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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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Learning during COVID-19 pandemic: A systematic literature review Awal Kurnia Putra Nasution; Mustafa Kamal Nasution; Muhammad Hasyimsyah Batubara; Imam Munandar
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.v11i2.21917

Abstract

The COVID-19 pandemic has transformed education worldwide. Learning that is usually done offline has turned into online learning to avoid the spread of the COVID-19 virus. The purpose of writing this article is to describe the latest and updated learning conditions during the COVID-19 pandemic. What kind of learning was carried out during the COVID-19 pandemic, was the learning effective, how was the learning outcome, and the challenges faced. The systematic literature review is used to find answers to this article's purpose by synthesizing 53 articles selected according to the criteria. The synthesis results found that online learning was carried out using video conference as a substitute for face-to-face meetings, discussions, exams, and learning feedback using supporting applications. The internet was the direct support. Most of the learning shows significant results. Learning outcomes cannot be concluded whether it is good or not. There are many challenges during learning. It indicates that the world of education is not fully ready to transform from offline learning to online learning. A standard platform for online learning and rules of learning is required to minimize negative impacts and pay attention to the socio-emotional aspect.
Narration and multimodality: The role of the human body and material objects in science teaching Panagiotis Pantidos; George Kaliampos; Konstantinos Ravanis
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.v11i2.22074

Abstract

This article seeks to shed light on the semiotic approach to science teaching and learning. Essentially, the mental representations of learners are also affected by the sign vehicles employed to communicate ideas in the material world. Thus, any learning object also appears as a material representation, consisting of acoustic and visual forms, which affect its content. The human body’s kinetic modalities, spatial configurations (i.e., graphs, images), material objects, prosody, as well as the written and spoken word constitute the perceptual data that encode the concepts. This particular paper deals with the possibility that the more emphatic signifiers, i.e., the human body and material objects, can create narrative spaces and produce meaning during science teaching. It also discusses alternative uses of material objects along with the multiple interpretations their visual images can evoke. As regards the human body, iconic, deictic, and ergotic gestures are analyzed as forms that produce meaning and are autonomous and dynamic when working with the other semiotic systems. Both material objects and the human body rely upon the ability of the learners’ imagination to transport them to narrative worlds located outside the classroom.
The influence of virtual instructional leadership on teachers’ commitment: A Malaysian e-leadership case study Hapini Awang; Mat Rahimi Yusof; Mohd Faiz Mohd Yaakob; Mohd Fairuz Jafar; Ramlan Mustapha; Kalipakiam Subramaniam
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.v11i2.22669

Abstract

The ability of instructional leadership practices in shaping positive school culture is well known. Similarly, it is also proven that this kind of school leadership could strengthen teachers’ commitment. However, the research tended to focus on conventional instructional leadership and the ability of virtual instructional leadership to produce such impact remains unclear. Therefore, this study investigated the influence of virtual instructional leadership on teachers’ commitment. Based on Meyer and Allen’s Organizational Commitment Model the research model developed and analyzed using partial least squares-structural equation modeling (PLS-SEM). The finding revealed a positive impact of principals’ virtual instructional leadership practices towards teachers’ commitment in schools. Despite this, the study also discovered that normative and continuous commitments are not the fit dimensions for teacher’s commitments in the context of virtual instructional leadership, which is quite shocking. Hence, this would be a fruitful area for further works.
Motivation and satisfaction in online learning during COVID-19 pandemic: A systematic review Nurfina Aznam; Riki Perdana; Jumadi Jumadi; Heru Nurcahyo; Yusman Wiyatmo
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.v11i2.21961

Abstract

The study summarized current studies on student motivation and satisfaction and identify research gaps for proposing studies for the next study. A total of 50 academic research papers on satisfaction and motivation during COVID-19 pandemic learning were published during pandemic era December 2019 to December 2020. There were 45,935 participants on the study with 357 elementary students, 478 middle-high students, 42,151 college students and 2,949 teachers. An important result of this study is a significant change in motivation and satisfaction. From the review, this paper updates a new database, with a wide range of student satisfaction and motivation through online learning during the COVID-19 pandemic, especially to improve student satisfaction and motivation for a successful learning process. Suggests that it can be considered an effective learning method. This study is beneficial for education experts, lecturers, teachers, trainers, and technologists who are interested in assessment, learning, guidance, design, and online-based learning environments during a pandemic or after a pandemic to increase motivation and satisfaction in learning.
Online teaching in an Indonesian higher education institution: Student’s perspective Nova Lina Sari Habeahan; Seli Marlina Radja Leba; Wahyuniar Wahyuniar; Dina Br Tarigan; Sandra Ingried Asaloei; Basilius Redan Werang
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.v11i2.21824

Abstract

Online teaching has been pushed further as the best solution that addresses the challenges of colleges and universities closure during the COVID-19 pandemic. This study intended to disclose students’ perceptions of the online teaching. A quantitative survey approach was employed to collect data from a total of 175 students which were conveniently established from amongst students enrolled in academic year 2020/2021 at the Indonesian Language and Literature Education Department of Musamus University, Indonesia. Applying the SPSS software version 16 as the tool, obtained data were quantitatively analyzed using descriptive analysis of frequencies and percentages. The results showed the majority of respondent were disagreeing with the facts that they have an access to personal devices and that they can easily access to both internet and online classes. The majority of respondent were agreeing with the facts that teaching materials were well-planned and that various learning strategies were used to help students understand. The majority of respondent were agreeing with the facts that students were given opportunity to raise and answer the questions and that feedback given on students’ work are very helpful. Lecturers need to reach out and check students’ conditions before starting online teaching.
The perception of Engineering students toward teaching performance on online learning during COVID-19 pandemic Teodoro Díaz-Leyva; Carlos Dávila-Ignacio; Jorge Sanchez-Ayte; Orlando Ortega-Galicio; Soledad Olivares-Zegarra; Nestor Alvarado-Bravo; Salvador Trujillo-Perez; Almintor Torres-Quiroz; José Razo-Quispe; Florcita Aldana-Trejo
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.v11i2.22072

Abstract

This study analyzed the perception of Mechanical Engineering and Systems Engineering students in the process of evaluating teacher performance in online teaching due to the COVID-19 pandemic. This was descriptive-correlational research. The results showed that the Systems Engineering students performed a better perception with the class session management factor and low qualification to the didactic strategies factor. Likewise, the Pearson correlation test indicated a significant relationship (0.000) between the specific factors on the overall performance factor. The topic factor has the greatest strength on the qualification of the overall performance factor, with a constant Pearson's correlation of 0.964. The Mechanical Engineering students showed a better perception with the class session planning factor and low qualification to the didactic strategies factor. Likewise, the Pearson correlation test indicated a significant relationship (0.000) between the specific factors on the overall performance factor. The didactic strategies factor being the one that has the greatest strength on the qualification of the overall performance factor, with a correlation constant Pearson's of 0.983.
The Use of Active Learning Strategies in High Schools, Zabul, Afghanistan Abdul Nafi Himat; Rahmatullah Kakar
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22509

Abstract

The aims of this research were to investigate the use of active learning strategies, the views of teachers towards student-centered techniques, and the factors that hindering the implementation of learner-centered approaches in High Schools. The quantitative method used for this study, and the data collected from the teachers through questionnaire as well they selected through random sampling method. The data analyzed by IBM 24 version of SPSS. The findings of this study indicated that teachers used question and answer, debate, information gap, role-play, think-pair-share, group work, turn and talk, one-minute paper, brainstorming and pair work in the classroom. Moreover, the findings asserted from the views of teachers that active learning strategies give chance to students to participate actively in the teaching, and they focused that these techniques should be applied in classrooms as well as these strategies motivate students. Also, enhance students’ self-confidence. Similarly, the results further asserted that the use of student-centered methods persuade teachers to teach better. Furthermore, the factors that hindering the use of learner-centered strategies were the hard system of education, lack of training, absence of advanced technology in classes, many teaching periods in a week, lack of instructional materials and many students in classrooms.
Instrument evaluation of conspiracy theory about COVID-19: Exploratory factor analysis and confirmatory factor analysis Ahmad Fauzi; Muhammad Saefi; Widi Cahya Adi; Evi Kristiana; Nurlita Lestariani
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.v11i2.22339

Abstract

Students’ beliefs toward conspiracy theory (CT) of COVID-19 can be the indication of science education quality. However, a validated instrument to measure the level of students’ acceptance on the CT about COVID-19 still remains unexplored. This study aimed to evaluate the questionnaire of CT about COVID-19. The questionnaire consisted of 14 items and delivered online to the 400 students of Biology education in Indonesia. The data was analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). All items have standard deviation between 1.60 and 2.63, but one item was revealed to have insignificant correlation. The EFA result indicated that the other 13 items had loading factor 0.5 and were categorized into three dimensions. The third dimension was eliminated after the administration of CFA due to only one item in the dimension (λ>0.5). There were three items in the first dimension and two items in the second dimension resulted in λ<0.5. The correlated model from CFA disclosed good values of goodness of fit (GOF), χ2/df=2.527, root mean square error of approximation (RMSEA) standardized root mean square residual (SRMR)=0.014, comparative fit index (CFI)=0.964, goodness-of-fit index (GFI)=0.969, adjusted goodness of fit (AGFI)=0.940, Tucker-Lewis index (TLI)=0.947, and normed fit index (NFI)=0.943. Therefore, the questionnaire is strongly recommended to measure the level of students’ beliefs toward the CT of COVID-19. 
The development of community learning center ‘Bue Ban’ in driving the smart city policy in Khon Kaen, Thailand Vitthaya Thongdee; Suraphon Promgun; Suthipong Sawadtha; Somkhoun Namsithan; Phanthiwa Thubphumee; Niraj Ruangsan
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.v11i2.22573

Abstract

This research studied the contextual conditions of Khon Kaen Urban Community for developing the community learning center (CLC) as a part of smart city development. It also aimed to develop ‘Bue Ban’ CLC model based on the public participation and digital advancement. This study was carried out employing the qualitative and operational research method with its tools as an in-depth interview, academic seminar, and fieldwork. The data were obtained from 66 participants, chosen by purposive sampling, and were interpreted by descriptive content analysis. From the study, the models of Bue Ban development and knowledge management, identity, development, publication, utilization or ‘KID-PU’ have been used to develop CLC as a part of smart city development.
Effectiveness of blended learning in the new normal era Sukirman Sukirman; Yusron Masduki; Suyono Suyono; Dian Hidayati; Hanif Cahyo Adi Kistoro; Sutipyo Ru’iya
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.v11i2.22017

Abstract

The effects of the pandemic in the world of education have as many influences as the adjustment of learning models. This study aimed to determine the effectiveness of blended learning as an alternative to online education in the new normal era. This was an experimental study with a one-shot case study design conducted in several public high schools in the Special Region of Yogyakarta, Indonesia. The respondents involved in this study were 70 teachers who were determined using a simple random sampling technique. The data was collected by using a questionnaire. Multiple regression analysis was used to analyze the effect of the effectiveness of the application of the blended learning model during the COVID-19 pandemic. The results showed that the effectiveness of educational programs after using blended learning is 95.05%, much higher than the effectiveness of educational programs before using blended learning with a score of 73.24%. The blended learning model affects the effectiveness of learning during the COVID-19 pandemic by 85.20%. Learning during the COVID-19 pandemic that implements the blended learning model will run more effectively and more successfully. Schools need to apply the blended learning model because the use of this method is effective, efficient, and more successful in the new normal era.

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