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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 2,123 Documents
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Enhancing decision-making skills through geoscience education for sustainable development Eko Hariyono; Madlazim Madlazim; Hasan Nuurul Hidaayatullaah; Tomonori Ichinose
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.26300

Abstract

Sustainable development (SD) can be achieved through education. The goal of incorporating SD principles into education is to enhance both the present and future quality of human life. This study analyzes learning effectiveness by developing education for sustainable development (ESD) based inquiry to improve students’ decision-making skills. Specifically, this study aimed to explore ESD-based inquiry learning tools, analyze student decision-making skills, and analyze student responses to ESD-based inquiry learning tools. The development research used is a 4D model (define, design, develop, and disseminate) and a one-group pre-test-posttest design. Validation sheets, tests, and questionnaires are employed as data-gathering tools. Data analysis using percentage, mean, n-gain, and paired sample t-test techniques. The results showed the following: i) ESD-based inquiry learning tools developed according to the assessment of experts and practitioners are in the valid and reliable category in terms of both construction and substance; ii) the ESD-based inquiry learning is effective in improving students’ decision-making skills with an average gain (gain score) in the high category; and iii) the student's response to each learning process using ESD-based inquiry learning is very good and is considered more exciting and motivating. This finding contributes to educators developing various ESD-based learning materials, especially geoscience materials, to achieve quality learning.
Development and validation of the educational psychological capital scale Ooh Seow Ling; Irmadura Ramli; Cheah Seeh Lee; Ooi Chia-Yi; Ch’ng Ping Ping; Surianti Lajuma
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.26519

Abstract

Since the introduction of psychological capital to the field of education, it has drawn a lot of interest from researchers. This is due to the numerous studies that have demonstrated the positive effects of psychological capital on academic performance. Nevertheless, the psychological capital scale was initially developed to measure the psychological capital of employees, not students. There is a dearth of studies that examine the psychological capital scale’s psychometric properties in educational contexts, particularly in Southeast Asia. Therefore, the present study aims to develop and test the validity of an educational psychological capital scale. The study was carried out with the participation of a total of 2,494 undergraduates. The tests of indicator reliability, construct reliability convergent, validity, and discriminant validity were executed. The result revealed that the scale demonstrated satisfactory psychometric properties. The study also found psychological capital can serve as a positive predictor of student academic performance. It signified that the scale can be used to measure student psychological capital precisely. This has resolved the flaw of the original psychological capital scale, which measured students’ psychological capital in the workplace rather than in educational settings. However, since the study was conducted in Malaysia, the psychometric properties of the scale can be further verified in other countries.
English teachers’ beliefs and practices in integrating digital literacy in the language classroom Much Deiniatur; Bambang Yudi Cahyono; Francisca Maria Ivone; Johannes Ananto Prayogo
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.25733

Abstract

This case study investigates teachers’ beliefs (i.e., behavioral, normative, and control beliefs) and practices in integrating digital literacy in English as foreign language (EFL) classroom. A descriptive study on EFL teachers is used in this research. Four participants were purposively selected to give sufficient information to answer the research questions. Data from the participants were collected by using interviews, observation, and documentation. In terms of the teachers’ beliefs, the finding shows that the behavioral belief was related to the benefits of using digital literacy; normative belief dealt with the expectation in the social context of both superiors and peers; while control belief was about the availability of particular digital technology to be implemented in the classroom and the ability of teachers. With regard to the teachers’ practices, it was found that the teachers used several digital tools for searching for information, communication, collaboration, creativity, critical thinking, cultural understanding, and e-safety. It was evident that teachers’ strong beliefs in integrating digital literacy influence the implementation of digital literacy in the classroom. The findings of this study highlight the importance of cultivating teachers’ beliefs toward the actual implementation of the integration of digital literacy in the EFL classroom.
Developing technological pedagogical content knowledge skills during teaching practicum Muhamad Jaeni; Muhammad Ali Ghufron
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.26995

Abstract

This study investigates the efforts of Indonesian pre-service teachers in developing their technological pedagogical content knowledge (TPACK) skills during teaching practicum, explores the obstacles they encounter in this process, and examines their responses to the challenges of TPACK skills development. Employing qualitative narrative inquiry as the research method, the study interviews five pre-service teachers from various study programs to gain insights into their experiences. The findings demonstrate that Indonesian pre-service teachers employ diverse strategies to enhance their TPACK skills, including observing experienced teachers, participating in workshops or online courses, reading relevant literature on TPACK, and consistently integrating TPACK into their teaching practice. However, they face obstacles such as a lack of confidence in their teaching abilities, limited time and resources for reflective practice, and inadequate self-awareness regarding their skills. To overcome these obstacles, they respond by collaborating with peers and mentors, engaging in reflective teaching practice, and setting goals for each practicum session. The study provides valuable insights for teacher training institutions (TTIs), educators, practitioners, and policymakers, facilitating the implementation of more effective strategies for integrating TPACK in future events.
Knowledge, attitude, and practice towards anemia prevention among female students in Indonesia: a mixed method study Lafi Munira; Pramon Viwattanakulvanid
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.25750

Abstract

Based on the Indonesian national health survey in 2018, the prevalence of anemia in young women aged 15-34 was 48.9%. This study aimed to examine the influence of knowledge and attitude on anemia prevention practice and to identify reasons for not practicing anemia prevention among female high school students in Banjarmasin municipality, Indonesia. A mixed method sequential explanatory was applied for this study. The respondents are 350 female high school students from three senior high schools, chosen purposively for a cross-sectional study and followed by focus group discussion with 15 students and in-depth interviews with three teachers and four health workers. The results revealed that 254 (72.6%) female students had poor practice, 147 (42.0%) had poor attitude, and 169 (48.3 %) had poor knowledge related to iron deficiency anemia (IDA) prevention. Female students in the older age group (17-18 years old) (adjusted odds ratio/AOR 1.88, 95% CI 1.12, 3.16), studying at vocational school (AOR 1.85, 95% CI 1.05, 3.27), good knowledge (AOR 2.52, 95% CI 1.49, 4.26) were significant predictors on iron deficiency anemia (IDA) prevention. The qualitative findings found that the reasons for not practicing anemia prevention include poor knowledge about anemia practice prevention, dislike of iron tablets, and ineffective anemia education program due to poor coordination and communication between health workers and teachers. Effective anemia education programs at schools are needed to enhance students' knowledge related to anemia prevention.
Sustainable entrepreneurial culture in promoting innovation: a higher education perspective Eriana Astuty; Ridho Bramulya Ikhsan; Rudy Aryanto
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.26740

Abstract

This research aimed to build a quadruple-helix partnership model between universities, government, industry, and community from the higher education (HE) perspective in creating various innovations to support sustainable regional socio-economic development. This study used exploratory quantitative research to develop, predict the model, and explain the empirical evidence. In addition to the model, this study found that institutional sustainable entrepreneurial culture (SEC) could be developed by transforming the university into an entrepreneurial university (EU) and applying sustainable development goals (SDGs) principles to teaching-researching-community service activities, management and governance, and institutional leadership. This study also confirmed that universities with an SEC cannot directly affect the emergence of various innovations sourced from knowledge and research results but must be mediated by internal consensus within academia and external consensus among partnership actors. The research contributions are aimed at: i) HE policymakers who will transform their institutions into EU as a first step in carrying out the university’s third mission; ii) HE will build quadruple helix partnerships; and iii) Micro, small, and medium enterprise (MSME) which will take advantage of the innovations offered in the quadruple-helix. In addition, this research deepens the Etzkowitz partnership path model in which HE, a source of knowledge for innovation, becomes more focused in the form of SDGs-based EU.
Gamified flipped classroom in education: a systematic review Wan Masitah Wan Majid; Farah Mohamed Zain; Siti Noor Ismail
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.26721

Abstract

Nowadays, gamified flipped classrooms (GFC) are a cutting-edge teaching method. Using gamification techniques with flipped classrooms (FC) significantly positively affects teachers and students. This study reviews the impact of GFC research on education methodically. Hence, the study investigated a comprehensive literature review of 52 empirical research publications published between 2018 and 2022 in various electronic databases and on the web. Note that the review established the foundation for the significance of upcoming research projects by critically assessing and evaluating the different inconsistencies in the literature. In addition to examining the contradictory results of previous research, the study offer a framework as well as guidance for future researchers in terms of theoretical models, methodology, game tools or online platforms, game activity, game elements, variables, and the impact of a GFC.
Correlates gender traits and mindset on the choice of physics subject at high school in Kenya Eunice Ruraa Mugendi; Ciriaka Gitonga; Peter Rugano; Zachary Njagi Ndwiga
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.25436

Abstract

Higher education and training in science, technology, engineering, and mathematics (STEM) are important for the industrial growth and development of any nation. Physics subject provides the basics for training in many STEM areas. However, failure to pursue physics to the end of high school denies learners opportunities in STEM courses. This research employed a correlational design and survey method to examine the relationship of gender traits (GT) and mindset (MS) with learners’ intention to choose physics among 378 high school students randomly sampled. The study adopted the gender traits test and mindset questionnaires. The Chi-square test for the relationship of GT and MS with the intention to choose a physics subject yielded p>0.05. These results revealed that no student is deprived of an opportunity to pursue physics to higher levels on account of their GT or MS. Thus, attempts to increase the number of learners who can potentially pursue STEM courses by studying physics in high school should focus on other known factors other than GT and MS.
The total contribution of the direct and indirect influence of servant leadership on innovative work behavior Rendika Vhalery; Hendro Prasetyono; Ira Pratiwi Ramdayana; Salmin Salmin; Widya Priska Anggraini
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.27173

Abstract

This study aimed to determine the total contribution of servant leadership variables directly or indirectly to the innovative work behavior of high school teachers. The research respondents were 158 teachers from Jakarta Capital Special Region, Bogor Regency, Bekasi City, and Bandung Regency, Indonesia. Data analysis technique using path analysis. The results showed that the total direct and indirect contribution of servant leadership variables to innovative work behavior through knowledge sharing was 97.3%. The remaining 2.7% comes from variables not examined in this study. The implications of this research can be used by school principals and education policymakers at the national and regional levels to strengthen servant leadership to create knowledge sharing in strengthening the innovative work behavior of teachers in senior high schools.
Graduate competencies based on the aspect of organizational activity in industry 4.0 Siti Sahara; Vina Oktaviani; Efri Sandi; Vania Zulfa; Rezi Berliana Yasinta; Rika Sa'diyah; Siti Shofiyah; Ilmi Zajuli Ichsan
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.25803

Abstract

Industrial revolution 4.0 has an impact, namely the demand for the labor market has changed, where the automation revolution replaces work that is usually capable of being done by humans and poses the risk of termination of employment. The purpose of this study is to identify the competencies that must be possessed by graduates based on aspects of organizational activity according to the needs of the industry. The data in this study are in the form of literacy studies, data from direct interviews with the industry and questionnaires to a number of respondents. Testing the validity of the questionnaire using the product moment correlation formula, followed by reliability testing using the Cronbach alpha. Meanwhile, to determine the sample size in this study using the purposive sampling technique with a total of 75 respondents consisting of practitioners and graduates of the Faculty of Engineering, Universitas Negeri Jakarta (FT-UNJ), Indonesia. The research method is carried out with a qualitative descriptive method which is intended to obtain results that describe in detail the competencies that must be possessed by graduates based on aspects of organizational activity according to the needs of the industry. The results of the research related to the competence of graduates needed by industry 4.0 based on aspects of organizational activity, namely open minded, decision making abilities, emotional intelligence, cognitive flexibility, service orientation, coordinating with others, leadership skills, critical thinking and creativity skills, skills in technology, and complex problem solving.

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