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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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Logistic regression of online risks on academic stress and performance undergraduates Permansah, Sigit; Yusuf, Munawir; Subagya, Subagya; Muhtar, Muhtar; Indrawati, Cicilia Dyah Sulistyaningrum; Rusmana, Dede
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30147

Abstract

The progression of technology could lead to online risks, such as accidental exposure to harmful content by undergraduates. Investigating how this exposure affects their mental health, particularly academic stress, and in turn, their academic performance, is critically important. This study aims to examine the impact and predictability of online risks on undergraduates’ academic stress and performance, using logistic regression as the main method of analysis. The findings show that online risks have a significant effect on academic stress (p<0.05), but there is no significant impact on academic performance (p>0.05). Students who frequently encounter scam or bullying content are 2.317 and 2.400 times more likely, respectively, to suffer from academic stress compared to those who encounter it less. Additionally, demographic factors, especially gender, are significant (p<0.05) in terms of academic stress and performance. The analysis predicts that females are 4.210 times more likely to experience academic stress than males, while males are 2.768 times (in model 4) and 2.601 times (model 5) more likely to achieve cum laude honors than females. This research provides valuable insights for academic policy makers to improve education quality and offers a basis for further studies in this area.
Computer science and educational games to enhancing students’ Islamic content learning Tlili, Ahmed; Chikhi, Salim
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.29459

Abstract

Learning in all humanities content branch such as Islamic sciences is declared to be boring, tiring and very dry plain content because the educational level of learners becomes low and worrying. This statement is justified by the result of our statistical study which reveals that learning of Islamic content is not attractive and needs to be revolutionized in order to make it more attractive and interesting for the new generation called digital generation. In this paper, we have used the gamification concept with learning analytics (LA) approach to design an educational game to improve Islamic content learning. However, and due to the lake of works and the knowledge about teaching Islamic contents using education games look insufficient and at their begins. The obtained results, in this study, with proposed approach, shows that the students had remarkably higher motivation and performance to learn than before. The main objective of this investigation is, firstly, allows managers and teachers easily incorporate LA approaches to help student improves their learning; and secondly, future work benefits from these results to define an appropriate dashboard for the Islamic content learning and teaching.
Readiness of Indonesian physics teachers to implement augmented reality-based learning Haryanto, Zeni; Efwinda, Shelly; Sholeh, Muhammad; Anggraeni, Bening; Pasaribu, Dian Rachel
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.28769

Abstract

In the 21st century, technological development has entered all aspects of life, including education. With its global potential, technology digitizes education, requiring teachers to use technology through media such as augmented reality (AR). This study aims to determine the readiness of physics teachers in Indonesia to implement AR-based learning. More specifically, this research explores the extent to which physics teachers are prepared based on aspects of alignment, capability, and engagement (ACE) in implementing AR-based learning. This exploratory research is conducted by distributing questionnaires with ACE aspects. This study involved several junior and senior high school physics teachers. Data analysis techniques use KH coder and quantitative descriptive. The results show that teachers already know the definition, features, and benefits of AR in learning (alignment aspect). Still, only a minority of teachers have implemented AR-based learning (capability aspect). In the engagement aspect, it is known that teachers want to learn more about how to create AR and implement AR effectively. The implications of this research are recommendations to stakeholders to encourage and facilitate teachers, especially physics teachers.
Development and instrument validation of Indonesian achievement motivation scale using the Rasch model Wiyono, Bambang Dibyo; Hidayah, Nur; Ramli, Muhammad; Atmoko, Adi; Shafie, Amin Al-Haadi
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.29374

Abstract

This research involves the development of items on an achievement motivation scale that is used in improving the achievement motivation of senior high school students. No research on instrument development has been carried out on measuring the level of achievement motivation of senior high school students in Indonesia. Participants tested the development of 38 items and consisted of 1,909 respondents as students from senior high schools in the City of Surabaya. The utilized analysis technique was the Rasch model. Results of applying the Rasch analysis indicated that achievement motivation scale was good, proper, and appropriate in items to the model. The accomplishment motivation scale is a valid and dependable instrument for precisely determining pupils’ levels of accomplishment motivation. In light of the achievement motivation scale results, this study explores the consequences and suggests directions for future research on the use of guidance and counseling.
Principal instructional leadership practice and its relationship with teacher job performance Yuanyuan, Xiang; Alias, Bity Salwana
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31127

Abstract

Excellent principal leadership actions will be guidance for teachers’ high-quality teaching performance. However, the role of instructional principal is not fully utilized, and principals lack the highly effective leadership qualities necessary to promote teachers in improving teacher job performance. This study was conducted in Shenzhen, China to investigate the effect of principal instructional leadership practices on teachers’ job performance. This study employed a quantitative approach. The sample of the study was all private secondary school teachers in Shenzhen China, consisting of 297 teachers selected from 1,300 populations. To figure out the research questions, SPSS software was used with the help of descriptive and inferential analysis. The findings of this study show that both principal instructional leadership practice and teachers’ job performance are at a high level. Moreover, there was a very strong positive relationship between two variables (r=0.974). In conclusion, the findings underscore the significance of principals’ instructional leadership attributes on teacher job performance and provide implications for the government and the school principals regarding the implementation of principal training system or the improvement of educational management policy in private schools throughout Shenzhen, China.
Teacher technology usage, a catalyst for principal digital leadership practice Zhu, Rui; Alias, Bity Salwana; Hamzah, Mohd Izham Mohd; Wahab, Jamalullail Abdul
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31914

Abstract

In the digital age, university principals and teachers share the same responsibility for improving educational digital transformation. However, their performance remains disadvantaged. This study aims to investigate the relationship between principal digital leadership and teacher technology usage, and explores how teacher technology usage contributes to principal digital leadership. The study employed a quantitative method, collecting data from 500 teachers across 25 universities in Jilin Province, China. Pearson correlation analysis examined the association between principal digital leadership and teacher technology usage, while multiple regression explored how teacher technology usage contributes to principal digital leadership practices. The results revealed a positive relationship between principal digital leadership and teacher technology usage. All four dimensions of teacher technology usage contribute to digital leadership practices, with the professional development dimension showing the greatest impact. Overall, these findings prove that teacher technology usage indeed catalyzes principal digital leadership practices, which contributes to understanding of the interaction in leadership and provides a new perspective for enhancing principal digital leadership. It implies that principals and teachers can grow together in their interactions. Therefore, strengthening teachers’ professional development can contribute to principal digital leadership practice.
Academics’ research productivity dynamics: psychological needs, research orientation, and desire for recognition Albaram, Badr Mohammed; Lim, Yet Mee; Keoy, Kay Hooi; Siek, Hwee Ling
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31164

Abstract

Malaysian higher education institutions aim to improve their reputation and visibility by focusing on research publications. Consequently, they face complexity in motivating research productivity compared to the high demand for academic research output and diversity of academics. This paper aims to fill the knowledge gap in investigating the dynamics of research productivity through the interplay of psychological needs satisfaction (PNS) to share knowledge, research orientation, and desire for recognition as intrinsic motivators. This quantitative research surveyed academics (N=310) in public and private Malaysian universities and data was analyzed using partial least squares structural equation modeling (PLS-SEM). The findings revealed that both research orientation and desire for recognition play a critical role in motivating academics’ research productivity. Additionally, the study demonstrates that when academics perceive their psychological needs as satisfied, they engage in knowledge-sharing behavior (KSB), which positively affects research productivity, though not as significantly as previously assumed. The study contributes to the literature as pioneering research investigated the role of research orientation, and desire for recognition in motivating academics’ research productivity. It widens the decision makers awareness in higher education institutions to understand the intrinsic motivations of research productivity that motivate them to develop research productivity policies.
Digital learning models: experience of online learning during the pandemic Muzayanah, Umi; Maknun, Moch Lukluil; Sa'ad, Faidus; Mustolehudin, Mustolehudin; Taruna, Mulyani Mudis
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30032

Abstract

During the global pandemic of COVID-19, the learning model has been “forced” to transition from conventional to distance learning. At the beginning of its implementation, digital-based learning received many complaints from teachers, parents, and students. Gradually, they can adapt to distance learning that utilizes many digital devices. Through quantitative and qualitative research approaches, this paper aims to describe the online learning model in schools and Islamic boarding school (pesantren) based on their experience during COVID-19. From these studies, several digital-based learning models can be identified. First, social media-based learning. Social media-based learning is carried out by optimizing the use of WhatsApp as the main media in learning. Second, learning through virtual classrooms, which is face-to-face learning between teachers and students in a digital space. Third, education platform-based learning, where the learning process is conducted through internal school or government platforms. Fourth is blended learning, which is learning partly online and offline. This fourth lesson aims to accommodate the learning needs of students or teachers who have obstacles such as signal difficulties and weak economies. The findings contribute to the availability of references for digital learning models that can be applied in the future.
Improving ESP Vietnamese learners’ EFL speaking fluency and vocabulary with DMGA scaffolding: a modular approach Nhi, Nguyen Tran Uyen; AlSaqqaf, Asmaa
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30468

Abstract

Teaching English as a foreign language (EFL) speaking in an English for specific purposes (ESP) classroom can be challenging as many Vietnamese students find it difficult to master this language skill. To address this issue, scaffolding is believed to be beneficial in language learning programs. This paper aims to investigate the effectiveness of the Diagnosing, Modeling, Sharing, Guiding, and Applying (DMGA) scaffolding-based module on improving the speaking skills of ESP Vietnamese learners at a public university in Vietnam in terms of fluency and vocabulary use. The study employed a quantitative method with an experimental design. The participants were 25 ESP undergraduates. The English-speaking performance test (ESPT), which served as a pretest and posttest, revealed that most posttest indicators improved from pretest values, though significance and size effects varied. Students performed significantly better in both breakdown fluency and speech rate, but there was no progress in repair fluency. While there was no statistically significant improvement in all vocabulary metrics (type-token ratios (TTR), voice-to-text ratio (VOCD), English vocabulary profile (EVP)), the students did achieve higher mean scores on the measures of vocabulary used in the post-test. Based on the findings, the DMGA scaffolding model should be applied to teach speaking skills in ESP settings within an EFL context to benefit both teachers and learners.
Attitude toward flexible learning of college students in Albay, Philippines Bercasio, Rebecca Rosario Oroña; Dugan, Marinel Agustin
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30498

Abstract

Instructional delivery was significantly disrupted by the COVID-19 pandemic worldwide, which led to a flexible modality of teaching-learning. This flexible learning modality challenged the readiness of schools and affected the students. This study determined college students’ attitudes toward flexible learning during the COVID-19 pandemic in Albay Province, Philippines, using the explanatory sequential design of the mixed-methods approach. Data were gathered from 365 college students using an online survey, virtual focus group discussions, and informal interviews with 20 students. Salient findings showed that the students generally had favorable attitudes toward flexible learning, with favorable attitudes toward four dimensions: attitudes toward the teacher, learning resources, teaching methods and learning tasks, and technology tools, and neutral attitudes in two dimensions, namely, attitude toward assessment and support services. The students revealed favorable, neutral, unfavorable, and a combination of attitudes toward flexible learning as discerned from their experiences. The students’ experiences indicate that inspiring and competent teachers are crucial figures in sustaining a favorable attitude of students toward flexible learning. This study provides insights into the gaps in implementing flexible learning through the students’ perspectives, especially regarding the schools’ readiness for and improvement of flexible learning in the post-COVID-19 pandemic.

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