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[Improvement of teacher’s professional competency in strengthening learning methods to maximize curriculum implementation ]]>
<![CDATA[Hendro Prasetyono]]>;
<![CDATA[Agus Abdillah]]>;
<![CDATA[Tjipto Djuhartono]]>;
<![CDATA[Ira Pratiwi Ramdayana]]>;
<![CDATA[Laila Desnaranti]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.21010
<![CDATA[The 2013 curriculum which has been implemented for more than six years in Indonesia has many problems in its application. Therefore, we need to conduct empirical research to determine the causes of the ineffective implementation of the 2013 curriculum in schools. This study involved 13 high schools and vocational high schools in the provinces of DKI Jakarta and West Java with a total of 420 students, 26 teachers, and principals as respondents. The research employed mixed parallel method and data analysis using combined analysis of qualitative and quantitative approaches. The research found that there are still schools that use two different curricula, 2013 curriculum and school-based curriculum. In implementing the 2013 curriculum, teachers are required to use various learning with a scientific approach that refers to student-centered concepts. There is a need for the training program to improve teachers’ professional competence, especially in the terms of various learning methods mastery.]]>
<![CDATA[Web-based applications to develop students’ creativity in English for specific purposes ]]>
<![CDATA[Iryna Simkova]]>;
<![CDATA[Oleksandra Bondarenko]]>;
<![CDATA[Lina Bielovetska]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.21248
<![CDATA[This paper investigates the implementation of web-based applications to develop students’ creative thinking skills in English for Specific Purposes. The paper explores the role of web-based applications during creativity development in English for Specific Purposes classes. The attention is paid to the analysis of organizational levels of creative thinking development and concepts of creativity. This paper discusses how to achieve creative thinking during distance learning in English for Specific Purposes classes. The sample was 310 bachelor students from two Ukrainian universities. The sample was selected on the basis of the stratified sampling technique. The instruments were used F-test, the Likert-type scale test, and interviews. The study presents the results gained from interviews with Ukrainian students and results of creativity tests passed by students. The examples of tasks aimed at creative thinking achievement during distance learning in English for Specific Purposes classes are given. A comparative analysis of results has allowed emphasizing the positive experience of two Ukrainian universities, which can be implemented in future distance learning in the higher institutions located in other regions of Ukraine. The findings of this study support the idea that the development of creative thinking skills during the distance learning of bachelor students of different specialism can be intensified with the selection of proper web-based applications.]]>
<![CDATA[Gender differences in anger expressions among secondary students ]]>
<![CDATA[Nor Shafrin Ahmad]]>;
<![CDATA[Rahimi Che Aman]]>;
<![CDATA[Ahmad Zamri Khairani]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i3.21384
<![CDATA[Individuals with choleric temperaments easily get angry and can be problematic if not expressed appropriately. The purpose of this study was to identify gender differences in anger expressions among secondary school students. Respondents were secondary school students in four states in the Northern region of Malaysia. A total of 3348 students were involved, including 1,800 males and 1,548 females. Respondents aged between 13 and 16 were randomly selected from 20 secondary schools. Descriptive analyses and t-test were used to identify anger expressions among secondary school students. Findings showed that 780 respondents agreed that they are hot-tempered, while 2568 others did not. From the 780 hot-tempered respondents, 370 are males and 410 are females. A total of 3160 from the 3348 respondents did not meet their school counsellors for counselling sessions when they had anger problems. The findings also revealed a significant difference in four types of anger expressions between male and female students. They were in aggressive, verbal, intrinsic anger expression, and intrinsic anger control. The findings revealed that school counsellors need to equip students with specific, creative, and innovative interventions to cope with different anger expression.]]>
<![CDATA[Building bridges that change state Islamic universities in Indonesia toward international standard ]]>
<![CDATA[Tasman Hamami]]>;
<![CDATA[Siti Nur Hidayah]]>;
<![CDATA[Miftahus Sa’adah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i3.21402
<![CDATA[The learning organization is a strategic process for every university as a public service institution to improve its performance. Learning organizations have an essential role in linking past experiences to future improvements in changing State Islamic Universities in Indonesia to achieve international standards. This study aimed to describe the State Islamic University's learning organization profile in Indonesia and reveal its readiness towards international standards. This study used a survey approach, collecting data through closed questionnaires and open-ended questions involving 300 respondents consisting of lecturers and employees of the State Islamic University of Sunan Kalijaga Yogyakarta. The data analysis technique used descriptive statistics with a benchmark scale and explanations. The results showed that the average score on all learning organization variables was low, below the benchmark scale. This result was in line with lecturers and employees' perception that most of them (68%) expressed pessimism about universities' readiness to achieve international standards. In conclusion, the State Islamic University of Sunan Kalijaga has not fully become a learning organization as a bridge of change towards an international standard.]]>
<![CDATA[Textbooks based on local wisdom to improve reading and writing skills of elementary school students ]]>
<![CDATA[Alfi Laila]]>;
<![CDATA[C. Asri Budiningsih]]>;
<![CDATA[Kastam Syamsi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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<![CDATA[Many elementary students still find it difficult to understand the literature content used and it automatically affects their reading and writing skills. However, the adjustment of literature with local wisdom-based content needs to be considered as a supporting tool. This study aimed to improve reading and writing skills using textbook based on local wisdom. The sample was grade 4 of elementary school students who selected using purposive random sampling. This research used a nonequivalent control group design through the experiment and control classes. Data were collected through writing and reading skills test of 32 students in each class and analyzed using N-gain to describe the treatment effect. The results showed that textbooks based on local wisdom were more effective than teaching materials that were not integrated by local wisdom at improving students' reading and writing skills. In the future, this study is a reference for teachers to apply local wisdom to other learning themes.]]>
<![CDATA[Geometrical optic learning difficulties for Moroccan students during secondary/university transition ]]>
<![CDATA[Naoual Nasser]]>;
<![CDATA[El Mostapha El Khouzai]]>;
<![CDATA[Abdallah Zahidi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i1.20639
<![CDATA[To remedy the difficulties encountered by Moroccan students in geometrical optics during the transition from secondary to higher education and for an efficient education system, we propose this study to investigate the causes of these difficulties as well as their impact on the quality of the secondary/university transition, and come up with a remediation device to overcome them. For this survey, we adopted a mixed method to collect both qualitative and quantitative data. The research tools used are semi-directive interviews with thirty high school and university teachers; questionnaires and exercises were administered to 120 of first year university students. The results of this study revealed the persistence of difficulties in geometrical optics and particularly in geometric construction whose origins are attributed to the misrepresentations and low prerequisites among students as well as a break in the curriculum and teaching methods during the transition from secondary to higher education.]]>
<![CDATA[Teacher’s experiences in character education for autistic children ]]>
<![CDATA[Hanif Cahyo Adi Kistoro]]>;
<![CDATA[Caly Setiawan]]>;
<![CDATA[Eva Latipah]]>;
<![CDATA[Himawan Putranta]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i1.20743
<![CDATA[Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.]]>
<![CDATA[Teachers’ perception and experience on outcomes-based education implementation in Isabela State University ]]>
<![CDATA[Krichelle A. Tungpalan]]>;
<![CDATA[Mila F. Antalan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21548
<![CDATA[The existing typology established by the Commission on Higher Education (CHED) and the introduction of outcomes-based education (OBE) has created numerous demands and challenges for higher education in the Philippines. Hence, this study analyzed the scope of expertise and experience of Isabela State University-College of Computing Studies, Information and Communication Technology faculty members in the 2nd semester of study year 2018-2019 to identify OBE implementation. In this study, a mixed-method approach was used for data and information collection. Weighted mean was used to interpret the extent of knowledge and actual practice of the faculty members and on the qualitative part, data were analyzed using thematic analysis. The results of this study indicate a great deal of expertise and experience on the implementation of OBE among the faculty members of the College of Computing and Information Communication Technology at Isabela State University Cauayan Campus. The faculty members are well versed in the application and practice of OBE and will continue to contribute to the realization of the goals of OBE by practice.]]>
<![CDATA[The model influence of authoritarian parenting, extraversion personality, and conformity to bullying among students ]]>
<![CDATA[Pipih Muhopilah]]>;
<![CDATA[Fatwa Tentama]]>;
<![CDATA[Yuzarion Yuzarion]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.20914
<![CDATA[The purpose of this study was to analyze the model of the influence of authoritarian parenting, extraversion personality, and conformity to bullying in students. The population in this study were all students of grade eight of X, Y, Z state middle school in Yogyakarta, consisting of 524 students. The sample in this study was 185 students. The sampling technique used in this study was cluster random sampling. The data were collected with the scales which were developed for each variable studied. Data analysis was performed by testing the outer and inner models using structural equation model (SEM) through the Smart Partial Least Square 3.2.8 program. The results of this study were the formation of the model of the influence of authoritarian parenting, extraversion personality, and conformity to bullying that was found to be fit with empirical data. Overall, the findings suggested that all variables under investigation (authoritarian parenting, extraversion personality, and conformity) had positive and a very significant influence on bullying. This model can be used as a valid reference in developing bullying variables.]]>
<![CDATA[Heat and temperature metacognition awareness inventory: A confirmatory factor analysis ]]>
<![CDATA[Moh. Irma Sukarelawan]]>;
<![CDATA[Dwi Sulisworo]]>;
<![CDATA[Jumadi Jumadi]]>;
<![CDATA[Heru Kuswanto]]>;
<![CDATA[Siti Anisatur Rofiqah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.20917
<![CDATA[This cross-sectional study aimed to validate students' metacognition awareness inventory in Heat and Temperature material. A total of 167 public senior high school students in Yogyakarta, Indonesia were selected through convenience sampling technique. The heat and temperature metacognition awareness inventory (HeTMAI) inventory consists of six factors, namely: 1) Knowledge of cognition; 2) Planning; 3) Monitoring; 4) Evaluation; 5) Debugging; and 6) Information management. HeTMAI used a 5-point Likert scale. The data was analyzed using the confirmatory factor analysis (CFA) method through the Maximum Likelihood approach. All statistics were found to meet acceptance values. The four GOF indices (χ2/df=2.36, CFI=0.97, TLI=0.97, and SRMR=0.06) have supported the fit of the six-factor HeTMAI model. Standardized factor loading (SFL), construct reliability (CR), average variance extracted (AVE) and discriminant values provide evidence that HeTMAI has sufficient convergent and discriminant validity. Cronbach's alpha value of 0.96 indicated HeTMAI has very adequate evidence of reliability.]]>
