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
 161   162   163   164   165 
Generic green skills: maturity level of vocational education teachers and students in Indonesia Mutohhari, Farid; Sudira, Putu; Pardjono, Pardjono; Suyitno, Suyitno; Warju, Warju; Isnantyo, Fajar Danur; Majid, Nuur Wachid Abdul
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.v14i1.29191

Abstract

Vocational education (VE) is one of the institutions that must answer environmental problems by providing green job skills to its students. However, VE in Indonesia still experience various obstacles in providing this provision, so the aim of this research aims to analyze the extent of the level of green skills (GS) in teachers and students in this country, which includes the dimensions of cognitive, interpersonal and intrapersonal competence as an illustration for developing a priority scale for improvement. In addition, examining the differences and correlations between dimensions and the contribution of dimensions to GS as a whole is an additional goal. The survey method was carried out using a generic GS questionnaire instrument in VE that have Adiwiyata status. Data were analyzed using three stages: descriptive analysis, ANOVA-post hoc Tukey test, and path analysis. As a result, students’ GS still show a low category, while teachers get a high category. Between dimensions show no significant differences. Finally, all competencies have a significant relationship and can construct overall GS. These results indicate that there is still a need to strengthen teacher competencies in GS-based learning management and strengthen collaboration with all levels of society.
A scientometric review of digital competency among educators during the past 10 years Mohd Rosli, Nur Dania; Md Khambari, Mas Nida; Wong, Su Luan; Zakaria, Noor Syamilah; Abdullah, Kamilah; Hamzah, Siti Raba’ah; Moses, Priscilla; Abdrahim, Nur Aira
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.v14i1.29962

Abstract

This study interest in examining the digital competency of educators in educational institutions. Digital competency is of utmost importance in today’s technologically advanced society due to the pervasiveness of technology not only in the classroom but also in our daily lives. This study analyzed 1,189 journal articles from the Scopus database based on bibliographic coupling and co-word analysis using bibliometric analysis. The period of time covered by the study was from 2013 to 2022. Findings indicated that there has been an increase in the number of studies concentrating on digital competency among educators, with this increase becoming more pronounced during the COVID-19 outbreak. Significant themes emerged in relation to educators’ digital competence, particularly concerning the significance and global impact of these characteristics. Bibliographic coupling yields five clusters for current research, whereas coword analysis yields four clusters for predicting future trends. As a result, some suggestions were made with the intention of contributing to the relevant research community based on study’s findings.
A new protist literacy assessment for university students Hardianto, Hardianto; Mahanal, Susriyati; Susanto, Hendra; Prabaningtyas, Sitoresmi; Zubaidah, Siti
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.v14i1.31293

Abstract

Protists are organisms that have close involvement with student life, especially in maintaining the balance of ecosystems on earth. Literacy instruments about protists are important to develop because students need to know the relationship between protists and life. This instrument was developed because there is no specific instrument to measure student protist literacy. The purpose of this study is to develop a new protist literacy assessment (N-PLA) for university students. The N-PLA development process consists of three stages, namely, i) dimension development, item development, and expert validation; ii) exploratory factor analysis (EFA), content validity, and data reduction; iii) internal consistency through confirmatory factor analysis (CFA). The results of the study found seven dimensions of protist literacy with a total of 36 items: conceptual knowledge (CnK) (7 item), relation information (RlI) (6 item), fact evaluation (FcE) (5 item), real solution (RlS) (5 item), argument identification (ArI) (3 item), self-confidence (S-C) (4 item), and scientific value (ScV) (6 item). The developed N-PLA has a relationship between dimensions and items based on EFA and CFA test results. N-PLA has two types of instruments, namely by using tests and questionnaires to be able to measure the cognitive and affective of students. N-PLA is recommended as a measuring tool that can measure the protist literacy of university students. The results of measuring student’s protist literacy become a reference in empowering students protist literacy in the learning process in university.
The mediating effect of study habits between parental involvement and algebraic problem-solving achievement Ali, Imdad; Das, Samiran
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.v14i1.29941

Abstract

Algebra is the major branch of mathematics that deals with numbers, and symbols are mostly used in problem-solving. Students often struggle to learn mathematics due to the difficulties of solving algebraic problems at the secondary level. Several factors affect student problem-solving achievement (PSA). The present study aims to examine the mediating effect of study habits (SH) in the relationship between parental involvement (PI) and algebraic PSA. For this purpose, a study habits scale and a parental involvement scale are used, and a problem-solving test is done for algebraic problem-solving. In this correlational study, Baron and Kenny’s series of regression models is used to test the mediating effect of SH. The findings revealed that that PI, SH and algebraic PSA are positively correlated. Also, it is confirmed that SH mediates the relationship between PI and algebraic PSA because there is no longer any significant effect of PI on PSA after SH is included in the model. It is recommended that students’ problem-solving skills be developed through their better study habits. Increasing parental support may promote students better SH, which in turn better achievement in problem-solving. Parents and teachers should monitor and encourage students’ study habits for better performance in problem-solving and mathematics as a whole.
Development and validation of Indonesian youth career identity scale: the Rasch analysis Agungbudiprabowo, Agungbudiprabowo; Purwanta, Edi; Wangid, Muhammad Nur
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.v14i1.29802

Abstract

Career identity is one of the most important psychosocial developmental tasks for adolescents. The development of career identity in adolescence will prevent humans from experiencing identity confusion which will have an impact on further developmental tasks. This research answers the need for this measurement tool by developing and validating a career identity measurement tool called the Indonesian youth career identity scale (IYCIS). This instrument consists of 55 items in two aspects: career exploration and commitment. This study uses Rasch analysis to test the validity of the IYCIS construct. The construct validity test involved 200 high school students in Yogyakarta, Indonesia. Data analysis using Winstep software provides information about the quality of respondents and instruments, items that are easy and difficult for respondents to agree on, items that are made to order, and unidimensional. The results of applying the Rasch analysis show that IYCIS is good, precise, and has an item fit with the model. IYCIS is a reliable and valid measurement tool for accurately measuring the level of student career identity. This study discusses the implications and recommendations for further research on the implementation of guidance and counseling that contains career identity as a follow-up to IYCIS performance.
A systematic review of the changes, challenges, and implications of China’s teacher education policies (2012 to 2023) Zhi, Huang; Ravindran, Latha; Amini, Mansour
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.v14i1.29770

Abstract

Although China’s teacher education policies have achieved significant progress in improving teacher quality, they have also undergone substantial changes and encountered new challenges. It is necessary to systematically analyze policies from the past decade to achieve a prudent balance between the immediacy and foresight of policymaking. This systematic analysis paper examines China’s teacher education policies from 2012 to 2023, reviewing relevant policy documents from authoritative sources. The study reveals a strategic shift towards fostering comprehensive and innovative teacher talent, promoting professional development, and addressing urbanrural education disparities. Emphasis is placed on strengthening professional ethics and creating a societal atmosphere of respect for teachers. However, challenges arise, including the “de-normalization” of teacher education in higher education institutions, regional disparities in teacher resources, and issues in in-service teacher education. These findings have profound implications for the future of teacher education policies, both within China and globally. They underscore the need for ongoing policy review and adaptation, the importance of balance between research and teaching in teacher education programs, and the need for a more integrated and streamlined approach to in-service teacher education and professional development. The study provides insights for policy development in the field of teacher education.
Kazakhstan’s universities: global challenges and local duties improving education quality Nurgaliyeva, Saniya; Zeinolla, Saule; Aben, Assel; Iskendirova, Saule; Ismukhanova, Gulnara
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.v14i1.31852

Abstract

Over the years of independence, Kazakhstan has developed a higher education (HE) system that incorporates both national characteristics and international standards. However, the system still struggles to meet new challenges, and its scale, while comparable to global standards, does not yet reflect the growing requirements for quality education essential for ensuring competitiveness. The study aims to evaluate the extent of variability in Kazakhstan’s policies as they navigate between global challenges and local objectives in the pursuit of higher education quality. A quantitative method was utilized to collect and analyze the study data to identify relationships, test hypotheses, and draw generalizations. The study sample consists of a total of 1,200 educators from various universities. The study findings revealed that Kazakhstan is rapidly advancing to the third stage of HE internationalization, striking a balance between importing and aspiring to export HE. This study is important as it provides valuable insights into how Kazakhstan’s modern universities can effectively manage the intersection of global challenges and regional obligations to enhance the quality of HE.
Instructional leadership as a catalyst for organizational commitment: insights from a systematic literature review Othman, Cammellia; Busari, Abdul Halim
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.v14i1.30474

Abstract

This research intends to provide insight on the relationship between instructional leadership and organizational commitment, with a specific emphasis on the timeframe spanning from 2009 to 2023. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) approach, this study conducted a systematic search of academic databases, including Web of Science (WoS), Scopus, and ERIC. The search produced a large selection of papers, reviews, and articles about organizational commitment and instructional leadership. The analysis demonstrated the critical role that the impact of instructional leadership on organizational commitment played by using an advanced search strategy involving keywords, such as “instructional leadership,” “educational leadership,” “school leadership,” “organizational commitment,” “employee commitment,” and “workplace commitment.” The review identified three main themes from the final dataset, which included 33 items. These themes were: i) instructional leadership and teachers; ii) organizational commitment and school leadership styles; and iii) leadership in diverse educational contexts. The key themes were then validated by experts. The analysis reveals school leaders’ potential contributions to organizational commitment, which has consequences for educational leadership and management.
Unraveling social and economic problems: what basics of critical thinking skills are needed? Sri Utami, Wiwik; Kusaeri, Kusaeri; Ridho, Ali; Yusuf, Ahmad; Widodo, Bambang Sigit; Prastiyono, Hendri; Murtini, Sri
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.v14i1.29180

Abstract

Equipping knowledge and developing critical thinking skills about social and economic issues to students is important. This study aimed to analyze the ability of prospective students of Islamic State of Madrasah of Insan Cendekia (ISM-IC) to think critically about socioeconomic problems. This research reveals a critical thinking skills gap among prospective students of Madrasah Tsanawiyah/Islamic Junior High School (IJHS) and non-IJHS who participated in the national selection of new students (NSoNS). This study uses a cross-sectional survey approach with standard instruments from the NSoNS ISM-IC. Data was obtained from 1,832 participants in the social sciences group test, consisting of 1,197 people from IJHS and 635 from non-IJHS. Data analysis using R Programming, package ‘ggstatsplot’, and via Microsoft Excel. The result is: i) a gap in social studies scores between IJHS and non-IJHS students of -0.215, with the social studies scores of IJHS students lower than non-IJHS; ii) critical thinking skills are proven to have a very real impact on the occurrence of social studies score gaps, through the inability of students to answer the higher-order thinking skills (HOTs) category questions. This finding indicates the urgency of the education unit to provide nuanced literacy models and learning and HOTs to increase think of critic ability about socioeconomic matter.
Perceive social support, academic self-efficacy, and learning engagement among high school students in China Yang, Liu; Hooi Lian, Lim
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.v14i1.31029

Abstract

The aim of this study was to analyze the mediating role of academic self-efficacy in the relationship between perceive social support and learning engagement among Chinese senior high school students. A quantitative research method was adopted, and 572 Chinese senior high school students from Inner Mongolia Autonomous Region in China completed three self-report questionnaires. Correlation analysis revealed that senior high school students perceive social support, academic self-efficacy, and learning engagement were significantly correlated with each other. In addition, structural equation modeling analysis showed that perceive social support exerted its indirect effect on learning engagement through the mediation of academic self-efficacy. These findings have practical implication for government policymakers, education administrators, teachers, students, and parents, informing evidence-based policies, interventions, and strategies to enhance learning engagement and academic success.

Page 163 of 213 | Total Record : 2123

 161   162   163   164   165 

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