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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
 159   160   161   162   163 
Using digital tools in STEM education and the impact on student creativity in the field of tribology Skakov, Мazhyn; Ramankulov, Sherzod; Nurizinova, Мakpal; Kurbanbekov, Bakitzhan; Dossymov, Yelmurad
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.30220

Abstract

From a preliminary analysis of the scientific literature, it can be seen that knowledge of science, technology, engineering and mathematics (STEM) has a positive impact on the development of necessary skills in students’ professional activities. However, there are very few studies on the effectiveness of using STEM elements in developing the creativity of future physics teachers in specialized fields. The aim of this study was to develop digital resources as a basis for STEM knowledge and to assess their impact on the development of students’ creativity. Based on special principles of education, constructive method in teaching, modeling methods, digital educational resources were developed and an evaluation experiment was conducted. The experiment involved 86 students (40 in the control group and 46 in the experimental group), and compared the results of traditional learning and STEM learning by using digital resources. The results of the questionnaire assessment showed that STEM education can be very effective in developing students’ creativity. The pedagogical experiment was implemented during the teaching of the author’s course entitled “The physical foundations of tribology.” The results of the study contribute to finding solutions to scientific problems in the field of teaching tribology.
Acceptance of 21st century elements education among teachers in Malaysia Nayan, Nasir; Mahat, Hanifah; Hashim, Mohmadisa; Saleh, Yazid; Kurniawan, Edi; Khotimah, Nurul
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.24863

Abstract

Malaysia’s education development plan 2013-2025 promotes 21st-century learning. Instruction, learning, and school assistance are the key focus. This study selected Rompin State instructors to assess their 21st-century education ability, perspective, and application. The questionnaire was the main data-gathering tool in this quantitative investigation. Standard random sampling chose 152 school teachers. This study used Pearson correlation and t-test for descriptive and inferential analysis. The results showed reasonable knowledge, attitude, and practices (mean=2.95, standard deviation=0.22, 2.94, 0.23, 2.90, 0.29). The t-test showed significant differences in knowledge (t=-2.11, df=157, p 0.05) and attitude (t=-2.26, p 0.05) but not in practice (t=-1.81, p>0.05). Using Pearson correlation analysis, knowledge, and behaviors were moderately positively correlated (r=0.677, p<0.01), whereas attitudes and practices were strongly positively correlated (r=0.837, p<0.1). Teachers have modest knowledge, attitudes, and practices. Teachers must frequently take short courses to improve their 21st-century education. Mandatory authorities and scholars will help instructors professionally grasp 21st-century education. This study found that teachers with 21st-century education literacy can improve their knowledge, attitude, and practice and regularly apply it to their teaching.
Character education content in science textbook for senior high school students Limiansi, Kintan; Suranto, Suranto; Paidi, Paidi; Zuchdi, Darmiyati
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.26389

Abstract

Student textbooks need to contain character education following curriculum objectives. This study aimed to describe the character content in high school science textbooks 10th-grade, analyze the distribution of character content on each topic, and identify similarities in each textbook. The research objectives were answered by inferential content analysis. The books analyzed were two textbooks (one published by the government and one published by a private company). The results showed that both textbooks contained dimensions of the Pancasila student profile presented explicitly and implicitly. The analysis showed that the character content in book 1 was 262 and in book 2 was 463. Book 1 is dominated by critical reasoning (39%) and book 2 is dominated by independence (34%). The distribution of characters on each topic in the two books is different, but both books contain all dimensions of the character profile of Pancasila students. The results of this study are considered for teachers to use various books and learning resources in learning. In addition, the results of this study also provide initial information for future researchers to develop a mechanism for measuring the profile of Pancasila students as a feature of the Independent Curriculum.
A significant systematic review: impact of school head leadership competencies on teacher development Ambon, Josephine; Alias, Bity Salwana; Mansor, Azlin Norhaini
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.31595

Abstract

This article critically examines the impact of school head leadership competencies on teacher continuous professional development (CPD). Utilizing the Preferred reporting items for systematic reviews and metaanalyses (PRISMA) guidelines, a comprehensive search analyze 1,041 English-language publications from 2020 to 2024 taken from the Scopus, Web of Science and Eric databases. These articles collectively underscore the transformative role of leadership in cultivating professional learning community (PLC) enhancing teacher outcomes and spearheading innovative approaches to CPD. The data were collected, reviewed, and underwent a peer-review process before a systematic review. This article synthesizes findings from final articles (n=29) into three main themes: leadership and PLCs, effects of PLCs on teacher outcomes, and innovative approaches to CPD. These themes facilitate not only the CPD of teachers but also contribute to the overall educational environment by fostering collaboration, innovation, and resilience to changes in educational standards and practices. The findings reveal that effective leadership competencies are instrumental in promoting a culture of CPD among teachers. The evidence suggests a compelling link between school head leadership competencies and significant advancements in teacher CPD. This review provides valuable insights for educational policymakers, school administrators and scholars, emphasizing the critical needs for targeted leadership training programs that enhance the efficacy of CPD initiatives.
Influence of digital leadership on Malaysian public university branding: professionals’ identity as mediator Wan Yakob, Wan Rosni; Don, Yahya
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.28286

Abstract

The purpose of this study was to identify the influence of digital leadership on the professional identity and branding of public university education programs in Malaysia. A quantitative method was chosen in this study by using simple random sampling. The study population was 13,804 people, while the study sample was 476 students of education programs at Universiti Utara Malaysia (UUM), Universiti Tun Hussein Onn Malaysia (UTHM), Universiti Putra Malaysia (UPM) and Universiti Malaysia Sabah (UMS) involved. Data was analyzed using IBM-SPSS-Amos version 24. The results of the analysis show the digital leadership has an impact on professional identity and branding of public university education programs in Malaysia. In fact, professional identity are also partial mediators between the relationship between digital leadership and branding. The findings of this study are perceived to have the potential to impact the variable models of the study and represent one of the early research endeavors in this field, serving as a foundation for future studies. In addition, the results of this study are expected to provide new input to university management, stakeholders and investors to be used as a guide during the digital transformation process carried out on campus.
Development and validation of doctoral student social support perception scale Yang, Xiaohan; Yeo, Kee Jiar; Lee, Shih-Hui; Wong, Boon Yew; Handayani, Lina
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.30920

Abstract

The perception of social support is crucial for doctoral students' academic careers, yet there is a notable absence of scales specifically designed to measure the social support that doctoral students receive. Consequently, there is a clear need for an effective tool to assess the level and nature of support perceived by these students. The Doctoral Students Social Support Perception Scale (DSSPS) is a multidimensional instrument developed to evaluate social support received by doctoral students from supervisors, family, and peers/friends. This scale operates in two phases: the first phase uses exploratory factor analysis to identify three potential dimensions of perceived social support: resource provision, emotional inspiration, and appropriate attention. The second phase employs confirmatory factor analysis to demonstrate the scale's robust overall fit. The results also indicate high internal consistency as well as convergent and discriminant validity. These findings suggest that the DSSPS is both an effective and reliable measure to assess the extent and nature of social support perceived by doctoral students.
Collaborative praxis learning to empower rural area: an action research Aziz, Abdul; Barizi, Ahmad; Syuhadak, Syuhadak; Prihadi, Kususanto Ditto; Hamim, Hamim; khayati, Eliya Nur; Mustofa, Syaiful
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.27716

Abstract

The emergence of collaborative learning praxis among adult learners has gained prominence, fostering lifelong practical learning. This approach empowers adults to define their learning goals based on interests and needs, facilitating contextual information sharing, knowledge acquisition, and skill enhancement. Such an approach promotes innovation and creativity, strengthening market competitiveness. This study focuses on collaborative learning’s impact in the village of Sukodono, East Java, Indonesia, post-COVID-19. Collaborative learning facilitated skill development, innovation, and market influence. Action research was employed to restore economic well-being. Themes of healthy environment preservation, community self-help, and market power were explored. The villagers’ adoption of biogas technology, digital platforms for product promotion, and focus on high-demand products showcased the efficacy of collaborative learning. This praxis enhances economic conditions and knowledge acquisition, enabling sustainable community development. Further quantitative studies are recommended to assess long-term impacts.
Families’ involvement at schools: the perspective of the psychosocial duos Gandarillas, Andrea Precht; Anabalón, Yasna Anabalón
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.28290

Abstract

This article aims to investigate the perspective on family involvement of social workers and school psychologists. Based on a qualitative study, we analyzed a corpus of four interviews with psychosocial duos from state-subsidized public schools. We analyzed these interviews by conducting a thematic analysis. The results show that for these professionals, family involvement would ensure the educability of students in a framework of individual parental responsibility, understanding the efforts of schools as a support to the work of parents and guardians. The consequences and relationships of these perspectives for the work with school communities in the framework of public education are discussed.
Communication competence model: how to train ability to say what you really mean Glushanytsia, Nataliia; Tarnavska, Tetyana; Chernukha, Nadiia; Krupnyk, Zoriana; Kostenko, Dmytro
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.29806

Abstract

Business is becoming increasingly multinational. Non-native language communication is a background activity for many jobs and a challenge for those whose first language is not English. The problem is that a non-native language activity distracts attention, increases the risk of misunderstanding, and reduces the effectiveness of professional communication. The article aims to present a Foreign Language Communicative Competence model that is a way to solve the problem and enables fluent, errorless communication that supports professional activity. The main question of the research is what learning conditions, methods and strategies, approaches, and technologies provide the development of foreign language communication competence. We used questionnaires, interviews, psychological diagnostic techniques, observations, and a pedagogical experiment in the research. The pedagogical experiments occurred at the National Aviation University in the 2021 to 2022 academic year. Two groups of second-year students majoring in “Aviation Maintenance” were involved. The experiment outcomes show the enhanced level of students’ foreign language communication competence, motivation, and engagement in learning. The developed model contributes to the ability to concentrate on the job and make quick decisions under the influence of psychological factors like time pressure, stress, or noise while speaking a foreign language.
The effects of design-based art activities on students’ spatial thinking skills Dilmaç, Sehran; Dilmaç, Oğuz
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.30911

Abstract

This study was conducted to determine the effects of design-based learning (DBL) on students’ spatial thinking skills in architectural design education. Spatial thinking skills are of great importance in the architectural design process for architecture students to perceive and comprehend both the surrounding architectural spaces and the architectural product they design from different dimensions and perspectives. In order to gain this skill, DBL approaches based on a cooperative learning approach, which allow students to actively participate in the learning process, were applied. It was tested whether the DBL approach would increase students’ spatial thinking skills and develop skills, such as visual structuring skills, creativity, multidimensional and abstract thinking skills, imagination, problem solving, and multi-function execution. The research model is a pre-test-post-test control group quasi-experimental design. Data were obtained using the spatial thinking skills test. Based on the findings obtained as a result of the research, it was determined that the DBL approach applied in the color and texture course was effective on the spatial thinking skills of 2nd-year architecture students.

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