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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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Adopting photovoice to explore teachers’ experiences in online teaching Bambang Widi Pratolo; Rofiqoh Rofiqoh; Candradewi Wahyu Anggraeni; Diah Safithri Armin
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.v13i2.24164

Abstract

The coronavirus disease 2019 (COVID-19) outbreak has caused a rapid and massive change in the education sector across the world and left no choice to teachers to maintain their status quo. As a country with very diverse geographical and technological conditions, Indonesia has felt the severe impact of this pandemic. This study explores how Indonesian English as foreign language (EFL) teachers struggle to adapt to the online teaching process, identifies the challenges they encountered during the online teaching and learning process, and investigates their strategies in coping with the associated challenges to ensure the learning objectives were achieved. This study employed photovoice as a visual research methodology to capture the new phenomena and answer the research objectives by inviting four English teachers from three different islands, Java, Sumatra, and Sulawesi to share their experiences and strategies for survival. The results indicated that Indonesian EFL teachers suffered from challenging experiences, including the trial and error of learning management system (LMS) choice, and were confronted with unpleasant feedback from the students. This study also identified poor internet connection and low online student participation as the main issues. To deal with such problems, especially with low student participation, they viewed disadvantaged situations as a trigger to improve their creativity.
Developing learning and training within industry model to improve work readiness of vocational high school students Bambang Sudarsono; Prabandari Listyaningrum; Fatwa Tentama; Fanani Arief Ghozali
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.v13i3.26175

Abstract

Unemployment is still a national priority that needs to be addressed. In 2022, vocational high schools in Indonesia had the highest open unemployment rate. The highest open unemployment rate is a result of vocational high school students’ insufficient work readiness. Therefore, this research aims to develop a learning and training within industry (LTWI) model, and to evaluate the model’s efficacy in increasing vocational high school students’ work readiness. The research employed a research and development (R&D) design by Richey and Klein with the phases of needs analysis, internal validation, and external validation. There were 12 teachers and 89 students from the automotive engineering department at Muhammadiyah 1 Pakem Vocational High School and 1 Puring Vocational High School, as well as six instructors from the automotive industry: GAS Auto Service, Automotive Jogjakarta Center (OJC), Bengkel Barokah, and RND Auto Service, participated in the research. Data collection strategies adopted were interviews, questionnaires, and performance tests. The data were descriptively evaluated, and the conclusions were drawn using a categorization formula. With an average score of 3.43, the LTWI model can be used to learn very well. With an average final score of 3.32, the efficacy of the LTWI learning model falls into the category of “very good”. The LTWI model can be applied effectively to learning in vocational high schools since it has a positive influence on students’ work readiness.
New trends in research skills development of future teachers: quantitative approach and empirical studies Shadiyar Altynbekov; Marzhan Abdualiyeva; Nurgali Ashirbayev; Yerlan Torebek; Azimkhan Abzhapbarov; Zhansaya Ashirbayeva
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.v13i2.27341

Abstract

The purpose of this study was to investigate the relationship between the use of technology and the development of research skills in future teachers, specifically current graduate students participating in Mathematical Olympiads. The study used a quantitative approach and analyzed data collected through a survey. The findings indicated that quantitative analysis skills, problem-solving skills, communication skills, and research methodology skills are the dimensions of research skills in future teachers. The results showed that the use of digital tools for literature searching and curation, online courses and workshops (OCWs), collaborative learning and discussion forums, and data analysis software significantly and positively affected research skills. However, the study failed to provide evidence that digital portfolios (DPs) affected research skills. The limitations of the study and recommendations for future research are discussed. In conclusion, the findings highlight the importance of technology in the development of research skills in future teachers and suggest that technology-based learning resources and tools should be integrated into teacher training programs.
Cooperative learning implementation among elementary Trust School Teacher Program Wan Nur Fuziana Abdol Jani; Fazilah Razali; Normala Ismail
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.v13i2.26352

Abstract

Malaysia’s education system is continuously transforming to provide pupils with 21st-century skills. Cooperative learning is viewed as a studentcentered approach that helps pupils develop 21st-century learner characteristics. This study aims to identify the relationship between teachers’ content knowledge, pedagogical knowledge, and technological knowledge with the implementation of cooperative learning. A total of 100 elementary Trust School Program teachers in Selangor were involved in this quantitative study, which comprises a correlational design. Respondents were randomly selected to answer the teachers’ cooperative learning questionnaire (TCLQ) and the content, pedagogical, and technological knowledge questionnaire. The findings obtained indicate that teachers’ content knowledge, pedagogical knowledge, and technological knowledge are at a high level. No significant difference was reported between teachers’ knowledge and implementation of cooperative learning based on years of teaching experience in Trust School Program. The result also revealed a positive and strong relationship between content knowledge and cooperative learning implementation (r=0.551, p=0.000), as well as a positive and strong relationship between pedagogical knowledge and cooperative learning implementation (r=0.603, p=0.000). However, a positive and moderate relationship was reported between teachers’ technological knowledge and cooperative learning implementation (r=0.384, p=0.000). This study can help raise awareness about the elements that educational policymakers and educators need to take into account during cooperative learning.
Exploratory factor analysis-instrument for self-assessment of computation thinking skills and collaboration skills Hery Sawiji; Wiedy Murtini; Nur Rahmi Akbarini; Sigit Permansah; Dede Rusmana
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.v13i2.25734

Abstract

This study focuses on developing and validating instruments to assess the computational thinking skills (CTS) and collaboration skills (CS) of undergraduate students in Indonesia. Employing a quantitative research approach with the exploratory factor analysis (EFA) technique, the research process unfolded in three validation steps. First, face validity was established through expert judgment. Second, discriminant validity was examined using product-moment correlations and Cronbach’s alpha. Finally, EFA were employed to assess the factorial structure. The instrument development process followed five phases: drafting the instrument, face validity assessment by experts, data collection involving 242 undergraduate students as samples, discriminant validity analysis (product moment and Cronbach’s alpha), and EFA analysis to group items and construct dimensions. This study identified six dimensions for CTS (algorithmic thinking, cooperative thinking, problem reformulation, creativity, critical thinking, and systematic testing) and three dimensions for CS (knowledge sharing, planning, and responsibility). These findings support validating the CTS and CS self-assessment scale, making it a valuable tool for evaluating undergraduate student learning and researching computational thinking and CS in Indonesia. Researchers and educators are encouraged to utilize the CTS and CS instrument for self-assessment purposes and further exploration of these competencies among undergraduate students.
Teachers’ digital literacy overview in secondary school Sherly Rahmawati; Ade Gafar Abdullah; Isma Widiaty
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.v13i1.25747

Abstract

This study explored the teachers’ digital literacy in secondary school and deciphered the most suggested way of enhancing secondary teachers’ digital literacy, overview levels, and the trends factors in the last five years of research. The methodologies in this study employed the traditional systematic literature review (SLR), which compiled some previous studies to be examined. The initial studies were only selected from an article published in a reputable journal indexed by Scopus. Of the 118 articles reviewed, 46 were selected to be included in the analysis. Significant findings summarize the fact that most of the last five-year research about teachers in secondary schools was impacted by the rapid development of technology and the demand for 21st-century skills. To summarize, as it is at the intermediate level, most secondary school teachers are digitally literate. However, future research may evaluate digital literacy training programs for teachers to assess what improvements should be made to delivery as well as existing frameworks used to test teachers’ digital literacy.
Seeking higher order construction of cognitive abilities in a psychosocial learning environment Nor Sa’adah Jamaluddin; Rohaila Yusof; Noor Lela Ahmad; Suhaida Abdul Kadir; Arnida Abdullah; Siti Noormi Alias
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.v13i3.27203

Abstract

In this study, we created a psychosocial learning environment consisting of five types of interaction, namely: student collaboration; specific learning objectives and curriculum coherence; learning facilities; independent learning; and constructivist instruction. This research aimed to determine the scope in which the five modes of contact improved students’ learning outcomes in higher order cognitive abilities. This quantitative study involved form four accounting students (N=352) in Malaysia who completed a self-administered questionnaire that included the higher order cognitive abilities (HOCA) test, the instruments of students’ perceived learning environment, and zone-specific demographic data. The results showed two of the five inventory of students’ perceived learning environment (ISPLE) scores. Specific learning objectives and curriculum coherence, were the most significant predictors and strongly correlated with higher order cognitive abilities. Even the components of the psychosocial learning environment impact HOCA in most subjects. However, researchers have obtained new findings that explain other factors that need to be studied to evaluate or encourage HOCA in accounting subjects. Thus, the researcher suggests further research using self-learning methods through modules to assess and promote HOCA in accounting.
The influence of school climate on high school teachers’ job satisfaction in a conflict-affected country Abdul Qawi Noori; Hamdan Said; Sayeed Naqibullah Orfan; Siti Nisrin Mohd Anis
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.v13i1.22890

Abstract

School climate plays a vital role in a teacher’s job performance, satisfaction, and school effectiveness. There were abundant studies on school climate and effectiveness and its relationship with teachers’ job performance and job satisfaction for primary and secondary schools in developed and developing countries. Unfortunately, there were scarce studies on teachers’ satisfaction in underdeveloped countries with prolonged conflicts and government instability. This study investigated the influence of school climate on teachers’ job satisfaction in a conflict-affected country, Afghanistan. It employed a survey questionnaire to collect data from public high school teachers in the Takhar province of Afghanistan. The data were descriptively and inferentially analyzed with the aid of statistical package for the social sciences (SPSS). Despite prolonged conflicts and government instability, the study found a statistically positive correlation between school climate and high school teachers’ job satisfaction. It also revealed statistically significant differences in the satisfaction level of teachers by their demographic variables, i.e., gender, educational qualification, age, and working experience. The study suggests that education administrators, school leaders, and other stakeholders develop a policy advancing a peaceful and conducive learning environment to improve student’s learning outcomes, teachers’ job performance and satisfaction, and school effectiveness. Future studies may qualitatively examine schools in different parts of the country.
Analysis of the structural relationship emotional regulation, academic procrastination, and academic burnout Arbin Janu Setiyowati; Indriyana Rachmawati; Bambang Budi Wiyono; Henny Indreswari; Eko Pramudya Laksana
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.v13i3.26778

Abstract

Academic burnout (AB) is a problem that many students are currently facing since the online learning policy was implemented. This research aims to analyze the structural relationship between emotional regulation (ER), academic procrastination (AP), and student AB. This research used ex post facto causal relationship explanatory design. The research subjects were 417 high school students in East Java. The sampling was cluster random sampling technique. The data analysis technique used the Rasch model and structural equation modelling (SEM). The results showed that there was a significant relationship between ER and AP and AB. The implication of findings on the school guidance and counselling program is that the counsellors must pay attention to the factors that contribute to student AB so that counselling services can be designed to prevent student AB.
Drivers of organizational citizenship behavior of elementary school teachers Lila Bismala; Syaifuddin Syaifuddin; Rasmulia Sembiring
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.v13i2.26833

Abstract

This study aims to examine the effect of self-efficacy, intrinsic motivation on organizational citizenship behavior (OCB) of elementary school teachers in the post-COVID-19 pandemic mediated by teacher engagement and moderated by job characteristics. A total of 285 valid questionnaires, were analyzed using Structural Equation Modeling with SmartPLS3 software. The results showed that teacher engagement mediates the effects of self-efficacy and intrinsic motivation on organizational citizenship behavior. Job characteristics moderate the effect of intrinsic motivation and self-efficacy on teacher engagement, where moderation in the relationship between intrinsic motivation and teacher engagement is positive, and the moderating role in the relationship between self-efficacy and teacher engagement is negative. This shows that the school must be able to encourage teachers to demonstrate OCB in the school environment, so that teachers are willing to help their students and colleagues deal with learning in the post-pandemic period, in addition to jobs that offer a high degree of autonomy, task variety, task significance, and feedback.

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