tang; Mark Wilson
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.v9i3.20503

Abstract

This study was aimed to validate a digital tool for diagnosing mathematical proficiency in the Number and Algebra strand of 1,504 Thai seventh-grade students. Researchers employed a multidimensional approach, an extension of the Rasch model to measure its quality. A design-based research method was adopted to create the diagnostic tool which consists of four components, namely register system, input data, process system, and diagnostic feedback report. The diagnostic framework consists of 18 tasks encompassing 11 and 7 tasks in the Mathematical Procedures Dimension and Structure of the Observed Learning Outcome dimension, respectively. The results revealed that there is internal structure evidence of validity based on the comparison of model fit and the Wright map. The results also indicated that the reliability evidence and item fit are compliant with the quality of the digital tool as shown in the analysis of standard error of measurement and infit and outfit of the items. In conclusion, the developed digital tool can diagnose seventh-grade students’ multiple mathematical proficiencies in terms of accuracy, consistency, and stability. This implies that the digital tool can provide fruitful information, particularly to those intermediate and high mathematical proficiency levels because the error for estimating proficiency in each dimension was at the lowest value for those students.
Teaching challenges on the use of storytelling in elementary science lessons Hajah Nuruljannah Haji Matamit; Roslinawati Roslan; Masitah Shahrill; Hardimah Mohd Said
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.v9i3.20596

Abstract

This study investigated the use of storytelling in teaching elementary science on the topic of ‘Sense Organs’ at the Grade 1 level. A total of 21 students from one of the elementary schools in Brunei Darussalam participated in the study. The qualitative analyses of the observations and video recordings resulted in the classifications of the challenges faced when storytelling was used in the lessons. The four identified categories were the language aspect, development aspect, external challenges and existing knowledge. These categories were then used to investigate further any aspect that would develop the challenges into the teaching and learning of science using storytelling. Despite identifying the challenges in using storytelling in teaching science, storytelling may enhance the students’ understanding of science concepts.
A quick study on SRL profiles of online learning participants during the anticipation of the spread of COVID-19 Dwi Sulisworo; Dwi Sulisworo; Nur Fatimah; Septi Shinta Sunaryati; Sanidi Sanidi
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.v9i3.20642

Abstract

The spread of the COVID-19 coronavirus occurs in all countries. This pandemic incident has been taken seriously by various sectors including in the world of education. This research is a quantitative descriptive study to explain the Self-Regulated Learning (SRL) profile of Indonesian students in online learning which is carried out in COVID-19 emergencies. The research commenced three days after the establishment of the WHO COVID-19 pandemic. The respondents were taken by accident sampling at several schools implementing online learning after the designation of this mode by the Indonesian Ministry of Education and Culture on March 15, 2020. The schools comprised general high schools and vocational schools. The data were collected via Google Form filled out by 10th to 12th-grade students. The instrument used was a questionnaire with a scale of 1 to 5 (from absolutely disagree to absolutely agree) consisting of planning, monitoring, controlling, and reflecting aspects. There were two analytical techniques used i.e., descriptive statistics and ANOVA. The results of this study indicate that students in Indonesia still need assistance and mentoring from teachers to improve SRL. Several mentoring strategies can be applied to manage active learning. The teachers should explicitly include the process of mentoring, strengthening the students’ SRL. Teachers need to be aware that online learning is not only to master certain subject matters but also to strengthen SRL.
Teacher efficacy and attributes on the implementation of tiered instructional frameworks Janet Alys Nichols; William Dee Nichols; William H. Rupley
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.v9i3.20625

Abstract

United States federal mandates and reforms to address the needs of at-risk students have resulted in many states being required to implement evidence-based practices (EBP) and tiered systems of support (TSS). We examined the relationships between successful implementation of EBP and tiered frameworks, specifically Positive Behavior Interventions and Support (PBIS) and the constructs of teacher self-efficacy, collective efficacy, and teacher attributions. Data were collected using the School-wide Evaluation Tool (SET), Teacher Self-Efficacy Scale (TSES), the Collective Efficacy Scale (CES), and Teachers’ Attributions for Student Behavior Measure (TASBM). Significant correlations were found between PBIS implementation level and 1) Instructional Strategies subscale of the TSES; 2) Collective Efficacy Scale and both of its subscales; and 3) TASBM and its Stable and Blame subscales. Significant differences in mean ratings were found between high implementing schools and low implementing schools on the Instructional Strategies subscale of the TSES, on the CES, and both of its subscale. Results showed a decrease in mean ratings on the Blame subscale of the TASBM in schools that had higher implementation scores on the SET.
Role of gamification in classroom teaching: Pre-service teachers’ view Rita Wong Mee Mee; Tengku Shahrom Tengku Shahdan; Md Rosli Ismail; Khatipah Abd Ghani; Lim Seong Pek; Wong Yee Von; Adelaide Woo; Yugeshineey Subba Rao
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.v9i3.20622

Abstract

Planning a creative learning environment is not an easy task. Teachers prefer to teach traditionally in chalk-and-talk approach during language teaching. However, this does not fit learners of the 21st Century as they prefer game-like activities instead of pen-and-paper lessons. Hence, the introduction of gamification in classroom would result in immediate enthusiasm and curiosity, which leads to the learners’ willingness to learn. Gamification prepares learners to be active and take responsibility upon their own learning. Lessons filled with fun games are believed to be more effective in producing a positive outcome as learners are motivated to play more although they do not realise the fact that they are learning subconsciously. This study aimed to explore views of 33 pre-service teachers in using gamification in language teaching during their 16-week internship at local primary schools around Selangor, Malaysia. A quantitative survey research method was used by administering a set of questionnaires at the end of their internship. The data collected was then analysed and presented in the form of tables. The results showed that integrating gamification into language learning improved learners’ creative, critical and problem-solving skills. Thus, interesting and engaging activities spark learners’ interest in language learning subconsciously.
A systematic review of photovoice as participatory action research strategies Nadi Suprapto; Titin Sunarti; Suliyanah Suliyanah; Desi Wulandari; Hasan Nuurul Hidayaatullaah; Alif Syaiful Adam; Husni Mubarok
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.v9i3.20581

Abstract

Photovoice research is conducted by researchers to communicate images or photographs, and it has high confidence in analyzing the value, story or meaning of an image. Several previous studies that examined photovoice as a research strategy were analyzed and reviewed. This systematic review used an article selection process. It was defining the purpose, conducting a literature search, pulling articles by reading abstracts, reading the full paper, data abstraction, and conducting an analysis. The photovoice article selection was classified into education, health, and social science domain. Finally, forty-one articles have been reviewed with the total of participants involved ranged from five to fifty individuals. The majority of research method in the articles was participatory action research (PAR) through qualitative inquiry or field visits. Meanwhile, the research instruments used photography, documentation, observation, and interviews. In various fields of research, photovoice is able to increase the understanding of individuals or groups to interpret the content of an image or photo.
Affective engagement in academic reading: What EFL student teachers reveal Made Frida Yulia; Gunadi Harry Sulistyo; Bambang Yudi Cahyono
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.v9i3.20635

Abstract

Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in EFL learning environment where English reading is seen as something daunting. Academic reading engagement is essentially determined by a number of dimensions, one of which is affective dimension. This research aims to portray the affective dimension of the academic reading engagement among student teachers of English as a Foreign Language (EFL) in a teacher-training university in Indonesia. Eight EFL student teachers were selected from three classes of an English content course which required a lot of academic reading. These student teachers were interviewed using a semi-structured guide. The results show that many EFL student teachers’ efforts in coping with course-related reading materials were externally driven. They showed low liking for learning, demonstrated little enthusiasm, interest, enjoyment, and confidence in relation to academic reading. Also, they did not always understand the values of academic reading and text relevance for their development as teachers.
Modification level and test of scientific argumentation skill: Development and validity Riki Perdana; Riwayani Riwayani; Jumadi Jumadi; Dadan Rosana
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.v9i3.20594

Abstract

This study focuses on developing the new level of scientific argumentation skills and new items that are feasible and valid for used. There are 195 science students at Islamic State School 1 (MAN 1) Yogyakarta as participant in this study. Random sampling technique was used from the three schools of Islamis State School (MAN) in Yogyakarta, Indonesia. There are seven experts (3 Professor, 2 teachers, and 2 graduate students) reviewed 14 items for the first phase of this study. For the second phase, 98 students answered 14 questions which each questions contain five point (claim, data, backing, warrant and rebuttal). For the third phase, after choosed the best five 5 questions, We asked the others (97 students) to answer those questions. The modification of the level of scientific argumentation skills indicates the ability of students is still low. At level 1 (claims) there were only 38.9% students, level 2 (data) were 21.6% students, level 3 (warrants) 16.6% students, level 4 (backing) 16.2% while level 5 (rebuttal) is the most difficult, for students’ users only by 4.2%. Based on the findings, the test can measure and show with a separate level of students' scientific argumentation skill in this school.
The effect of motivation of success of university students on personal-professional competence: Mediation role of lifelong learning tendency Halil Ekşi; Mustafa Özgenel; Esin Metlilo
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.v9i3.20664

Abstract

In this study, the relationship between motivations for success, personal-professional competencies and lifelong learning tendencies of university students were investigated. The study group consists of 344 University students from Turkey and Kosovo. In this research, the collection of data was done by “Personal-Professional Competencies Perception Scale, “Success Oriented Motivation Scale” and “Lifelong Learning Tendency Scale”. In order to determine the relationship between variables in the analysis of the data, correlation analysis was performed and tested with the structural equation model. According to the results of the research; there was a positive significant correlation between motivation for success and personal professional competence, and a positive significant relationship between lifelong learning and personal-professional competence. Motivation for success positively affects personal-professional competencies and lifelong learning tendencies. It has been determined that lifelong learning tendency is a partial tool in this relationship.

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