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International Journal of Evaluation and Research in Education (IJERE)

IJERE
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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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Teacher Performance of the State Vocational High School Teachers in Surabaya Amiartuti Kusumaningtyas; Endang Setyawati
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 2: June 2015
Publisher : Institute of Advanced Engineering and Science

Teacher Performance of the State Vocational High School Teachers in Surabaya Dr. Amiartuti Kusumaningtyas, MM Faculty of Economics, 17 Agustus 1945 University, Surabaya, Indonesia Email: amiartuti.k@gmail.com Abstract State Vocational High School Teacher is a professional educator with major duties to educate, teach, build, direct, coach, assess and evaluate learners on the vocational high school education. Teacher as a professional educator should has the academic qualification. Academic qualification required for a teacher is he or she at least should be educated of bachelor degree or diploma four. Fundamentaly, teacher performance is determined by the expertise and ability of teacher concerned. These achievement factor is so thick and so critical in its relation to competence, compensation, and also job satisfaction that may become the obstacle in the enhancement of teacher performance. Population in this research was the teachers of the State Vocational High School Teachers in Surabaya, amounted to 317, educated in bachelor degree or diploma four, had have service of minimal 5 years. Data analysis used the simple random sampling, structural equation model (SEM) analysis, by the assistance of PLS 2 software, conducted on 92 respondents and able to explain the effect of competence and compensation on the job satisfaction and the performance of the State Vocational High School Teachers in Surabaya. The results of research indicated that: Competence and compensation significantly influential on teacher job satisfaction; Competence and compensation significantly influential on teacher performance; Teacher Job satisfaction signifiacntly influential on the performance of the State Vocational High School Teachers in Surabaya. The largest effect of the three variables hipothesized on teacher performance in this research was the direct relatedness between compensation and teacher performance. Key Words: competence, compensation, teacher job satisfaction, teacher performance

Inclusive education services for the blind: Values, roles, and challenges of university EFL teachers Alies Poetri Lintangsari; Ive Emaliana
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 2: June 2020
Publisher : Institute of Advanced Engineering and Science

Implementing inclusive education, the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide, for it requires changes to values, system, and practices. In the teaching of English as a foreign language (EFL) in university, teachers are expected to be able to select, transform, or augment Universal Design for Learning (UDL), and Differentiated Instruction (DI) as a framework to guarantee accessibility of all learner types to the learning environment by employing specific educational design guidelines, to fit their leaners', notably for the blinds. Data on what has led EFL teachers to join the reform of the teaching instruction and how they tackle problems during implementation cannot be located. Thus, the aim of this qualitative study is to uncover reasons for EFL teachers to participate in and what they did to facilitate the instruction wide effort to practice inclusive education, as well as challenges encountered. Key findings included implementing university policy as prime reasons for practicing inclusive education, utilizing UDL and DI as the key to successful implementation for instructional teaching, and inadequate resources and teacher training as the main challenges. Recommendations consists of providing disability-specific pre- and in- service training programs for teachers and making arrangements of sufficient educational materials and assessment based on UDL and DI towards EFL instructions.

Pre-service teachers’ inclusion of climate change education Ronnel Joseph Tracena Competente
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 1: March 2019
Publisher : Institute of Advanced Engineering and Science

Findings from the study of pre-service teachers’ (PSTs) attitudes to climate change education, knowledge of climate change and potential inclusion in their future teachings are reported in this paper. Using adopted and self-made questionnaire, a sample of 180 pre-service teachers participated in a survey study in the College of Education, University of Nueva Caceres, divided into freshmen and senior year to examine developments in their attitudes to environmental education and their knowledge of climate change. Results showed that their attitudes towards climate change education were low and their climate change science knowledge had not changed. Data on preservice teachers’ sources of information for climate change, their views on essential climate change topics for their future students and their perceptions of gaps in their own training in relation to climate change education were also examined in order to substantiate the survey data. Results show that there is a need to triangulate climate change education not only in the program outcomes but also to the student and faculty development programs. Further results are discussed in this paper.

Evaluation of Northwest University, Kano Post-UTME Test Items Using Item Response Theory Ado Abdu Bichi; Hadiza Hafiz; Samira Abdullahi Bello
International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 4: December 2016
Publisher : Institute of Advanced Engineering and Science

High-stakes testing is used for the purposes of providing results that have important consequences. Validity is the cornerstone upon which all measurement systems are built. This study applied the Item Response Theory principles to analyse Northwest University Kano Post-UTME Economics test items. The developed fifty (50) economics test items was administered to a sample of 600 students. The data obtained was analysed using XCALIBRE 4 and SPSS 20v softwares to determine items parameters base on IRT models. Indicate that, the test measure single trait by satisfying the condition of unidimensionality. Similarly, the goodness of fit test revealed that, the two parameter IRT model was more suitable since no misfit item was observed and the test reliability was 0.86. The mean examinee ability was 0.07 (SD=0.94). The mean item difficulty was -0.63(SD=2.54) and mean item discrimination was 0.28 (SD=0.04). 16 (33%) items were identified as “problematic” based on difficulty indices, 35(71%) also failed to meet the set standards on the basis of discrimination parameters. it can be concluded that, using the IRT approach, the NWU Post-UTME items are not stable as far as item difficulty and discrimination indices are concerned. It is recommended that, the Post-UTME items should be made to pass through all process of standardisation and validation; test development and content experts should be involve in developing and validating the test items in order to obtain valid and reliable results which will lead to valid inferences

School Operational Funding to Support School Activities Ahmad, Ahmad; Mohd. Tahir, Lokman
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 1: March 2014
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (118.612 KB)

School Operational Funding is a grant from Central Government with a popular name, BOS. Government of South Sulawesi Province collaborates with Government of Makassar District to exploit free education, and Education Support Operational Funding (BOPP) is from government of Makassar District into schools in order to support the success of teaching and learning process. This study aims to analyze the usage of operational School Funding in State Junior High School in Makassar South Sulawesi, Indonesia. This qualitative study used a case study approach with involved semi structured interview, document analysis, and open ended questionnaire. In semi structured interview, it was involved 15 respondents from school management members (5 school headmasters, 5 teachers, and 5 school committee members), and also involved 4 respondents from non-school management members (2 staffs of Education Office of Makassar District and 2 staffs of Education Office of South Sulawesi Province). Therefore, it involved 253 respondents to complete questionnaire (32 headmasters, 172 teachers and 49 school committee members). Data were analyzed by using Nvivo program. The study found that the usage of BOS funding in Junior High School (SMP) in Makassar isn’t maximized in teaching and learning process as its main goal. The funding is still used to finance the implementation of School Based Management Programs. Furthermore, the usage of free education program funding and BOPP isn’t clear. Constructing Planning of School Work and Finance (RKAS) and managing the school operational funding do not involve teachers and school committee members so that its usage is not effective.DOI: http://dx.doi.org/10.11591/ijere.v3i1.5893

IDAE framework: A guide for establishing industry-driven academic programs Challiz De Lima Omorog
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 2: June 2020
Publisher : Institute of Advanced Engineering and Science

An empirical study using descriptive-quantitative methods was conducted to investigate this hypothesis and examine the appropriateness of the framework components on the potential offering of an academic program at Camarines Sur Polytechnic Colleges (CSPC). The Identify, Determine, Assess and Establish (IDAE) model provided strategies and results essential for institutional decision-making. The model also proposes that if at least one of the components- I-D-A were not satisfied, the last component- E should not be pursued. Simply put, the academic program should not be instituted. However, further research is encouraged to support these arguments.

Increasing ecoliteracy and student creativity in waste utilization by usingmodels in project based learning social studies learning Sekarsari Sunaryo Putri; Muhammad Japar; Riana Bagaskorowati
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 2: June 2019
Publisher : Institute of Advanced Engineering and Science

This study aims to determine the increase in ecoliteracy and creativity in waste utilization by using a project-based-learning (PBL) model in social studies learning. This research is a classroom action research (Action Research). The design of the action model used is the Kemmis and Mc model. Taggart. This research was conducted in the fifth grade (V) of Primary Schools. Data collection techniques used in the study were observation sheet, interview, documentation, and field notes instruments. The results of this study showed that there was an increase in ecolithicacy ability.Based on the results of the pretest conducted on December 17, 2018, it can be seen that students in Telajung 02 Public Elementary School have not had the ability of Ecoliteracy and students' creativity in utilizing waste. Of the 32 students, the highest score that can be obtained is only 40 from a maximum score of 100. While the lowest value obtained is 20 from a maximum score of 100. In the first cycle, around 63% of students classified as having high ecoliteration ability, 9% classified as having the low ecoliteration ability and 28% classified as having the very low ecoliteration ability. In cycle II, there was an increase, around 90% of students classified as having high ecoliteration ability, 6% classified as having the low ecoliteration ability and 4% classified as having low ecoliteration ability. The average value of ecoliteration ability in the first cycle was 87.6 and the second cycle increased to 78.2. In addition, students become more active in the learning process and more courageous in expressing their opinions. This shows that the ecoliteracy and creativity of students can be improved through the project-based-learning model.

Material Development Based on Digital Storytelling Activities and Assessment of Students’ Views Ozlem Ayvaz Tunc
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 1: March 2017
Publisher : Institute of Advanced Engineering and Science

This study was designed as a case study. The study was conducted in Anatolian Fine Arts High School during the spring semester of 2014-2015 academic year. The sample of the study consisted of a total of 10 students from 9th and 10th grades who voluntarily participated in the study. Semi-structured interviews were conducted with the 10 students named at the end of every activity. Assure instructional design model was used while designing digital storytelling activities. The data obtained from the study were analyzed through thematic analysis based on qualitative research method. Reliability method suggested by Miles and Huberman was used for reliability assessment of the study. The reliability of the thematic coding of the results was found to be 0,95 as a result of assessments. Based on the findings that digital storytelling has multidisciplinary interaction competence, it is thought that it will be appropriate to conduct future studies in different schools and fields.

Posttraumatic Growth and Resilience after A Prolonged War: A Study in Baghdad, Iraq Heyder Kamil Mahdi; Kususanto Prihadi; Shahabuddin Hashim
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 3: September 2014
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (130.628 KB)

This study investigates the causal relationship between resilience and posttraumatic growth (PTG) among Iraqi students who are exposed to traumatic events especially after the war in 2003. A survey has been conducted among 450 students from the colleges of political science, media, science, and veterinary medicine at the University of Baghdad in academic year 2013 to 2014. Participants completed a survey that consisted of the Baghdad Trauma History Screen, Post-traumatic Growth Inventory, and Connor–Davidson Resilience Scale. Results indicate a significant positive influence of resilience on PTG. Implications of the results and recommendations for further research are discussed. DOI: http://dx.doi.org/10.11591/ijere.v3i3.6316

Social media attitudes among vocational school students Ezgi Pelin Yildiz; Metin Çengel; Ayşe Alkan
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019
Publisher : Institute of Advanced Engineering and Science

The rapid developments in communication technologies in recent years, especially the introduction of the internet into our daily lives, have brought many changes in social, economic and cultural life.One of these changes; social media communication tools that enter our lives rapidly.Social media has become an indispensable part of our lives with the increasing number of users.Researches show that young people especially university students frequently use social media communication tools. In this study, social media attitudes of Vocational High School students were investigated and in this context, 502 students studying at Sakarya University and Kafkas University Vocational High Schools were studied.Social Media Attitude Scale developed by Otrar and Argınwas used to determine the social media attitudes of Vocational School students.The scale consists of 23 items. Relational screening method was used in the research. Necessary analyzes were performed with SPSS 24 program and mean and standard deviation values of the scale items were calculated.Two groups t test, one-way Anova test and Post-Hoc Scheffe test were used to correlate social media attitudes with demographic data.In conclusion, there was no significant difference between students' social media attitudes and gender, department, class, internet usage time demographic data; however, there was a positive and significant relationship between social media attitudes and internet connection year and social media usage hours.

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