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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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Validation of the French version of the classroom assessment scoring system infant and toddler in Quebec Lise Lemay; Paul Hayotte; Julie Lemire; Caroline Bouchard; Lorie-Marlène Brault-Foisy; Nathalie Bigras; Gilles Cantin
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.v13i1.25305

Abstract

The objective of this study is to validate the French version of the Classroom Assessment Scoring System (CLASS) infant and toddler, as employed to assess the quality of interactions in groups of children under 3 years old, in childcare centers in Quebec where French is the official language. Indeed, when using a different language version of a standard-based tool outside its original context, an important step is to verify that it remains reliable and valid for measuring the research construct. This validation study was conducted in Montreal area (Quebec, Canada). The subjects were 154 classrooms (46 infant, 108 toddler) located within a representative sample of 68 childcare centers. Live classroom observations were conducted in the fall 2018 with the CLASS and other measures of process quality. Results replicate the factor structures of the original versions of the CLASS tool and provide evidence for the good reliability (inter-rater reliability, internal consistency) and validity (criterion and construct) of the French versions. The discussion highlights cross-cultural differences in the classrooms, childcare centers, and regulations that could explain some differences obtained in this research and, therefore, needs to be considered when using the CLASS in French to have a reliable and valid tool to measure the quality of interactions.
Enhancing students’ creativity in problem-solving through online reading-concept mapping-group investigation Nur Lina Safitri; Siti Zubaidah; Fatchur Rohman; Sulisetijono Sulisetijono
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.v13i2.26655

Abstract

Enhancement of students’ creativity and problem-solving is essential to science education. The learning accentuating students’ interaction to generate creative ideas becomes the ideal forum for developing those two skills. This study aims to amplify the current understanding of the effects of readingconcept mapping (Remap)–cooperative learning on college students’ creative and problem-solving skills. For cooperative learning, we used group investigation (GI). This study involved 60 college students from three Biology Education classes. Further, each class consists of 20 students with Remap-GI, GI, and conventional learning. The analysis results suggested that the creativity and problem-solving skills of students from all classes increased, with the most significant increase observed in students attending Remap-GI class which also presented substantial differences from the other two classes. In conclusion, GI presents positive effects in enhancing prospective teachers’ skills. However, an additional structured program (Remap) is still required to improve the future teachers’ contribution to their group.
Effects of career readiness module on career self-efficacy among university students Nik Rafidah Nik Yusoff; Mastura Mahfar; Muhammad Sukri Saud; Aslan Amat Senin
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.v13i1.25257

Abstract

This study aimed to identify the effects of the Career Readiness Module on career self-efficacy and its subscales, namely self-appraisal, occupational information, goal selection, planning and problem solving among university students. The randomized pretest-posttest control group were used in this study. A total of 60 second year students from the School of Computing, Faculty of Engineering, Universiti Teknologi Malaysia, were selected as research subjects using random cluster sampling. Both groups completed the Career Decision Self-Efficacy–Short Form (CDSE-SF) and the Big Five Inventory (BFI) questionnaires before and after the two-month intervention sessions. Data were analyzed using Statistical Package for Social Science version 23.0. The repeated-measures ANOVA and effect size were used to test the hypotheses of study. The study results showed significant differences in the experimental group for career self-efficacy and each of its subscale between pre-test, post-test 1, and post-test 2 at the p≤.05 significant level. This study also demonstrated the significance of implementing the Career Readiness Module among university students prior to graduation in order to improve their career self-efficacy.
The cognitive alignment of mathematics teachers’ assessments and its curriculum Firdha Mahrifatul Zana; Cholis Sa'dijah; Susiswo Susiswo
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.v13i3.26814

Abstract

This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.
Stakeholders’ awareness and acceptance of the vision, mission, goals, and outcomes statements of a teacher education college Januard D. Dagdag; Noel A. Palapuz; Jane C. Caliboso; Eddie I. Peru; Regina P. Mauro
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.v13i1.25395

Abstract

This study examined the awareness and acceptance of the stakeholders of a teacher education college in the Philippines of their university vision and mission and the college goals, and outcomes statements (VMGOs). Of the 700 target respondents, 406 stakeholders responded to the survey transcribed in Google Form. They were 42 school personnel, 106 parents, and 258 students; 301 females and 105 males. The five-point rating scales asked the respondents to assess their awareness and acceptance of 16 statements including one vision, one mission, five institutional outcomes (IO), two college goals, and seven program outcomes (PO). The respondents as a whole indicated they were very aware of the VMGOs and these were very acceptable for them. However, the school personnel were consistently more aware than the students and the parents/officials; while the parents/officials consistently indicated the lowest awareness and acceptability scores for all the statements. The results further revealed a significant acceptable relationship between awareness and acceptability scores. The variables share a variance ranging from 51% to 61% confirming that as awareness increases, acceptance rate also increases. Various implications of these findings are discussed.
Wayang Edu: digital application for Wayang Kulit Kelantan Fara Dayana Mohd Jufry; Nor Masharah Husain; Mohammad Naquiddin Tajul Ariffin
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.v13i3.26355

Abstract

Wayang Kulit Kelantan (WKK) is a traditional performance that has a long process in the learning session. This covers various aspects such as the background of the performance, repertoire, gambalan (puppets), as well as musical instruments and songs. This knowledge requires at least a year to understand the skills and techniques used. Therefore, Wayang Edu is a digital application built based on the analyze, design, development, implementation, evaluation (ADDIE) model to save learning time with traditional practitioners. The majority of users acknowledge that Wayang Edu offers a wealth of information and enables them to gain in-depth knowledge. Consequently, utilizing visual elements to convey messages is more impactful compared to traditional learning methods. Apart from that, Wayang Edu can be used anywhere at the user’s convenience. With the interaction found in the application, Wayang Edu has been used by students as a platform to get additional information about WKK.
Publishing a research paper in reputable journals: doctoral students’ perspectives Nur Hidayat; Slamet Setiawan; Syafiul Anam
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.v13i2.25701

Abstract

This study aimed to enquire about the English foreign language (EFL) doctoral students’ perspective, especially in the non-English department, concerning the Indonesian government policy, which obliges an article published in a reputable international journal as a requirement to receive a doctoral degree. Their challenges in publishing their papers in Scopus or Web of Science (WOS)-indexed journals and their resolutions were also analyzed. A mixed-methods technique was used to obtain quantitative and qualitative information. The study consisted of 57 respondents, comprising 25 males and 32 females, who were EFL doctoral students of education departments from five universities. The purposive sampling method with several criteria was used to determine the study participants. Data were then collected through questionnaires and semi-structured interviews. Subsequently, the findings showed that the policy of publishing a paper in Scopus or WOS-indexed journals to obtain an EFL doctoral degree was burdensome to the majority of the students. Other findings showed that the students faced several challenges in publishing their papers in these journals, including language problems, cost of publication, journal selection, lack of experience, duration to publish, writing difficulties, revising, and stress. The actions to resolve these challenges were also provided in this study.
Factors influencing employee retention of academic home tutors in a private school Lim Lee Ping; Ong Choon Hee; Tan Owee Kowang; Chi-Hua Wu
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.v13i2.26998

Abstract

This study’s goal is to investigate the links between pay and benefits, worklife balance, professional development, and employee retention among academic home tutors in a Malaysian private school. Data from 80 respondents from this private school were gathered using a quantitative survey method. Statistical package for social science (SPSS) was employed throughout the study to analyze the data. The study results showed that salary & compensation and career enhancement positively correlate with employee retention. Meanwhile, work-life balance was not statistically linked with employee retention. The management should revise the human resource management practices by including these elements. The management should design salary & compensation packages that fit with individual knowledge, capabilities, and performance. The management may also consider offering flexible work schedules, such as training, mentoring, job mobility, and a reduction in working hours, as well as wellness assistance, such as counselling services and health and wellness initiatives. This will give employees the chance to advance their careers.
Learning from COVID-19: how Indonesian English teachers see computer-assisted language learning? Rizkiana Maharddhika; Mushoffan Prasetianto
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.v13i1.25865

Abstract

The COVID-19 outbreak has transformed various parts of life, including teaching and learning methods. Teachers, especially Indonesian English teachers, were taken aback by the abrupt transition from offline to online instruction because it was unanticipated and unprepared. This paper attempted to investigate how teachers implement their pedagogical knowledge in the online environment during the pandemic and how they improve on using computer-assisted language learning (CALL) during the sudden shift from offline to online instruction. The findings revealed that teaching methods are being adapted to accommodate the features of the online platform. In order to adjust to this new situation, teachers use their creativity to adapt the stages of cooperative learning, collaborative learning, and class discussion in an online context. Participating in virtual workshops and training also helps teachers improve their digital skills concerning internet material. In the future, the results of the present study can be applied to improve the teacher education curriculum. Specifically, it is suggested to construct a course for the teacher education curriculum that places pre-service teachers in diverse and challenging conditions.
The flipped-classroom effect on vocational high school students’ learning outcomes Admaja Dwi Herlambang; Ririn Ririn; Aditya Rachmadi
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.v13i3.26757

Abstract

The flipped-classroom instructional model is considered suitable for teaching procedural knowledge. Apart from flipped-classroom, it turns out that another instructional model, namely direct instruction, is also designed to teach procedural knowledge. Therefore, this study aimed to examine differences in procedural knowledge learning outcomes between flipped-classroom and direct instruction learning models in the cognitive and psychomotor domains and to determine the effect of flipped-classroom on students’ procedural knowledge learning outcomes. This type of research is a true-experimental design with a randomized pre-test post-test control group design for the cognitive domain and a randomized post-test only control group design for the psychomotor domain. The research instrument used a written test (pre-test and post-test) for the cognitive domain and a performance assessment for the psychomotor domain. The flipped-classroom is better than direct instruction regarding procedural knowledge learning outcomes. Furthermore, flipped-classroom significantly affects the students’ procedural knowledge learning outcomes, both cognitive and psychomotor domains. The effect of flipped-classroom implementation on the psychomotor domain (t(50)=23.62; p<0.01; d=6.56) is greater than the impact of performance on the cognitive domain (t(50)=2.35; p<0.05; d=0.65).

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