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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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Enhancing creative reasoning through mathematical task: The quest for an ideal design Kusaeri Kusaeri; Siti Lailiyah; Yuni Arrifadah; Siti Asmiyah
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22125

Abstract

This study aimed to: i) identify the types of completion and ways of completing mathematical tasks carried out by students based on the type of their educational institution (junior high school/SMP and junior Islamic high school/MTs); and ii) explore the tendency of the type of reasoning students use in completing the tasks. This study involved 93 students at grade 8 of prominent SMP and MTs in Sidoarjo Regency, East Java, Indonesia. Variety of ways and solutions to mathematical tasks and the tendency to type students' reasoning were explored through creative reasoning tests. Interview techniques by telephone were implemented to further explore the types of student reasoning: local creative reasoning (LCR) or global creative reasoning (GCR). The results showed that in comparison to MTs students, SMP students have more varied answers and ways to solve mathematical tasks. However, in certain cases MTs students show some unique answers. The type of creative reasoning that students tend to use is of the LCR. These findings indicate the importance for mathematics teachers to design mathematics tasks that develop GCR-type creative reasoning. Examples and exercises in mathematics textbooks should also be directed at developing this type of creative reasoning.
Routines’ errors when solving mathematics problems cause cognitive conflict Enditiyas Pratiwi; Toto Nusantara; Susiswo Susiswo; Makbul Muksar
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.21911

Abstract

Many studies showed that cognitive conflict often occurs in learning and when solving mathematics problems. However, very few studies have looked at cognitive conflicts in solving mathematics problems, incredibly improper fraction problems. This descriptive qualitative study described and analyzed students’ errors in solving mathematics problems using a commognitive perspective. The data was collected using a test sheet instrument, where students do the test think-aloud. The answers on the student test sheets were analyzed by adjusting the think-aloud that was carried out, and then the interview process was carried out as a form of triangulation of the method in the study. The data analysis results showed that there was a routine error that causes cognitive conflict when solving the improper fraction problem. The error that occurred indicates that the routine can and cannot resolve the cognitive conflict that occurs. This study’s findings indicated the importance of routine procedures to be understood so that their use is appropriate for solving mathematical problems.
The influence of fiqh insights and science literacy on student ability in developing Quran-based science Muhammad Umar; Sukarno Sukarno
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22012

Abstract

Islamic education institutions are responsible for the process of integration of knowledge which aims to encourage the mastery and improvement of general science and religious knowledge in harmony. This study aimed to see the extent of the influence of the ability of fiqh (Islamic jurisprudence) and scientific literacy on the ability of physics students in developing integrated learning Quran-based science. Through a quantitative approach with a survey model of physics education students involving 150 students, it was found that the correlation value Rcal (0.943)>Rtable (0.1339) with a sig. value (2-tailed) 0.000<0.05. Furthermore, it is also known that the correlation between scientific literacy and integration ability is Rcal (0.512)>Rtable (0.1339) with a sig. (2-tailed) 0.000<0.05. ANOVA test results (F test) showed the value of Fcal (632.126)>F table 3.91 with a probability of 0.05. Thus, it can be understood that simultaneously the independent variables (fiqh insights and scientific literacy) affect the dependent variable (the ability to develop integrated learning Quran-based science as tools of learning). These results are also supported by a sig. 0.00<0.05, which means that the independent variables simultaneously influence the dependent variable significantly.
Improving students’ cognitive process in biology using concept mapping and cooperative mastery learning strategies Emmanuel Bizimana; Dieudonné Mutangana; Adrian Mwesigye
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22454

Abstract

Students’ performance in biology in Rwanda National Examinations has been reported to be unsatisfactory. This demands teachers to shift to methods that enable students to acquire meaningful learning. In an attempt to cope with this situation, the effects of concept mapping (CM) and cooperative mastery learning (CML) on the cognitive process in biology among lower secondary school students in Nyamagabe district, Rwanda was investigated. A quasi-experimental non-equivalent pre-test, post-test control group design was applied to a sample of 449 senior secondary school two (SS2) students (224 males and 225 females) drawn from seven co-educational secondary schools purposively selected from 46 schools. The students were in CM (n=151), CML (n=144) and conventional teaching method (CTM) (n=154) groups. The biology Achievement Test with a reliability of 0.82 obtained from the Kuder Richardson (KR-21) formula was used to collect data. Analysis of Covariance and Bonferroni test were applied for data analysis. Findings revealed that CM and CML groups scored better in all cognitive domains tested than the CTM group. A statistically significant difference between CM and CML was observed in favor of the CM. Based on the findings, it was concluded that the CM and CML are capable of improving secondary school students’ mastery of the content taught at all levels of cognition. Therefore, learning with CM and CML could be a viable option for teachers for addressing attainment issues in biology.
Home fertilizer teaching module for Aborigine people Mangai Solomon Mahanan; Nor Hasniza Ibrahim; Johari Surif; Norulhuda Ismail; Chuzairy Hanri; Muhammad Khairul Arif Ahamad; Nur Sahrizan Serman
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22118

Abstract

The Aborigines of Malaysia portray limited knowledge of domestic wastes conversion into homemade fertilizer for crops which is also needed to facilitate proper home hygiene. Therefore, this study developed a Home fertilizer teaching module that applies 5E model to educate the knowledge deficient Aborigine People. The study used a qualitative research approach through the collection of open-ended data and analyzed based on themes. The research procedure was divided into: i) Development of the Home fertilizer module; and ii) Validation of the Home fertilizer module. Validation of the module was done by eight experts in teaching science and mathematics who were selected based on the purposive sampling technique according to the study aim. An open-ended questionnaire that contains ten items about the suitability of the module to be implemented among the Aborigines community, the content of the module, and involvement of STEM learning was the instrument of the study. Results showed that the content of the module is easy to understand with a clear objective and also stimulates science, technology, engineering, and mathematics (STEM) learning. Also, the module was considered a sanitary STEM module that is suitable for educating the Aborigine people on domestic waste conversion into homemade fertilizer and maintaining a cleaner environment. 
Reading movement in community: A study of Gerakan Buru Membaca Muhamad Chairul Basrun Umanailo; Aulia Nursyifa
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.20523

Abstract

The Buru Reading Movement (Gerakan Buru Membaca) was an initiative of Iqra Buru University community service and developed later into one of the Buru District Government programs, which have been implemented since 2017. The program was designed to improve and promote the community’s reading habits in Buru Regency, Maluku, Indonesia. This was a qualitative study aimed at describing the implementation of Gerakan Buru Membaca in Buru Regency. The research located in Namlea District because of its relatively high population density and heterogeneity. There were forty people interviewed, and this number was obtained through purposive sampling. We employed an analysis technique proposed by Miles and Huberman. The results revealed that the reading movement received a positive response from the community and the village government. The active role is implemented through the provision of village libraries, study rooms, and study houses of learning available. Furthermore, a mobile library, which was only available in the Namlea Village area, prioritized its services in open or public spaces. In other villages, however, the movement was still in the form of reading and learning spaces provided by the village government, with the participation of the community. Despite the positive response from the community, the movement still experienced several constraints. 
Appraisal of emotional intelligence skills of university students in terms of different variables Banu Dikmen Ada; Asude Balaban Dağal
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22105

Abstract

This research investigated whether the emotional intelligence skills of first- and fourth-grade university students differ according to the departments they are enrolled in and other factors. In this research, the 87-item Bar-On Emotional Quotient Inventory was used. In the intrapersonal, interpersonal, and adaptability sub-dimension a significant difference was found in favor of those who attended Mathematics and Pre-school Education departments. When the ‘interpersonal’ and ‘adaptability’ subscales were examined, the results were observed to be in favor of Environmental Engineering Department. When the independent group t-test results were examined with respect to gender variable, the significance of ‘interpersonal’ and ‘adaptability’ subscales was in favor of male students.
Testing content validity of teacher-made test: Profiling teacher perceptions and demographic variables Mohammed Borhandden Musah; Lokman Mohd Tahir; Shafeeq Hussain Al-Hudawi; Mohammad Issah; Abdul Rawuf Hussein; Mikail Ibrahim
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.21992

Abstract

The content validity of teacher-made tests (TMT) in Malaysian Chinese primary schools was explored in this research. The study used teacher-made tests to analyze the selected Chinese primary schools, which have yet to be thoroughly explored in the context of these school types. It also investigated how well teachers in the sampled schools understand the table of specifications (TOS). The study further examined the extent to which included demographic variables affect the validity of teacher-made tests. A total of 660 questionnaires were distributed randomly to teachers from 21 Chinese primary schools. There were 381 completed questionnaires (58% of total rate) received and analyzed. The findings demonstrated that most teachers have a basic understanding of the TOS and that teacher-made test levels are valid. K-group MANOVA analysis also revealed that work experience and age had a significant influence on teacher understanding. Work experience and age, on the other hand, had no effect on the teacher-made test. Furthermore, the findings demonstrated that both teacher understanding and teacher-made tests were unaffected by teacher gender. 
The impact of ICT utilization to improve the learning outcome: A meta-analysis Janu Arlinwibowo; Heri Retnawati; Badrun Kartowagiran
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22112

Abstract

This study aimed to describe the impact of the utilization of technology on learning outcomes through a meta-analysis. Data was collected by documenting research that is resulted from various sources collected through internet. These articles were published from 2006 to 2019, in United Nations Language. The article discusses the influence of information and communication technology (ICT) on learning achievement, analyzed qualitatively, describing the data in the form of sample size, standard deviation, and average, and published in journals indexed in Google Scholar. The analysis design employed a contrast group with the random effect model that the effect size is corrected. The analysis was used JASP software for calculating the average aggregate difference, drawing a forest plot, and publication bias. The results of the analysis show that there is a significant difference between groups using ICT and non-ICT in the learning process (SE=1.13), groups of students who utilizing ICT in the learning have better learning outcomes than those who do not use ICT. Based on the results of the analysis, it is very clear the urgency of implementing ICT in supporting the learning process. Schools should conduct an assessment of the condition of the school and students and then choose the appropriate ICT implementation. Thus, the quality of the learning process and students' technological literacy improve.
Developing the strategic collaboration model in basic education Mashuri H. Tahili; Ismail Tolla; Muhammad Arifin Ahmad; Sulaiman Samad; Abdul Saman; Pattaufi Pattaufi
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.21907

Abstract

The strategic collaboration approach has recognized widely can overcome the complexities and challenges of teaching and learning programs and achieve sustainable education quality improvement. This study analyzed the development of a strategic collaboration approach in education at local government in Indonesia. The mixed-method analyzed the correlation of the strategic collaboration approach in education. Data gained through the questionnaire for quantitative data and in-depth interview with the key informants for qualitative data. The school collaboration networks, school strategic leadership, teacher strategic alliances capacity, school culture innovation, and school committee collaboration. Besides, the education service innovation as the core objective of the element education strategic collaboration has determined by two factors consist of school collaborative strategic planning and strategic collaboration development in education. Research samples were teachers, school leaders, and school supervisors and also the personnel of the education agency of Banggai Regency, Central Sulawesi, Indonesia. The research samples selected by using a stratified random sampling technique. There were 521 selected respondents and 15 key informants. The questionnaires for quantitative model are scaled on a 6 point-Likert scale ranged from strongly agree to strongly disagree. The strategic collaboration development model viewed as a better approach to achieve education quality improvement, creating a service innovation, and quality control in education.

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