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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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Problem-solving skills of high school students in chemistry Maneerat Sa-ngiemjit; Ángel Vázquez-Alonso; María Antonia Manassero Mas
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.v13i3.27421

Abstract

People are continuously confronted with difficulties, which are situations that they do not understand yet strive to solve anyway. Researchers employed root cause analysis (RCA) in this study to analyze students’ problem-solving in chemistry and the students’ flaws and challenges in answering the subject. This research included 89 pupils from the secondary school’s science-mathematics department. Students determined strategies to calculate pH and the color of the blended solution after each indicator was dropped. This study’s qualitative method incorporates focus groups and content analysis. The majority of students properly identified the difficulty, and more than half correctly understood the problem. 100% of the pupils fared well in all processes since they were able to recognize and write all of the data. Using the RCA problem-solving technique, they were successful in identifying all of the data as potential causation aspects and the root causes of the problem. However, 37% of the pupils were unable to complete the problem. Investigating problem-solving flaws, it was determined that the students' defects in this problem-solving were application, analysis, practice, remembering, and time. Furthermore, researchers want to investigate the implementation of addressing the flaws in students’ problem-solving to better prepare them for efficient problem-solving.
Challenges to professional teacher development through workplace culture management Khairiah Khairiah; Alfauzan Amin; Muassomah Muassomah; Mira Mareta; Sulistyorini Sulistyorini; Mirna Yusuf
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.v13i2.25666

Abstract

The implementation of professional teacher development in Indonesia has been lacking. Many teachers continue to underperform, as evidenced by their workplace behaviors that violate the ethics of their profession. Workplace culture has contributed significantly to, and been detrimentally affected by, this lack of professionalism. Using a qualitative approach, this study seeks to explore the forms, factors, and implications of these challenges for the management of workplace culture. Teachers are simultaneously the objects and key informants of this research, which was conducted through observation of secondary-level madrasas spread throughout Bengkulu Province, Indonesia, as well as interviews with 15 teachers. This study identifies three main challenges: i) teachers have difficulty accessing professional training; ii) teachers cannot readily continue their educations; and iii) teachers have trouble writing and publishing academic works. These challenges are caused by a multitude of factors, primarily the lack of the funding, facilities, and infrastructure for professional development, as well as teachers limited digital literacy, and result in a workplace culture where initiative goes unrewarded, discipline is lacking, and teachers are unmotivated. As such, this study recommends significant improvements to the structure, culture, and infrastructure of educational institutions, thereby allowing teachers to overcome the challenges that hinder their professional development.
The perspectives of visual arts teachers on postmodernism İsmail Tetikci; Gonca Erim; Kevser Baykan
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.v13i2.25270

Abstract

Postmodernism has evolved in the field of art, and its presence and definition have been the topic of several studies. The overall perspectives of the visual arts teachers on postmodernism are important for incorporating postmodernism issues into the high school curriculum in Turkey, as they are teaching art history and conveying the practice of visual arts. A review of the literature reveals that there are no comparable studies that take visual arts teachers’ perspectives on postmodernism into account. Therefore, this study aims to discover the perspectives of visual arts teachers on postmodernism. This article presents the findings and conclusions of the first research question of the Master’s thesis, titled “examination of the reflections of postmodernism on art education”. The study used a case study design, one of the qualitative research approaches. The sample of the study consisted of four visual arts teachers working in one of the central and three district schools in Yalova, Turkey. In the current research, two semi-structured interview forms and document analysis were utilized as data collection tools. The qualitative data were analyzed by the thematic analysis method. The themes of “teachers’ general perceptions”, “teaching process” and “reflection on students” were identified through the thematic analysis. This article includes a detailed analysis of the theme of “teachers’ general perceptions”. The results of the research identified the artistic and intellectual perspectives of the participating teachers toward postmodernism as outstanding features.
Professional and personal traits of the teacher and the relationship with didactic strategies Chamorro-Atalaya, Omar; Gonzáles-Pacheco, Anthony; Quipuscoa-Silvestre, Manuel; Durán-Herrera, Víctor; Suarez-Bazalar, Raul; Vargas-Díaz, Ademar; Villanueva-Acosta, Víctor; Moreno-Chinchay, Lilly
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.v13i1.26957

Abstract

During the context of virtual classes due to the pandemic, it was evidenced that many teachers had to face accelerated adaptation stages, which is why teachers presented difficulties in designing their teaching strategies and students showed certain difficulties in their learning. In this sense, this article aims to determine how the professional and personal traits of the teacher are related to their teaching strategies, in the context of COVID-19, from the perspective of the students. For which an investigation was developed with a quantitative approach, correlational level and non-experimental design. It was determined that there is a moderate direct relationship between the professional and personal traits of the teacher with his didactic strategies in the context of virtual teaching. Thus, it was also identified that teachers do not pour their professional experiences into the development of the subject, additionally it does not favor the solution of problems related to real life applications; this leads teacher to reflect on the importance of the construction of student knowledge, especially if it is about subjects that are taught in the last cycles, since the student is waiting for how and in which processes their knowledge will be applied theoretical knowledge.
Exploring the impact of preservice teacher internship programs on students’ perception of the teaching profession Muhammad Bukhori Dalimunthe; Reza Aditia; Ainul Mardhiyah; Riza Indriani; Rosmala Dewi
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.v13i3.27811

Abstract

This study aims to analyze how the preservice teacher internship program influences students’ perception of the teaching profession by examining the variables of reaction, learning experiences, behavior, and the mediating role of results. By examining these variables, the study synthesizes findings from multiple studies and incorporates them. Using a survey conducted among students at a university in Medan, Indonesia, the study collected data electronically through the distribution of a questionnaire via Google Forms. The sample consisted of 252 students, and partial least square structural equation modeling (PLS-SEM) was employed to analyze the data. The outer models (measurement) and inner model (structural relations among latent variables) were validated and evaluated. The results indicate significant positive direct effects of reaction, learning, and behavior on results. Moreover, the results from the preservice teacher internship program have a significant positive effect on students’ perceptions. The study also reveals that results act as a partial mediator in the relationships between behavior and perception, learning and perception, and reaction and perception.
Sustainable leadership practices among school leaders and their relationship with school climate Muhammad Hasrizal Abdul Rahim; Mohd Izam Mohd Hamzah; Aida Hanim A. Hamid
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.v13i1.26287

Abstract

Sustainable leadership practices ensure that the mission and vision of a school continue despite changes and challenges. Such a practice can build the capacity of the organization based on the environment, especially in shaping a better school climate. Past studies have found a significant link between school leadership practices and the school climate. However, there has been little discussion about the phenomenal relationship the in rural national secondary school (SMK) context. Hence, this study aimed to identify the level of sustainable leadership practices of principals and their relationship with the school climate in rural SMK in Malaysia. A total of 450 teachers were selected to participate in the study using proportionate random sampling and questionnaires were adopted as the research method. Due to the COVID-19 pandemic and the research population located in rural areas, data were collected through the mail. The findings showed that the level of sustainable leadership practices of the principals was high (M=4.18, SD=0.52), along with a high level of the school climate (M=4.14, SD=0.51). Sustainable leadership practices were also positively associated with school climate (r=0.607, p<0.05). These findings can be used by the Ministry of Education Malaysia to enhance sustainable leadership practices in the national education leaders professional qualifications designed specifically for future school leaders in Malaysia. In this regard, it is hoped that these findings will enrich the literature on sustainable leadership practices and the school climate.
Development of the noise questionnaire in the online learning process and implications for counseling Ardimen Ardimen; Rafsel Tas&#039;adi; Murisal Murisal; Gusril Kenedi; Hardivizon Hardivizon; Romi Fajar Tanjung
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.v13i3.26805

Abstract

Starting with online learning requires a lot of attention such as focus, comfortable sitting, and avoiding distractions such as noise. A noise questionnaire instrument is an evaluation tool designed to identify the experience of students in the online learning process. This instrument was developed based on a literature review on noise and online learning. The instrument first stage was given to 110 students and the instrument second stage was given to 460 students in seven universities in Indonesia, 99 male and 361 female respondents aged 18-30 years. The instrument was designed based on DeVito’s noise theory: physical noise, physiological noise, psychological noise, and semantic noise. The statistical test of the instrument used confirmatory factor analysis (CFA) to find the goodness of fit index model. The results of the noise instrument factor analysis show a fit model, acceptable validity, and high internal consistency (α=0.86). The findings of this study produce valid and reliable instruments for identifying noise indicators that are dominant in online learning activities. The results of identifying noise in online learning can be used to design guidance and counseling programs or plan actions to deal with noise in online learning according to the data obtained.
Reflective thinking in school: a systematic review Anto Titus; Peter Varkey Muttungal
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.v13i2.26573

Abstract

Everything around us changes rapidly and to adapt to these constantly changing conditions and to understand the meaning of our life in the society in which we live, we must reflectively and consciously think about our actions in each given scenario. A school is a miniature form of society where learners are exposed to situations where they need to find solutions for every problem faced. No faultless solution and conclusions can be arrived at without a carefully employed reflective thinking process. In this context, the present study reviewed 19 intervention studies on reflective thinking in schools published between 2010 and 2021 and presents a brief summary. Various theories on reflective thinking, approach of educationists on reflective thinking of students and the relation between reflective thinking and students’ academic performance, are extensively analyzed. The findings of the study reveal that there are a few generally accepted theories of reflective thinking; reflection is a useful learning strategy and reflective thinking is an essential characteristic of academic excellence. This study recommends future research with a wider scope to accommodate more theoretical perspectives and wide-ranging databases.
Motivation mediating effect on principals’ personality, job satisfaction, and affective commitment Adisel Adisel; Hegar Harini; Ahmad Gawdy Prananosa; Onsardi Onsardi; Sulistianingsih Sulistianingsih; Robeet Thadi
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.v13i1.26661

Abstract

Affective commitment is ultimately carried out by a leader in an organization, including in high schools. This study mainly aims to examine the influence of personality and job satisfaction on the affective commitment of high school principals mediated by motivation. A quantitative survey was employed in this study. The sample studied was 90 public high school principals in Jakarta, Indonesia. The data were collected through a questionnaire, which has been tested for validity and reliability. The data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPLS 3.0 software. The results showed a significant relationship between the public school principals’ personality and job satisfaction on their affective commitment which is mediated by motivation. In more detail, the results indicated: i) a positive direct effect of personality on affective commitment, personality on motivation, and job satisfaction on the motivation of public school principals; ii) no significant direct effect of job satisfaction on affective commitment; and iii) a mediating role of motivation, that directs to a positive and significant influence on personality, job satisfaction, and principals’ affective commitment. The study’s implications for related authorities are presented.
Driving to communicative approach: the innovative teaching speaking methods in Indonesian English immersion program Widya Rizky Pratiwi; Heri Kuswoyo; Maya Puspitasari; Juhana Juhana; Bachtiar Bachtiar
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.v13i1.25420

Abstract

Students’ failure to be successful English learners is primarily due to uninteresting materials that lead to demotivation in learning. This research aimed to uncover the students’ motivation to study in the Indonesian English immersion program (IEIP) of Kampung Inggris Pare and to investigate the innovative methods of teaching speaking as a communicative approach in the IEIP at Kampung Inggris Pare. This qualitative study with a micro-ethnography approach was conducted in four English course institutions by associating ten students and four teachers as participants. By having the initial interviews, the results revealed that most students perceived learning English at formal schools as unsatisfied. In comparison, the two months of observation in “the daffodils, Mr. Bob, Kresna, and Peace” English course institutions found that the teachers taught speaking by integrating the other skills and utilizing some sources. They could regulate and deliver the materials attractively based on their methods. The communicative methods employed namely teaching speaking through writing practice (TSWP), teaching speaking through listening practice (TSLP), and teaching speaking through visual media or pictures (TSVM). This study supports students learning English at the IEIP because it fits the purpose of communicative goals, which directs the students’ success.

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