cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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
 151   152   153   154   155 
Impact of professional development activities on teachers’ formative assessment practices Lam, Le; Lien, Vu Phuong; Hung, Le Thai; Vy, Nguyen Thi Phuong
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.v13i5.29588

Abstract

This study aims to explore the impact of professional development (PD) activities on the practice of formative assessment, mediated by outcome expectancy and self-efficacy. The study used a survey method to unveil compelling insights among 5,546 primary teachers within the context of Vietnam. The findings from partial least squares structural equation modeling (PLS-SEM) demonstrated a significant impact of PD on teachers’ outcome expectancy regarding formative assessment and their self-efficacy in practicing it. The study emphasizes that PD significantly enhances the effectiveness of practice when interconnected with outcome expectancy and self-efficacy. When teachers anticipate positive outcomes and possess strong self-belief, PD notably improves their classroom formative assessment practices. These findings underscore the importance of tailoring PD initiatives to bolster teachers’ outcome expectancy and self-efficacy. By emphasizing these aspects, PD can significantly elevate its positive influence on classroom practices, especially in formative assessment. This study provides crucial insights for educational policymakers and institutions aiming to maximize the impact of PD programs for primary educators in Vietnam.
Examining the psychometric properties of the deputy-principal mentoring questionnaire Hassan, Roslizam; Mohd Tahir, Lokman; Musah, Mohammed Borhandden; Abdul Aziz, Norazah; Hamzah, Lina Mursyidah; Hasnor, Hanin Naziha; Ahmad, Roslee
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.v13i6.29360

Abstract

This article intends to inspect and validate the Malay language version of the self-developed instrument on informal leadership mentoring used by principals with their deputy principals in the Malaysian primary school context. This article relies on the survey responses by 318 Malaysian primary deputy principals. Descriptively, the responses to all 25 items produced high mean scores which indicated that deputy principals are well-satisfied with the mentoring and guidance provided to improve their leadership prowess. Based on exploratory factor analysis, three factors emerged: guidance, informal approaches, and substituting principals in official meetings. However, the third factor was removed because it was only represented by one item. Thus, there are two major factors: guidance and informal approaches with 24 items, all of which had high factor-loading values and were consistent in their internal validity. In addition, the average variance extracted and composite reliability were also calculated which received acceptable values. Lastly, the confirmatory factor analysis (CFA) results indicated that all 24 items achieved acceptable values.
Action competence for sustainability instrument base on spirituality for prospective science teacher Husamah, Husamah; Suwono, Hadi; Nur, Hadi; Sabilah, Fardini
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.v13i6.30173

Abstract

Science teachers are the main actors in developing students’ action competence for sustainability (ACS) in the future. Considering that the majority of teachers and prospective science teachers have a spiritual foundation, the spiritual aspect should be an integral part of the ACS. Therefore, an instrument is needed that can measure the level of ACS that includes aspects of spirituality in it. This study was designed to develop and validate an instrument for prospective science teacher in in the form of action competence for sustainability instrument base on spirituality (ACSIS). The instrument was developed based on previous research findings and focus group discussions involving eleven experts. The factors and internal consistency were examined by involving 634 prospective science teachers in Indonesia. Validity and reliability were tested using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). This study’s results showed 21 questionnaire items (four dimensions) with acceptable internal validity and consistency. The ACSIS is recommended to measure the level of ACS for prospective science teachers, specifically in Indonesia, and countries that have the same characteristics of educational problems and potential.
A systematic review of impostor syndrome in higher education Yang, Xiaohan; Yeo, Kee Jiar; Lee, Shih-Hui; Handayani, Lina
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.v13i6.30726

Abstract

Impostor syndrome is a psychological phenomenon characterized by persistent feelings of inadequacy and self-doubt despite evidence of competence and success. This systematic review aims to explore the prevalence, impact, and factors associated with impostor syndrome among individuals in higher education settings based on recent 6 years’ publication in journals (from 2019 to 2024). A comprehensive search of electronic databases was conducted, yielding a total of 37 relevant studies that met the inclusion criteria. The findings suggest that impostor syndrome is a prevalent issue among students and faculty academic staff in higher education, with varying degrees of severity. The syndrome can negatively impact academic performance, career development, and overall well-being. Several factors contribute to the development of impostor syndrome, including gender, minority status, high achievement orientation, and perfectionism. However, further research is needed to better understand the underlying mechanisms and effective strategies for addressing impostor syndrome in higher education.
Academic achievements of medical student related to interactive problem-based learning in blended learning context Troyanskaya, Marija; Garnova, Natalya; Filippova, Alla; Ustyuzhina, Olga; Pronkin, Nikolay
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.v13i5.28174

Abstract

The purpose of the current study is to prove the effectiveness of using interactive elements in problem-based learning (PBL) for medical students. The simultaneous use of interactivity and a problem-solving approach makes it possible to improve the pedagogy of distance learning and improve the training of medical specialties. In the study, 120 medical students of 4-5 university courses were enrolled, who were divided into 3 groups, a control group and two experimental ones, who received intervention one in the form of PBL, the second - PBL and also interactive elements in blended learning. Participants in the groups were randomly selected but with an equal representation of men and women aged 21 to 23 years. The results were measured using the university 12-point system and the presence of statistically significant differences was established using the student’s t-test. It was found that in experimental groups, the results of the post-test of academic achievement were statistically significantly higher than the pre-test. At the same time, the best changes were recorded in the group with PLB and interactive training at the same time. There were no statistically significant differences between genders within each group or between groups; however, females performed slightly better on average than males. Practically, the results of the study can be used to improve the academic training of physicians during distance learning and to improve practical problem-solving skills. The current study can be used in further analysis of PBL of medical students subject to the global integration of digital technologies in educational systems.
Enhancing pre-service teachers’ TPACK through the integrating of community of practice and lesson study Cojorn, Kanyarat; Seesom, Chaweewan
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.v13i6.29240

Abstract

This study explores the impact of a combined community of practice (CoP) and lesson study (LS) approach on fostering technology pedagogical content knowledge (TPACK) in student teachers. TPACK encompasses various knowledge areas, including technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technology content knowledge (TCK), and technology pedagogical knowledge (TPK). The study employs combined CoP-LS practices in two distinct CoPs: CoP A characterized by varied experiences, and CoP B comprising members with comparable experiences. Data gathered through questionnaires and group discussions. The findings reveal that the CoP-LS activities effectively enhance TPACK among student teachers, leading to improved confidence in designing learning activities. Both CoP A and CoP B show overall enhancements in TPACK, with CoP A exhibiting superior development across all dimensions. Further analysis demonstrates that CoP A exhibits greater advancements in PK and PCK, transitioning from the adapting level to the advancing level. Moreover, TCK and TPK demonstrate progress from the exploring level to the advancing level within CoP A. In contrast, CoP B showcases advancements in TK from the exploring level to the advancing level, while no notable changes are observed in CK, PK, PCK, TCK, and TPK.
Implementing an online course in the MOOC environment with a focus on science and mathematics education Kazakova, Julia; Shastina, Elena; Gibadulina, Ilzira
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.v13i6.28161

Abstract

The study focused on the development and evaluation of an online course in the massive open online courses (MOOC) environment, specifically targeting science and mathematics education. The goal was to utilize pedagogical design principles, particularly those derived from the analysis, design, development, implementation, and evaluation (ADDIE) model, to create an effective learning experience for students in different years of study. The online course was hosted on the edX platform, which is a popular platform for MOOCs. The assessment of the online course covered various criteria: interface, interaction, and design. The criteria of interface, interaction, and design received high marks from students of the two groups. The study found that the participants were highly engaged during the training, which is a positive outcome. The analysis of interest in online learning among first- and fourth-year students shows that first-year students had an average level of interest in online learning of 4.50 with a standard deviation of 0.32. Fourth-year students had an average level of interest of 4.45 with a slightly larger standard deviation of 0.41. Student engagement is an important factor in effective learning, as it reflects their active involvement and motivation in the learning process.
International class curriculum development model: a case study in Indonesia and Malaysia universities Wahidmurni, Wahidmurni; Octaberlina, Like Raskova; Nor, Mohd Roslan Mohd; Nikmah, Faridatun; Hanifah, Nur Hidayah; Ningrum, Dian Eka Aprilia Fitria; Mubarok, Harir; Rabbani, Imdad
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.v13i5.28582

Abstract

Internationalization of the curriculum in holding international classes is an important topic in efforts to internationalize universities. This research aims to investigate the concept of curriculum design, implementation, and review of international class curricula. A qualitative approach with a case study design is applied to examine the best practices of one of the universities in Indonesia and Malaysia included in the Quacquarelli Symonds World University Rankings (QS-WUR) ranking. Data collection is carried out using documentation techniques by searching the university website, observing, and interviewing informants such as: program managers, students, lecturers, and academic support staffs. The research results show that: i) the curriculum design adopts the national curriculum by adding an introduction to local culture and language, as well as developing an international experience program; ii) curriculum implementation is carried out by opening special classes in Indonesia and regular classes in Malaysia, international experience is mandatory in Indonesia and optional in Malaysia; and iii) curriculum reviews are carried out periodically by the study program with support from the internal quality assurance unit involving stakeholders, to be further assessed through national and international accreditation. The research results become an initial reference for universities in the context of campus internationalization by opening international classes through curriculum internationalization.
The influence of accounting students’ personality traits toward their entrepreneurship intention Ahmad, Noor Lela; Fazil, Nadiah Farhanah Mohd; Yusof, Rohaila; Jamaluddin, Nor Sa’adah; Yahaya, Rusliza
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.v13i5.29183

Abstract

This paper intends to explore entrepreneurship intention among the youth by examining their personality traits. The respondents of this study were accounting students in their final year from seven public universities across Malaysia. A validated questionnaire was employed and distributed to representatives of each university, obtaining a total of 756 responses. The collected data was analyzed using descriptive statistics and utilized partial least square-structural equation modelling (PLS-SEM) to analyze the hypotheses. The results revealed that personality traits influence entrepreneurship intention of accounting students’ and conscientiousness being the most significant trait with a coefficient of 0.612. This paper suggests that personality traits namely conscientiousness, extraversion, openness to experience and agreeableness can boost entrepreneurship attitude, thus it should be optimized systematically into the education context to shape young personalities that are inclined towards entrepreneurship. Essentially, Ministry of Higher Institution, universities, colleges, and schools are advised to shape entrepreneurial personalities through the education curriculum and frequent practical sessions with inspiring entrepreneurs in the industry. Further, integrating the elements of personality traits into entrepreneurship education can serve as a guide for financial management of a business.
How do elementary school teachers shape their students' self-regulated and creativity in learning mathematics? Bistari, Bistari; Hamdani, Hamdani; Rustam, Rustam; Dashela, Tarina; Mumtazah, Nadia Wardah; Veven, Veven
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.v13i5.29296

Abstract

So far, mathematics learning has only focused on a curriculum that prioritizes outcomes over processes, so attitudes are rarely the target of learning. In fact, a positive attitude, especially self-regulated and creativity, is needed in learning mathematics and must have been formed since elementary school. This research, with the aim of describing efforts to establish independence and creativity in learning mathematics by elementary school teachers in West Kalimantan, uses a qualitative descriptive method with a questionnaire as a research instrument. The results of the study show that: (i) the formation of self-regulated learning by the teacher is very good, especially in the indicators of disciplined behavior. However, it needs to be improved on indicators of behaving based on one's own initiative; and (ii) the formation of learning creativity by the teacher is very good, especially on the indicator of having a great curiosity. However, it needs to be improved on indicators of diligent behavior and not getting bored easily.

Page 153 of 213 | Total Record : 2123

 151   152   153   154   155 

Filter by Year

2012 2026


Reset
Filter By Issues
All Issue Vol 15, No 1: February 2026 Vol 14, No 6: December 2025 Vol 14, No 5: October 2025 Vol 14, No 4: August 2025 Vol 14, No 3: June 2025 Vol 14, No 2: April 2025 Vol 14, No 1: February 2025 Vol 13, No 6: December 2024 Vol 13, No 5: October 2024 Vol 13, No 4: August 2024 Vol 13, No 3: June 2024 Vol 13, No 2: April 2024 Vol 13, No 1: February 2024 Vol 12, No 4: December 2023 Vol 12, No 3: September 2023 Vol 12, No 2: June 2023 Vol 12, No 1: March 2023 Vol 11, No 4: December 2022 Vol 11, No 3: September 2022 Vol 11, No 2: June 2022 Vol 11, No 1: March 2022 Vol 10, No 4: December 2021 Vol 10, No 3: September 2021 Vol 10, No 2: June 2021 Vol 10, No 1: March 2021 Vol 9, No 4: December 2020 Vol 9, No 3: September 2020 Vol 9, No 2: June 2020 Vol 9, No 1: March 2020 Vol 8, No 4: December 2019 Vol 8, No 3: September 2019 Vol 8, No 2: June 2019 Vol 8, No 1: March 2019 Vol 7, No 4: December 2018 Vol 7, No 3: September 2018 Vol 7, No 2: June 2018 Vol 7, No 1: March 2018 Vol 6, No 4: December 2017 Vol 6, No 3: September 2017 Vol 6, No 2: June 2017 Vol 6, No 1: March 2017 Vol 5, No 4: December 2016 Vol 5, No 3: September 2016 Vol 5, No 2: June 2016 Vol 5, No 1: March 2016 Vol 4, No 4: December 2015 Vol 4, No 3: September 2015 Vol 4, No 2: June 2015 Vol 4, No 1: March 2015 Vol 3, No 4: December 2014 Vol 3, No 3: September 2014 Vol 3, No 2: June 2014 Vol 3, No 1: March 2014 Vol 2, No 4: December 2013 Vol 2, No 3: September 2013 Vol 2, No 2: June 2013 Vol 2, No 1: March 2013 Vol 1, No 2: December 2012 Vol 1, No 1: July 2012 More Issue