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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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Fear of failure among perfectionist students Alethea Rachel Xi Ern Lee; Zahari Ishak; Mansor Abu Talib; Yi Ming Ho; Kususanto Ditto Prihadi; Abdul Aziz
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.v13i2.26296

Abstract

Fear of failure (FOF) has been reported as a construct that hinders individuals from achieving higher, working harder, and even moving from one stage of development to another. Studies indicated that university students with traits perfectionism tend to develop FOF, which prevented them for achieving better accomplishment in their academic life. In order to obtain further knowledge to curb FOF among this population, this study investigates which one of the three dimensions of perfectionism (self-oriented, other-oriented, socially prescribed) is the main predictor of FOF. 351 participants from the target population of 4,000 undergraduate students from UCSI University, Kuala Lumpur, Malaysia were recruited via convenience sampling to provide us with their data through a Google Form. Perfectionism dimensions were measured by the multidimensional perfectionism scale and fear of failure by the performance failure appraisal inventory. The collected data was analyzed via simple and multiple regression by multiple regression technique, and the findings showed that self-oriented and other-oriented perfectionism did not significantly predict the fear of failure. However, socially prescribed perfectionism was the only significant predictor of the fear of failure among the perfectionism model, therefore indicating that it was the most significantly predictor as well. In conclusion, students are more likely to be afraid to fail when they believe that there is a social standard of perfection that they have to follow.
Early childhood education pre-service teachers’ perception of outdoor learning Khairul Firdaus Ne'matullah; Rita Wong Mee Mee; Nabilah Abd Talib; Lim Seong Pek; Saturia Amiruddin; Md Rosli 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.v13i3.27069

Abstract

Outdoor learning encompasses a wide range of educational activities, from local natural play areas to formal school curriculum classes. Despite growing evidence of its benefits, outdoor learning is still underutilized in Malaysia’s early childhood education system. Hence, this study aims to investigate preservice teachers’ perceptions of the impact of outdoor learning on children’s well-being since future teachers’ perception is the most important indicator in predicting their intention to use it in the future. A quantitative approach was used, and the questionnaire was distributed to 63 pre-service teachers studying at Universiti Selangor, Malaysia. Based on the findings, the majority of respondents agree that outdoor learning benefits children’s well-being, especially their social and psychosocial well-being. Thus, this study provides insight into the significance of outdoor learning on children’s learning experiences and that it should be utilized more frequently in the classroom.
Technology pedagogy content knowledge framework to prepare Indonesian career counselors Zikra Zikra; Miftahul Fikri; Afdal Afdal; Indah Sukmawati; Tjung Hauw Sin; Nurhastuti Nurhastuti; Suryanef Suryanef
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.v13i2.25860

Abstract

Technological pedagogical and content knowledge (TPACK) is one of the smart solutions for implementing learning in accordance with the demands of education by integrating technology. The purpose of the study was to analyze the competency level of counselors in Indonesia in terms of age in terms of age, gender, and level of education. The research design used a cross-sectional survey in a non-experimental quantitative study. Respondents in this study amounted to 420 counselors in Indonesia obtained by using a proportional random sampling technique. Data were collected by questionnaire technological pedagogy content knowledge test for counselors (TPACK-TFC). The results of the study found that the TPACK was owned by counselors with an average score of 46.78 in the low category. Judging from the aspect of technology knowledge (TK), a score of 59.88 was obtained in the medium category, content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) was at a relatively low level. The results showed that Indonesian counselors have not fully integrated learning models using aspects namely technology, pedagogy, and content, and need to get attention from the government, higher education institutions, and the community for the development of quality guidance and counseling services and counselor careers in the future.
Planetarium pedagogy and technical learning experience: an investigation from instructional perspectives Mohammad Mubarrak Mohd Yusof; Nur Farha Shaafi; Nur Atiqah Farzana Zaini
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.v13i3.25018

Abstract

The research focused on the National Planetarium Kuala Lumpur’s education programs, investigating the types and target audiences. It examined the educational theories and strategies used, including multiple intelligence theory and cooperative learning. The study also explored the alignment of astrophysics in Pearson Edexcel International General Certificate of Secondary Education (IGCSE) Physics with the Planetarium’s programs. Document analysis and participant observation were employed. The results revealed two program types: on-site and online. The programs showed alignment with IGCSE Physics and utilized theories like social cognitive theory. The National Planetarium positively impacted students through multi-intelligence theory, sociocultural theory, experiential theory, and constructivism. Gamification and group activities enhanced the learning experience. The Planetarium’s ability to simulate astronomical events made it an effective medium for instructional science institutions. Overall, the study highlighted the diverse education programs of the National Planetarium Kuala Lumpur, their alignment with IGCSE Physics, and their positive impact on students’ personal, physical, and social contexts.
Students’ well-being development in the classroom: a mixed-method study Rahmat Aziz; Mulyadi Mulyadi; Muhammad Samsul Hadi; Esa Nur Wahyuni; Rubaidi Rubaidi
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.v13i3.27145

Abstract

Students’ well-being is a fundamental goal in education. The school has a strategic role in developing students’ well-being. This study elaborates on teachers’ classroom activities to develop students’ well-being. The research employed a mixed-method sequential explanatory approach. There were 1,100 students from 11 junior high schools in East Java Province, Indonesia, provided quantitative data. Four teachers provided qualitative data. Descriptive and regression analysis techniques were used for analyzing quantitative data, while thematic analysis was used for analyzing qualitative data. The results show that the hypothesis is accepted. It means that classroom climate affects students’ well-being. The findings also showed four teacher strategies for developing students’ well-being, namely: creating harmonious relationships with students, developing student potential, helping students with difficulties, and creating rules to make students comfortable being in school. The ability of teachers to manage learning in the classroom affects the high level of students’ well-being. The results have implications for the development of students’ well-being through positive teachers teaching.
An integrative review of secondary school quantum physics curricula in Malaysia Jedol Dayou; Laurah Markus
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.v13i1.26083

Abstract

As a relatively new subject in the physics curriculum of Malaysian secondary schools, quantum physics (QP) raises questions about its relevance to students and the best approach for teaching it. This paper aims to analyze the content of the QP curriculum to provide students with a meaningful learning experience and expose them to the nature of science (NOS). To accomplish this, the Malaysian standard curriculum document known as Dokumen Standard Kurikulum dan Pentaksiran (DSKP) and the textbook were analyzed through integrative review. Frameworks and perspectives identified by Stadermann and co-workers on the common trust of the QP curriculum in 15 different countries were used as a benchmark for this analysis. It is found that the QP curriculum in Malaysia focuses on the fundamental principle of understanding the quantum energy of light and its interaction with matter. However, it is also found that there are specific NOS aspects that can be highlighted to help students develop their scientific literacy. These might include emphasizing the philosophy of complementarity in explaining the wave-particle duality principle, the ultraviolet catastrophe, and the contradiction of classical physics interpretation with QP. It is suggested that the QP curriculum be improved by including these and other relevant examples to be on par with other countries. Overall, this analysis provides insight into the relevance and content of QP in Malaysian secondary schools. The proposed changes may help improve students’ learning experience and provide a more comprehensive understanding of the NOS.
Exploring benefits of applying Google Workspace for Education in English as a foreign language classroom Pham Duc Thuan; Nguyen Thi Hong Hanh
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.v13i2.27215

Abstract

The application of technology in language classrooms is widely believed to benefit learners. In the context of teaching and learning English as a foreign language (EFL) for high school students in Vietnam, there are few studies on the benefits of applying Google Workspace for Education (GWE). This small-scale qualitative study seeks to explore the benefits of applying GWE as a technological solution in the EFL classroom with high school students. The participants were eight eleventh graders in the north of Vietnam learning English in evening classes at an English center. To collect data, the students were interviewed. The qualitative data was analyzed based on themes. The results indicated that the benefits of applying GWE were evident in enhanced attitude and motivation for learning and improved learning skills. Based on the results of this study, it is recommended that Google tools be utilized for English language learning and instruction.
Differentiated instruction based on multiple intelligences as promising joyful and meaningful learning Subuh Anggoro; Azmi Fitriati; Ng Khar Thoe; Corrienna Abdul Talib; Lia Mareza
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.v13i2.24791

Abstract

Boredom has previously been linked to negative academic outcomes such as academic motivation, strategies, and achievement. The understanding of multiple intelligence approaches creates opportunities for all learners to develop their potential to optimize learning through differentiated instructions. This research aims: i) to design and to develop differentiated instruction based on learners’ multiple intelligences for elementary schools; and ii) to measure the effectivity of students’ learning attitude and mastery of concepts. Using design and development research (DDR) anchored on analysis, development, design, implementation, and evaluation (ADDIE) model and quasi-experimental research, the differentiated instruction based on multiple intelligence was conducted in a private Islamic Elementary School in collaboration with 3 class teachers. Based on the results of observations conducted at the school, the findings revealed that the learners can maximize their logical-mathematical, language, kinesthetic, interpersonal, and intrapersonal intelligences through a differentiated instruction based on multiple intelligence approach. Students experienced a joyful and meaningful learning atmosphere; hence it was expected that their intelligences can be developed naturally. In addition. this instruction was found to be effective to enhance science concept mastery especially in the aspects of remembering, understanding, and applying. The differentiated instruction based on multiple intelligences should be developed further to examine the effectiveness of the model in thematic learning for students both with low and high achievement.
The validity and reliability of professional learning community instruments in small schools peninsular Malaysia Mohd Norlizam Mohd Razali; Aida Hanim A. Hamid; Bity Salwana 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.v13i3.27178

Abstract

A professional learning community (PLC) instrument was developed to determine the level of PLC practice in small schools in Peninsular Malaysia. This study was conducted in Perak and Negeri Sembilan to determine the instrument's reliability and validity. Exploratory factor analysis (EFA) and item reliability analysis were used to determine the questionnaire’s reliability and validity. Next, the average congruence percentage (ACP) is used to determine the reliability test between expert assessors. Experts approved the validity and reliability of the instrument before the EFA test was conducted. All five constructs have high-reliability index values between 0.86–0.95. Next, the EFA analysis shows five dimensions in the PLC instrument with factor loadings ranging from 0.61–0.84. The findings also show that the variance explained in the data is 68.99% with an Eigenvalue greater than 1. This result indicates that all items are received with high approval. In addition, a very high-reliability coefficient value, α=0.96. The results prove that this PLC instrument has high validity and reliability and can measure the level of PLC implementation practices in small schools in Peninsular Malaysia.
Development of SMART-P to improve parental locus of control and children’s social-emotional development Evania Yafie; Zakiah Mohamad Ashari; Norazrena Abu Samah; Diana Setyaningsih; Dessy Putri Wahyuningtyas; I Gusti Lanang Agung Wiranata
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.v13i2.26503

Abstract

Child social-emotional development is improved by parental locus of control. Parents with a healthy locus of control can teach children about social-emotional development. Parents require training to improve their parenting skills. This study will create, administer, and evaluate the seamless mobile-assisted real training for parent (SMART-P) application on parental locus of control and children’s social and emotional development. The mixmethod study used an analysis, design, development, implementation, and evaluation (ADDIE) model and experimental quantification research strategy. An explanatory study with a non-equivalent control group design and control-experiment classes is used. This study includes analysis, design, development, research instrument development, implementation, and assessment. This study sampled 150 parents of 4-year-olds and 6 experts, including 714 from Posyandu (Integrated Service Post) in five Malang City areas. The data was collected via questionnaires and observation checklists. This study analyzes data using descriptive percentages and SPSS. The findings showed that i) SMART-P is valid and acceptable as a training medium; ii) parental locus of parental control is significantly influenced before and after receiving SMART-P parenting training; iii) children’s social and emotional development is significantly impacted before and after parents receive care using the program; and iv) there is a significant difference between the experimental and control groups in the influence on parental continuous. SMART-P parenting research is needed to enhance parental locus of control and children’s social-emotional development

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