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[iFoodAR: augmented reality for high school food design technology ]]>
<![CDATA[Safura Azizoon, Nur Ain]]>;
<![CDATA[Wan Ahmad, Wan Nurlisa]]>;
<![CDATA[Ahmad Fizal, Qistina]]>;
<![CDATA[Jing Rui, Tang]]>;
<![CDATA[Kamaruzaman, Mohd Yusof]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.29702
<![CDATA[Technology is advancing with the times. Augmented reality (AR) received great attention in education because it focuses on technology that connects the real and virtual worlds in real-time. The blending of AR technology and educational content aims to generate innovative thinking that can improve the effectiveness of teaching and learning for students in real-life scenarios. This study aimed to develop an AR module and application (apps.) for high school students to learn about food technology. Five phases of the analysis, design, development, implementation, and evaluation (ADDIE) model were used to develop food technology applications in the classroom based on AR technology. An interview was conducted to obtain the usability of the AR module from the selected expert. The results showed that iFoodAR fulfilled the requirement in line with the standard curriculum and assessment document (DSKP) of the Malaysian Ministry of Education and gained positive feedback on using AR in the classroom from the expert teachers. It is concluded that iFoodAR apps have the potential to cater the diversity learning styles, leading to a shift in teaching methods incorporating more interactive and visually stimulating learning experiences.]]>
<![CDATA[Exploring university students’ perceptions and engagement in game-based learning ]]>
<![CDATA[Hamadneh, Burhan]]>;
<![CDATA[Fikry, Amr]]>;
<![CDATA[Talaat, Mohammed]]>;
<![CDATA[Abbas, Ahmed]]>;
<![CDATA[Ghanem, Reham]]>;
<![CDATA[Ramzy, Samah]]>;
<![CDATA[Aly, Mohamed]]>;
<![CDATA[Elkilani, Ahmed]]>;
<![CDATA[Mabrouk, Sherin]]>;
<![CDATA[Aloqlah, Reema]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.30494
<![CDATA[Students in academia are facing serious challenges such as engagement, which causes academicians to question the quality and effectiveness of the teaching pedagogy. As such, new adapted innovative technological tools such as gamifications have been introduced to learning activities experiences and skills acquisition. However, little is known about the implementation of such technologies, which have been relatively underexplored in education literature. The primary objective of this study is to identify the perceptions of students and evaluate their engagement considering the use of gamification in the learning process. There were 210 respondents enrolled in the private university in Jordan were surveyed using a quantitative questionnaire. The study used descriptive statistics and independent sample t-test analyses on the data. The results indicated that the students have positive perceptions of game-based technology in both learning and classroom activity engagement. In addition, student perceptions and engagement did not differ significantly based on age or gender, but significant differences based on user experience were identified. These findings provide insight into the dynamic interaction between students and gamified technology to enhance student perceptions and promote meaningful learning. This research also provides implications on gamification literacy education and the pedagogically rich design of educational games to enhance student engagement. The recommendations are enumerated based on the obtained findings.]]>
<![CDATA[Higher order thinking skills research trends: a bibliometric analysis in selected journals (2014 to 2023) ]]>
<![CDATA[Lismaya, Lilis]]>;
<![CDATA[Hartono, Hartono]]>;
<![CDATA[Subali, Bambang]]>;
<![CDATA[Sumarni, Woro]]>;
<![CDATA[Ridlo, Saiful]]>;
<![CDATA[Nuswowati, Murbangun]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.29590
<![CDATA[This article aims to analyze the trend of higher order thinking skills (HOTS) research in selected journals, namely Journal of Research in Science Teaching (JRST), International Journal of Science Education (IJSE) and Review of Educational Research (RER) through bibliometrics on the Scopus database from 2014 to 2023. The articles consist of a total of 947, then divided into 333 articles analyzed, with details of JRST 113 articles, IJSE 130 articles and RER 90 articles. The method used in this research is article analysis using bibliometric stages, followed by keyword search, initial search results, correction of search results, initial data compilation and data analysis. The results showed that the publication of scientific articles in selected journals on HOTS varied from year to year. The results of this study are expected to help other researchers who are interested in reviewing and researching research trends related to HOTS in selected journals and to recommend further research directions.]]>
<![CDATA[School resilience through quality management in early childhood education: a case study from Indonesia ]]>
<![CDATA[Arifiyanti, Nurul]]>;
<![CDATA[Dwiningrum, Siti Irene Astuti]]>;
<![CDATA[Syamsudin, Amir]]>;
<![CDATA[harun, Harun]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.30384
<![CDATA[Poor management of the education system can cause a decrease in school quality. Moreover, the increasing of similar institutions in early childhood education (ECE) in Indonesia gives a school must have good resilience. These institutions must ensure that the educational programs they provide to children are of high quality, thus earning the trust of preschool parents. This article aimed to highlight the importance of paying attention to school management. Therefore, schools that already have good resilience need to be studied to have an impact on schools that are in the stagnant category. The method used was a case study with in-depth interviews. The results indicate that the resilience schools use four strategies to remain resilient. These strategies include having quality human resources, unique school programs, and school promotion. The research results highlight the importance of quality human resource management, superior programs such as foreign language learning and international curricula, and effective promotion in maintaining the resilience of educational institutions amidst competition.]]>
<![CDATA[Attention, relevance, confidence, and satisfaction motivation model in mathematics education: a systematic literature review ]]>
<![CDATA[Mengyao, He]]>;
<![CDATA[Ismail, Zaleha]]>;
<![CDATA[Ismail, Norulhuda]]>;
<![CDATA[Xueting, He]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.31597
<![CDATA[With the aims to find out how the attention, relevance, confidence, and satisfaction (ARCS) motivation model was applied into mathematics education; what research methods were used; and what outcomes were reported in these empirical studies, this paper systematically reviewed the empirical studies applied the ARCS motivation model into mathematics education trends on 2013-2023. Among 26 articles identified, the findings of this review indicated that the data from several contexts support the applicability of the ARCS model in diverse environments for mathematics learning, across different stages students, and in various nations. Three dimensions of the role of the ARCS model in mathematics education studies are identified: instructional design; theoretical framework; and measurement tool. Quantitative method was used most, and experimental studies and quasi-experimental studies were the main methods. Three types of outcomes were mainly focused on the past empirical studies: affective outcomes, cognitive outcomes, social outcomes. The findings highlighted the prospective paths that this area of research should pursue.]]>
<![CDATA[Exploring the relationship between strategic planning and educational performance: a systematic literature review ]]>
<![CDATA[Endo, Semail]]>;
<![CDATA[Busari, Abdul Halim]]>;
<![CDATA[Ibrahim, Dayang Kartini Abang]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.31810
<![CDATA[In the evolving landscape of education, strategic planning has emerged as a critical tool for enhancing institutional performance and achieving educational excellence. This systematic literature review aims to explore the intricate link between strategic planning and educational performance by synthesizing findings from a diverse array of studies. The review addresses the pressing need for a structured approach to improving educational outcomes. To achieve this, we conducted an extensive search of scholarly articles from reputable databases such as Scopus and Web of Science, focusing on studies published between 2020 and 2024. The flow of the study based on the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework. The database found (n=28) final primary data was analyzed. The finding was divided into three themes which are: i) competency development and assessment in education; ii) strategic planning and management in higher education; and iii) technological integration and innovation in education. The results highlight the significance of implementing a comprehensive and flexible framework for strategic planning that aligns with the specific requirements and environments of educational institutions. In conclusion, this research offers insightful information to educators, administrators and policymakers who want to use strategic planning to support long-term improvements in student performance and eventually advance the larger objective of educational excellence.]]>
<![CDATA[The methodology for assessing the impact of appraisal on teachers’ professional development ]]>
<![CDATA[Shilibekova, Aidana]]>;
<![CDATA[Vildanova, Saule]]>;
<![CDATA[Mussarova, Venera]]>;
<![CDATA[Yessingeldinov, Baurzhan]]>;
<![CDATA[Ablayeva, Moldir]]>;
<![CDATA[Kaldybek, Amina]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.31916
<![CDATA[In Kazakhstan, the teacher appraisal processes intended to support professional development frequently fall short of their objectives because of an excessive focus on test outcomes. This focus distorts the purpose of the appraisal, leading to a misalignment between the assessment outcomes and the actual improvement of educational practices. Addressing this critical issue, this study proposes a methodology based on Kane’s argument-based approach to validity, aimed at more accurately assessing the impact of appraisal on teachers’ professional development. By applying Toulmin’s model of argumentation, the validity and reliability of the existing appraisal procedures were assessed, allowing key factors influencing their effectiveness to be identified. The methods also included reviewing the appraisal documents (professional standards, appraisal rules, and teacher qualification requirements) for data triangulation. The findings reveal that the proposed methodology enhances the objectivity and fairness of teacher qualification evaluations and supports meaningful professional growth. By ensuring a more comprehensive and evidence-based assessment, this methodology can improve the transparency and effectiveness of the appraisal process, ultimately contributing to higher educational standards in Kazakhstan. The study also offers practical recommendations for implementing the methodology across different levels of the education system, emphasizing its adaptability and potential for broader application.]]>
<![CDATA[Systematic Literature Review on Developing an Integrated STEM Leadership Model for Middle Leaders in School ]]>
<![CDATA[Rahman, Saifulbahri Abdul]]>;
<![CDATA[Busari, Abdul Halim]]>;
<![CDATA[Mazlan, Mohammad Nur Azhar]]>;
<![CDATA[Suhaili, Adawati]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.31691
<![CDATA[This systematic literature review investigates the development of anintegrated science, technology, engineering, and mathematics (STEM)leadership model tailored for middle leaders in Malaysian schools. Theintroduction highlights the global emphasis on STEM education to fosterinnovation and economic growth, while acknowledging Malaysia’scommitment to enhancing STEM capabilities within its educational system.The problem statement identifies a gap in effective STEM leadership amongmiddle leaders, which is critical for implementing STEM initiatives andimproving student outcomes. To achieve this, we conducted an extensivesearch of scholarly articles from reputable databases such as Scopus and Webof Science (WoS), focusing on studies published between 2021 and 2024. Theflow of study is based on PRISMA framework. The database found (n=34)final primary data was analyzed. The finding was divided into three themeswhich are i) STEM education policy and implementation; ii) leadership inSTEM educational; iii) professional development in STEM education. Theconclusion emphasizes the need for a specialized leadership model thatincorporates instructional leadership principles, fosters professionaldevelopment, and supports collaborative practices among middle leaders. Thisintegrated model aims to address the unique challenges faced by middleleaders in Malaysian schools, ultimately enhancing STEM education andcontributing to Malaysia’s educational and economic aspirations.]]>
<![CDATA[Telecommunication project methods as an effective tool in modern education ]]>
<![CDATA[Lebedeva, Marina]]>;
<![CDATA[Beketov, Vladimir]]>;
<![CDATA[Taranova, Marina]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.31292
<![CDATA[This article is devoted to the study of the problem of insufficient involvement of philology students in the educational process, which negatively affects their academic performance. To solve this problem, a telecommunication project was developed and implemented to improve learning efficiency and student engagement. The research was based on a pilot project with one group, and survey methods were also utilized to measure the level of student engagement in the learning process. Statistical analysis results indicate a noticeable improvement in students’ academic performance after the implementation of the innovative telecommunication course, with the average score increasing from 75.5 to 80.1, supported by a statistically significant level. Survey data on student engagement demonstrate a high level of positive attitude towards the use of technology in the educational process. The overall trend indicates a positive attitude towards new technologies in education. The practical significance of this article lies in highlighting telecommunication project methods as an effective tool in modern education. Applying the results of this research in educational practice can contribute to the development and implementation of new educational programs based on telecommunication projects.]]>
<![CDATA[Effectiveness of an author’s program for psychopedagogical support in the development of metacognitive abilities ]]>
<![CDATA[Popandopulo, Anar]]>;
<![CDATA[Kudysheva, Ainash]]>;
<![CDATA[Kudarova, Nazgul]]>;
<![CDATA[Matayev, Berik]]>;
<![CDATA[Antikeyeva, Samal]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.30526
<![CDATA[In the context of the updated educational system emphasizing autonomy and critical thinking among students, it is necessary to develop effective approaches to support and enhance students’ metacognitive abilities. This research aims to evaluate the effectiveness of a proprietary psychological and pedagogical support program designed to develop metacognitive abilities in schoolchildren. Methods included conducting a quasi-experimental study with control and experimental groups, utilizing the metacognitive awareness assessment questionnaire (MAAQ) to assess outcomes. The study involved 184 students (grades 7-9; M=14.40; SD=0.81) from a school in Kazakhstan, where the experimental group underwent the intervention program. Statistical analysis revealed significant improvements in metacognitive abilities among students in the experimental group compared to the control group, including enhancements in self-awareness, self-regulation, critical thinking, decision-making, and problem-solving. These findings affirm the feasibility of integrating metacognitive approaches into educational programs and suggest further avenues for research in pedagogical support and student development.]]>
