International Journal of Evaluation and Research in Education (IJERE)
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.
Articles
2,123 Documents
<![CDATA[School restorative justice, restorative discipline rather than punishment: a systematic review ]]>
<![CDATA[Julio-Raul Cantera-Rios]]>;
<![CDATA[Neptali Zegarra-Salazar]]>;
<![CDATA[Juan Mendez-Vergaray]]>;
<![CDATA[Edward Flores]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i3.25485
<![CDATA[Restorative justice has become another alternative to do justice in society and its application is spreading outside the criminal field, although there are currently global proposals to apply it as restorative practices in the educational field with interesting results in relationships of coexistence, discipline, and confronting school violence, which impacts on the learning outcomes of students. The objective of this paper is to analyze the conditions of school discipline before the implementation of restorative practice strategies and the impact of their application as an alternative of damage restoration rather than punishment. The PRISMA methodology and the consultations of “Justice AND Restorative AND School” were carried out; also “Practices AND Restorative AND Students”; “Practices AND Restorative AND Violence”; “Justice AND Practices AND Restorative”, 30 articles published in Scopus and EBSCO carried out between 2018-2022 were considered. The studies showed significant benefits in the improvement of school discipline, reduction of suspensions, increased communication, respect, trust between students and teachers, among others; In this regard, the evidence continues to be limited and new studies are needed.]]>
<![CDATA[The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations ]]>
<![CDATA[Salehuddin Al As Anuas]]>;
<![CDATA[Nurfaradilla Mohamad Nasri]]>;
<![CDATA[Aliza Alias]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i3.27255
<![CDATA[In remedial education, teachers play a crucial role in ensuring students from diverse backgrounds master language literacy skills. The current implementation of cultural-based teaching is perceived as an effort to assist remedial students from diverse backgrounds and cultures to learn effectively. The study aims to analyze teachers’ perceptions of challenges in implementing cultural-based teaching in remedial education for language literacy. The study employed a quantitative approach by distributing questionnaires to 252 remedial teachers recruited randomly from primary schools in the Malaysian middle-state zone. The collected data were evaluated descriptively, and the results revealed that these teachers experienced challenges in four areas, namely teaching resources, remedial curricula, teacher knowledge, and time allocation. Moreover, the findings demonstrated that demographic factors, such as gender, school location, and years of teaching experience, did not produce significant impacts on the aforementioned challenges. Simultaneously, this study explored teachers’ perceptions of recommending culturally responsive teaching approaches in remedial education as an alternative to the current cultural-based teaching methodology.]]>
<![CDATA[Online lectures with local wisdom context: efforts to develop students’ higher-order thinking skills ]]>
<![CDATA[Hikmawati Hikmawati]]>;
<![CDATA[I Wayan Suastra]]>;
<![CDATA[Ketut Suma]]>;
<![CDATA[A. A. Istri Agung Rai Sudiatmika]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.25744
<![CDATA[Indonesian students have low higher-order thinking skills (HOTS), so efforts are needed to improve these skills. This research aims to examine the effect of online learning with local wisdom context on students’ HOTS. The online learning in question is a lecture using Zoom Cloud Meeting (ZCM), Google Meet (GM), and a combination of GM and learning management system (LMS) SPADA Universitas Mataram. This study took a sample of 77 5th-semester students who took the 2021/2022 Physics Curriculum Study course at Universitas Mataram, Indonesia. This quantitative research method uses a posttest-only group design. The student HOTS data were obtained based on the essay test after the treatment. The data analysis used to test the research hypothesis is one-way ANOVA with calculations using the SPSS 25 application. The research results showed that the class combining GM and SPADA UNRAM with local wisdom context significantly affects students’ HOTS scores. The average score of HOTS with the lecture model is the highest compared to the other two classes. Thus, online lectures with local wisdom context using a combination of GM and SPADA UNRAM can be an effort to develop HOTS for prospective physics teacher students.]]>
<![CDATA[Scaffolding instruction for improvement in learning English language skills ]]>
<![CDATA[Bani Arora]]>;
<![CDATA[Hasan Al-Wadi]]>;
<![CDATA[Ernest Afari]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.26659
<![CDATA[Students who learn English as a foreign language (EFL) or English as a second language (ESL) often struggle with limited vocabulary and poor reading comprehension skills. This action research explores the effectiveness of implementing scaffolding instruction for university level EFL/ESL students in improving their language learning skills, namely critical reading, and study skills for reading. A sample of 36 foundation year students was involved in two cycles of intervention. Triangulation of data collection was done after each cycle through student survey (SS), language learning assessment (LLA) tasks and an observation checklist to measure the impact of the proposed practice on the improvement in the participants’ learning. The scaffolding techniques used were soft versus hard (support provided only till needed), chunking (breaking down information), modelling (giving clear examples), bridging (using prior knowledge) and contextualizing (making connections). Both the quantitative and qualitative data revealed that scaffolding instruction significantly improved the participants’ language learning skills. For sustainable education, the findings emphasize the importance of conducting scaffolding instruction in small groups, assigning pre-planned and well-structured tasks with clear instructions, and providing scaffolding ‘as and when needed’ especially in a mixed ability group of EFL/ESL students.]]>
<![CDATA[Cultural intermediary in higher education based on ethical relation ]]>
<![CDATA[Muna Yastuti Madrah]]>;
<![CDATA[Suharko Suharko]]>;
<![CDATA[Diana Dewi Sartika]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.26316
<![CDATA[Preliminary studies on cultural intermediaries focused on social classes that mediate the production and consumption of culture. Therefore, this study determined the importance of the cultural intermediaries of migrant worker university students who popularize the values of higher education for the working class. Habitus and replication of meaning were used as analytical tools, with an alternative perspective proposed on cultural intermediaries using an ethical approach. The results showed that the cultural intermediary based on ethical relationships produces a new individual involvement of marginalized groups. Meanwhile, community relations with a similar social context are strengthened, enabling individuals to combine their allegiances and continuously generate values to suit certain social situations.]]>
<![CDATA[Factors propelling mathematics learning: insights from a quantitative empirical study ]]>
<![CDATA[Yuliya Popova]]>;
<![CDATA[Marzhan Abdualiyeva]]>;
<![CDATA[Yerlan Torebek]]>;
<![CDATA[Pulat Saidakhmetov]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.27322
<![CDATA[Mathematics learning (ML) is a fundamental aspect of education that lays the groundwork for various academic disciplines and practical applications. Understanding the factors that propel ML is crucial for optimizing educational outcomes. This quantitative empirical study investigates the impact of logical reasoning (LR), critical thinking (CT), information technology (IT), and distance learning (DL) on ML. The study employs structural equation modeling (SEM) using SmartPLS 4 for data analysis and hypothesis testing. The findings reveal that LR, CT, IT, and DL positively influence ML. The results highlight the importance of fostering LR, CT, and the integration of IT in mathematics education. This study contributes to the existing body of knowledge by providing insights into the factors that promote effective ML. These findings have implications for educators, policymakers, and curriculum developers, aiding in the design of instructional strategies and the integration of technology to enhance ML outcomes.]]>
<![CDATA[Portrait of students’ language politeness in elementary school ]]>
<![CDATA[Ari Susandi]]>;
<![CDATA[Zamzani Zamzani]]>;
<![CDATA[Mulyo Prabowo]]>;
<![CDATA[Bambang Yulianto]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i1.24872
<![CDATA[This study described students’ language impoliteness during the Indonesian language learning process taking place at elementary school in the Kediri Regency, East Java Province, Indonesia. This study used a qualitative approach to the type of qualitative descriptive research. The research participant of this study were elementary school educators and students in Kediri, East Java, Indonesia, who have a rough and smooth Javanese language culture when communicating with teachers during the learning process in class. The results of the study showed that all politeness maxims were violated in the learning process. Language politeness must continue to be implemented in elementary schools because it is still being discovered violation of the maxim of wisdom is shown when students give long-winded statements to educators. Violation of the maxim of generosity is shown when students give emotional statements to educators. Violation of the maxim of praise is shown when students express criticism at will, to both educators and friends. Violation of the maxim of politeness is shown when students make statements that demean the speech partner. Violation of the maxim of agreement can be seen when students are giving very harsh statements and ignoring the rules of the speech partners. The violation of the maxim of sympathy is shown when students do not have sympathy for the speech partner who is having difficulty. Language politeness is very important for the world of education as an effort to familiarize students as the nation’s next generation with polite language.]]>
<![CDATA[Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps ]]>
<![CDATA[Min Hui Leow]]>;
<![CDATA[Norshahida Hassan]]>;
<![CDATA[Sabrina Adia Mohd Sharizal]]>;
<![CDATA[Rafiza Abdul Razak]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i3.26877
<![CDATA[Current literatures of active learning widely address pedagogies/approaches and their outcomes, but it does not appear to be a pedagogical consensus regarding the active learning pedagogies/approaches. This situation makes it difficult to gauge the prevalence and practicability of active learning pedagogies/approaches in specific educational levels. This systematic review is aimed to find the consensus of active learning pedagogies/approaches applied in pre-school to tertiary education on the basis of constructivist philosophy and student-centered notion, determine the desirable pedagogical dimensions, discover pedagogical gaps, and offer attention for bridging the gaps. We located seven pedagogical dimensions from teachers’ perspectives of pedagogical features, in terms of pedagogies/approaches and theories/concepts, from 148 publications that were eligible for inclusion after filtered through PRISMA. The learning outcomes or evidence of effectiveness were determined across various pedagogies/approaches in relation to pedagogical dimensions’ manifestation. Content analysis was employed in this work to encode, categorize, and develop themes. As a result, this study highlights the pedagogical gaps between desirable pedagogical dimensions’ manifestation and actual pedagogy attainment at various educational levels and provides suggestion for bridging the gaps to ensure smooth pedagogical transition. The study may serve as a foundation for future active learning pedagogical designs and enrich student-centered learning initiatives.]]>
<![CDATA[Research on mathematical beliefs: systematic literature review ]]>
<![CDATA[Muhtarom Muhtarom]]>;
<![CDATA[Sutrisno Sutrisno]]>;
<![CDATA[Nizaruddin Nizaruddin]]>;
<![CDATA[Yanuar Hery Murtianto]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i2.25968
<![CDATA[This study uses the systematic literature review (SLR) method to identify knowledge trends in beliefs about the nature of mathematics, learning mathematics and identify new development opportunities for further research. The Scopus database was used, and 41 documents were found as the primary source for further analysis. The results show that mathematical beliefs have become a current research trend. The number of publications increased significantly starting in 1989, accompanied by many citations. Based on these primary documents, it is known that the development of mathematical beliefs research topics. The foundation of this topic begins with studying the topic of knowledge, activities, and learning mathematics. Then it is developed into other, more varied studies, including teacher’s beliefs transition; mathematical beliefs comparison; mathematics teacher’s belief, teaching, and learning; mathematical beliefs and problem-solving; inquiry-based learning (IBL); affective factors; technology utilization; common misconceptions; and development of mathematics teacher’s beliefs instrument. This research investigates the core of scientific work to provide information to researchers and institutions as material for consideration of research to be carried out.]]>
<![CDATA[Educational video games to improve the learning process ]]>
<![CDATA[Alejandro Cachay-Gutierrez]]>;
<![CDATA[Michael Cabanillas-Carbonell]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i3.26432
<![CDATA[The pandemic has made us quickly migrate to virtual environments, for this reason, we must look for quality education mechanisms, thus continuing with the same level of traditional teaching. This research aims to determine the influence of an educational video game in improving the learning process, for which a study was carried out on first-cycle university students. The level of the research is explanatory, of the applied type, with a quantitative approach and quasi-experimental design. We worked with two groups already formed in which 65 students participated. The following results were obtained: an increase in the grade of motivation of 12.9%, an improvement in the acquired knowledge indicator of 46.34%, and an improvement in the obtained qualification indicator of 12.77%. Therefore, it is concluded that an educational video game influences the motivation, acquisition, and application of learning.]]>
