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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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The interplay of factors affecting online learning experience in higher education Fredy, Fredy; Purwanty, Ratna; Sari, Desy Kumala; Prihandoko, Lastika Ary
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28935

Abstract

Education has undergone a profound transformation, transitioning significantly from traditional face-to-face instructional approaches to a predominant reliance on online learning methodologies. This sudden change leaves questions on how to provide an affective and satisfying online leaning for students. As prior studies revealed, many factors affect the success of implementing online learning, specifically for higher education students. As a response, this quantitative study was intended to investigate the interplay of factors affecting online learning experience in higher education namely anxiety, motivation for learning, self-directed learning, online learning attitude, and computer-internet self-efficacy. An exploratory factor analysis (EFA) included 20 items of online survey distributed to undergraduate students (n=329) from several faculties at one Indonesian university to explore this issue. This study used the partial least squares structural equation modeling (PLS-SEM) application to explore the interplay among six constructs. The results showed that all six constructs namely anxiety, motivation for learning, self-directed learning, online learning attitude, computer-internet self-efficacy, and online learning experience were positively associated. It meant that those factors were statistically proven to affect students’ online learning experiences. Educators could use these results as a consideration in implementing online learning more effectively. Further implications of pedagogical practice and further research are discussed.
The effect of ethnography-based outdoor learning methods on elementary students’ activities and learning outcomes Hendratno, Hendratno; Wiryanto, Wiryanto; Istiq'faroh, Nurul; Primaniarta, M. Gita
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29256

Abstract

The cultural approach as a social studies learning resource can be carried out using ethnography-based outdoor learning methods for elementary school students. It adopts a quantitative research methodology employing experimental techniques. The population used is class V (fifth-grade) students in a sub-district. The number of students identified was 172. The sampling technique used was purposive sampling. Purposive sampling was utilized to select participants, dividing them into experimental and control groups. The quasi-experimental approach employed a posttest-only design with a nonequivalent group procedure. Hypothesis testing was selected to further examine the relationship between the independent and dependent variables. Multivariate analysis of variance (MANOVA), was employed to analyze questionnaire responses and learning results, yielding a significant value of 0.000, which is less than 0.005, thus accepting the alternative hypothesis (Ha). The findings indicate statistically significant influence of ethnography-based outdoor learning activities for both students’ engagement and academic performance in fifth-grade classrooms. These results underscore the potential of integrating indigenous knowledge-based learning innovations into elementary education.
Factors effects on e-learners’ satisfaction at the higher education institutions in Saudi Arabia Ahmad, Ateeq; Padlee, Siti Falindah; Saadon, Mohd Saiful Izwaan
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28818

Abstract

To give e-learners enough freedom during their learning experiences, interactive learning, or “e-learning” as it is more commonly known, uses information and communication technologies. Because it provides e-learners with several benefits, e-learning has garnered a lot of attention in the education sector during the COVID-19 epidemic. This study’s primary goal is to assess how internet connection (ICS) and service quality (SVQ) affect e-learner satisfaction (ELS). This study assessed the effects of factors (service quality and internet connection) on e-learner satisfaction in Saudi Arabian higher education institutions. The investigation was carried out using a quantitative technique. Information was acquired from Saudi Arabian universities. A total of 350 questionnaires were reviewed. The relationship between factors (service quality and internet connection) and their effect on the satisfaction of e-learners was examined using structural equation modeling (AMOS SEM). The study’s results demonstrated that factors including SVQ and ICS have a positive effect on how satisfied e-learners are. This article recommends that responsible authorities pay special attention to ensuring quality and existing regulations and standards to address the issues that could affect ELS with e-learning in Saudi Arabian higher education institutions.
Measuring the level of self-awareness among faculty members in universities: demographic factors AL-Tkhayneh, Khawlah M.; Hadi, Samer Abdel; Ellala, Ziyad Kamel
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28816

Abstract

This study aimed to measure the level of self-awareness among university faculty members, considering various demographic variables such as gender, academic specializations, and experience. The research was conducted on a sample of faculty members from four universities in Jordan and the United Arab Emirates (UAE): two from Jordan and two from the UAE. A sample of 172 faculty members was selected using an appropriate non-probability sampling technique. The researchers invited the entire study sample to participate in the self-awareness scale (SAS), developed using a translated Arabic version. The study found that the level of self-awareness among the sample was moderately average, with a mean score of 3.54. Additionally, according to the survey, there were no discernible gender disparities in self-awareness among university faculty members. However, there were statistically significant differences among faculty members in the sub-dimensions of realistic caution and self-reflection based on the experience variable, favoring faculty members with 11 or more years of experience. Significant differences were also observed in realistic awareness and indifference to external cues among faculty members specializing in humanities and social sciences compared to those in other specializations.
Evaluation of the scholarship program by the education fund management institute in Indonesia Putra, Fahdiansyah; Rahman, Abdul; Kasim, Azhar
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.26195

Abstract

The primary objective of this investigation is to conduct a comparative analysis between the target formulation and outcomes of the Education Fund Management Institute (LPDP) scholarship program and the targeting outcomes of program model. The research paradigm employed is post-positivism, utilizing qualitative methods to explore program development and assess its effectiveness. Two key conclusions emerge from this study: i) the prescribed structure of the LPDP scholarship program is considered insufficient, marked by a focus on outcomes and activities and ii) the LPDP scholarship program's performance has fallen short of anticipated standards, primarily attributable to a significant disparity between scholarship recipients and program graduates. In light of these findings, five recommendations are proposed for future enhancements to the LPDP scholarship program: i) undertake a comprehensive study to develop a vision for addressing the human resource needs in Indonesia, taking into account regional variations, industries, professions, and scientific disciplines; ii) incorporate scholarship initiatives targeting the foundational stratum; iii) foster collaboration with ministries and institutions engaged in comparable program management and industry sectors; iv) adjust the standard of living and payment mechanisms accordingly; and v) implement stringent consequences within the LPDP framework for scholarship recipients who fail to graduate within the stipulated timeframe.
Information overload, anxiety, stress, and depression of online distance learners Masrek, Mohamad Noorman; Baharuddin, Mohammad Fazli; Jalil, Abdurrahman; Aman, Fadhilah
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29009

Abstract

In the ever-expanding landscape of online education, the mental well-being of online distant learners has emerged as a critical concern. This study delves into the complex interplay between information overload, stress, anxiety, and depression among online distant learners in Malaysian universities. Using a survey research method and utilizing perceptual measures, we explored the psychological states of online distant learners in Malaysia. Based on the analysis of 384 responses, the results showed that online distant learners did not report experiencing information overload, stress, anxiety, or depression. Despite this absence, the study identified significant positive associations between information overload and stress, information overload and anxiety, as well as between stress and anxiety, and anxiety and depression. The implications of this study resonate profoundly in the realm of online education policy-making and implementation.
The effect of the mathematics instruction model on enhancing mathematical thinking Iamcham, Narunat; Chanchusakun, Saranya
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.29609

Abstract

The objectives of this research were to study the efficacy of the mathematics instructional model (BRIGHT model) based on realistic mathematics education (RME) and model-eliciting activities (MEAs) approaches to enhance mathematical thinking (MT) for upper primary school students as follows: i) to compare the mathematics achievement of students before and after studying with the BRIGHT model, ii) to compare the MT of students before and after studying with the BRIGHT model, and iii) to evaluate the students' and mathematic teachers' satisfaction on learning activities by using the BRIGHT model. The results of this research were as follows: i) the mathematics achievement and MT of students after studying were significantly higher than before studying with the BRIGHT model; ii) the student satisfaction with learning activities using the BRIGHT model was satisfied all aspects of the assessment. The mean scores from highest to lowest were as follows: benefits that student received, learning atmosphere, and learning activities, respectively; and iii) the satisfaction teachers and educational superiors were very satisfied with the learning management process and applying the BRIGHT model. Therefore, learning through the BRIGHT mathematical modeling has shown all aspects of students' and mathematic teachers' expected development.
Empirical analysis of language learning strategies for optimizing online language courses Lip, Rashidah; Salam, Sazilah; Mohamad, Siti Nurul Mahfuzah; Kar Mee, Cheong; Poh Ee, Tan; Ismail, Nurmaisarah; Mohd Yusoff, Azizul; Lestari, Uning; Ahmad Fesol, Siti Feirusz
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29418

Abstract

In today’s changing education world, online language classes are becoming more important. Recognizing the important role of the relationship between language learning strategies and students’ preferences, our empirical study examines the patterns or factors that explain the observed correlations among variables to provide insights in optimizing online language courses. Addressing a critical gap in the existing literature that has traditionally treated language learning strategies and online language education as distinct entities, our survey-based research collected comprehensive data from students enrolled in online language courses. Focused on six key language learning strategies: memory, cognitive, compensation, metacognitive, affective, and social. The research shows a delicate connection between these strategies and students’ preferences in online teaching mode. The empirical findings provide insights into certain strategies that work better for specific online learning methods. This helps us grasp the varied preferences of groups of students. This research enriches online language education by revealing an unexplored connection between strategies and preferences and provides a valuable resource for educators and course designers. The information given helps make online language classes better. It ensures that students learn languages more effectively online, considering their functional and practical needs in online learning.
Validity of instrument to measure mathematics teachers’ perceptions towards 4C skills in problem solving Zakaria, Mohamad Ikram; Noor Nasran, Nik Abdul Hadi; Abdullah, Abdul Halim; Alhassora, Najua Syuhada Ahmad; Hanid, Mohd Fadzil Abdul
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.29442

Abstract

In the contemporary education 4.0 landscape, teachers are urged to prioritize the communication, collaboration, critical thinking, and creativity (4C) skills during teaching and learning, recognized as crucial skills for the 4.0 industrial revolution (I.R 4.0). This research aimed to develop and validate an instrument assessing mathematics teachers' perceptions of the 4C skills through problem-solving teaching method. Employing a quantitative research design, the study utilized a questionnaire for data collection, involving four experts and 120 participants. Descriptive analysis using Cronbach's alpha and exploratory factor analysis (EFA) revealed a high reliability (Cronbach's alpha=0.934) and factor eigenvalue exceeding 1. The KMO values (Kaiser–Meyer–Olkin) for each construct were 0.50, and Bartlett's Test was significant (<0.5). Additionally, each item demonstrated a factor loading value above 0.50 and a variance percentage of ≥60%. The instrument comprised 4 sub-constructs and 16 fitting items. In summary, the study affirms the utility of this instrument in investigating mathematics teachers' perceptions of 4C skills through problem-solving teaching methods.
Challenges of using ChatGPT in education: a digital pedagogy analysis Murtiningsih, Siti; Sujito, Arie; Khin Soe, Khin
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.29467

Abstract

This research explains into the challenges posed by the increasing utilization of Chat generative pre-trained transformer (ChatGPT) in educational settings and proposes solutions to mitigate its potential negative impacts. The widespread adoption of artificial intelligence, exemplified by ChatGPT, in learning environments from elementary to higher education levels, raises concerns about its impact on critical thinking and reflection among students. Through a comprehensive literature review encompassing journals, scientific articles, news, and previous research, this study identifies the challenges associated with ChatGPT’s usage in education in the digital era. One significant challenge is the potential reduction in students’ ability to think critically and engage with reality due to overreliance on ChatGPT for assignments. Moreover, excessive dependence on ChatGPT risks diminishing the quality of human resources in education. To address these challenges, educators need to develop strategies to harness technological advancements effectively while fostering critical thinking skills in students. This research underscores the importance of equipping educators with the necessary skills to navigate the digital landscape and prevent academic dishonesty facilitated by ChatGPT.

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