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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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Reflections on higher education institutions responses intra-period COVID-19: A road towards a new normal in Arab universities Asmaa Abusamra; Suyanto Suyanto; Sutrisna Wibawa
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.v11i2.22061

Abstract

While the unprecedented COVID-19 pandemic continues to impact, the new normal era becomes the latest universal issue to be discussed. Hence, most Arab countries are still categorized as developing countries, this stipulates the need to provide deep discussion on the typology of the types of responses currently undertaken by their higher education institutions. This can assess their agility in preparing for the intra-pandemic period and the unprecedented future disruption. This paper aims to give reflections on the adopted practices in Arab higher education institutions in response to COVID-19 disruption. It also aims to utilize the success indicators and challenges encountering these universities in a way to propose recommendations to shape the new normal era forward. In this study, a desktop analysis, leveraging six Arab universities websites and governments’ sources, was conducted wherein systematic literature, policy documents, as well as related procedures targeting COVID-19 and higher education were reviewed. The results indicate that, throughout the uncertainties of COVID-19, Arab higher education institutions continuously strive to deliver high quality of teaching and learning through employing consistent high-tech procedures entitling government legislations, education management, curriculum, scientific research and stakeholders’ collaboration.
Solving mathematical word problems using dynamic assessment for scaffolding construction Andi Saparuddin Nur; Kartono Kartono; Zaenuri Zaenuri; Rochmad Rochmad
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.v11i2.22535

Abstract

Students need the ability to solve word problems can connect mathematics with the context of everyday life. However, students experience many difficulties and need assistance in the form of scaffolding can to solve word problems well. Dynamic assessment is an alternative approach to constructing the form of scaffolding that student need to solve mathematical word problems. This study aimed to analyze the students' difficulties in solving word problems and the required form of scaffolding through dynamic assessment. The subjects of this study consisted of 177 students spread across 10 public junior high schools in Jeneponto Regency, South Sulawesi Province, Indonesia. There was a four-word problem tested and analyzed using dynamic assessment. Student solutions were grouped based on the type and form of scaffolding needed: level 5 (no solution), level 4 (without analysis/unrepresentative), level 3 (computational error), level 2 (incomplete procedure), level 1 (lack of thoroughness in the final stage). The form of scaffolding is constructed to help students solve mathematical word problems step by step at each level. The use of scaffolding accompanied by instructions helps students develop word problem-solving skills. Dynamic assessment can be considered to be integrated with the mathematics learning process that supports scaffolding construction to solve students' word problems.
Optimization of Russian primary school graduates’ self-esteem in the personality-developing learning environment Natalia Valentinovna Ivanova; Olga Veniaminovna Suvorova
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.v11i2.21996

Abstract

The article reveals the capacity of the designed personality-developing learning environment for optimizing the establishment of self-esteem among the fourth-grade pupils of Russian primary school graduates. Negative manifestations in the development of self-esteem of children in the fourth year of schooling along with insufficient knowledge of the environmental approach to the formation of self-esteem of fourth-grade pupils, make the material of the work relevant. The theoretical basis of the article is psychological and pedagogical research of Russian scientists in the field of the educational environment and self-esteem of schoolchildren. The author provides the content of an empirical research study. There were 213 fourth-grade schoolchildren took part. It reveals the embodied conditions and opportunities aimed at improvement of fourth-grade pupils’ self-esteem in each of the components of the experimental educational environment. The study proven that the personality-developing educational environment had a positive and statistically reliable effect on the level of self-esteem of the fourth-grade schoolchildren, as well as on the level of their aspirations. Research materials are useful for educational practice to optimize the personal growth of students aged 10-11 years.
Classroom walkthrough observations in a state university: On grounded theory Annalene Grace Edu Co; Roselle Matammu Soriano
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.v11i2.21900

Abstract

The primary goal of this classroom walkthrough observation study was to come up with a theoretical framework that improves the instruction process in a public university in Region 02, Philippines. Walkthroughs in classrooms are done quickly and unexpectedly, usually by school administrators in the facility. In addition to deans and program chairpersons, nine educational leaders (deans and program co-chairs) and 37 faculty members took part in the study by the chain or snowball sampling. A core category (phenomena) was formed, conceptual tags were assigned, and a theoretical model that describes the causal elements influencing the phenomenon was developed through extensive discussions. Strategies that arise as a result of the occurrence, processes affected by context, processes that are influenced by intervening conditions, and implications of the system when employed. A detailed description of the many categories and subcategories are given, and participants' statements in support of the theory.
Main individual factors influencing the learning approaches: The first-year students’ perspective Omar Jiyed; Ouafae Idrissi Aydi; Anouar Alami; Nadia Benjelloun; Moncef Zaki; Mohammed Lachkar
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.v11i2.21937

Abstract

Currently, the quality of student learning i.e. in-depth learning is essential in any planned reform. The massification phenomenon is one of the challenges facing this quality. This study explored the student characteristics influencing the learning process in an open access faculty, namely, the Dhar El Mahraz Faculty of Science in Fez, Morocco. Semi-structured interviews were conducted on 15 freshmen who enrolled in Earth and Universe Sciences and Life Sciences (EUS/LIS) program and presented a dominance of a surface learning approach. The main factors encouraging surface learning emerged were the learning habits and strategies, language competencies, motivational aspects and gender. The findings serve as an input for the design and implementation of actions to enhance deep learning.
The spatial thinking process of the field-dependent students in reconstructing the geometrical concept Henry Suryo Bintoro; Yohanes Leonardus Sukestiyarno; Mulyono Mulyono; Walid Walid
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.v11i3.22399

Abstract

Reconstructing geometrical concepts requires a spatial thinking process, so the spatial thinking process will be correct and complete. The phenomena of cognitive style differences cause different perceptions and thinking activities to solve geometric problems. This qualitative-explorative research describes the spatial thinking process of students with field-dependent cognitive styles in reconstructing the concept of spatial geometry based on the theory of Action-Process-Object-Schema (APOS). The research subjects were 27 students and obtained five students with field-dependent cognitive styles. The researchers used a purposive sampling technique from the subjects with a certain consideration. The researchers selected a student that met the three elements of spatial thinking and the five indicators of spatial ability. This research collected the data with interviews, documentation, and group embedded figure test (GEFT). The analyzing techniques used data collection, data reduction, data presentation, and concluding. The spatial thinking process of the field-dependent students had a spatial category with three indications: i) Inaccuracy in the elements of representational thinking; ii) The inaccuracy of spatial perception indicators; and iii) Not using de-encapsulation mental mechanisms.
Flipped classroom in history learning to improve students’ critical thinking Muhammad Rijal Fadli; Saefur Rochmat; Ajat Sudrajat; Aman Aman; Arif Rohman; Kuswono Kuswono
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.v11i3.22785

Abstract

The flipped classroom is very helpful for students to understand learning material, but it is still very minimally used, especially in history learning. This study analyzed the effect of the flipped classroom model in history learning to improve students' critical thinking. This study employed a quasi-experimental non-equivalent control group design, by dividing into two class groups, namely experimental and control. The sample was 121 students who were selected through cluster random sampling technique. The data collection was through observation, interviews, and instruments in the form of critical thinking tests. Data analysis used an independent sample t-test and N-gain score test to analyze the effect of a flipped classroom in history learning to improve critical thinking. The results showed that the flipped classroom in history learning had a significant effect on improving students' critical thinking skills as evidenced by the independent sample t-test test with a significance value of 0.000<0.05, and the N-gain score test which was included in the moderate criteria. So, the flipped classroom model in history learning is very suitable to be used and implemented. Hence, learning objectives are achieved so that history learning can run well and optimally.
Efficacy, expectancy, or the sense of mattering? Academic procrastination in online study Hong Chun Yeoh; Susanna Poay Lin Hong; Kususanto Ditto Prihadi
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.v11i3.22964

Abstract

Past studies reported that academic procrastination (AP) was contingent upon students’ educational self-efficacy (ASE) and the expectancy-value belief (EV), which were developed through social interaction. When teaching and learning in most universities were altered into online learning (OL) during the pandemic, students’ social interaction was more inclined toward online communication, especially through social networking sites (SNS); a phenomenon that has been reported to alter their sense of societal mattering (SM), the sense that they matter to the society. We hypothesized that SM moderates the mediation of EV on the association between ASE and AP. We purposively recruited 361 university students who must study fully online from home during the outbreak and asked them to respond to the designated scales. The bootstrap analysis with 5,000 samples and a 95% confidence interval showed that the moderated mediation hypothesis was supported. Students who believe that they can perform well tend to value their tasks higher, and therefore had a lower rate of procrastination. However, this mediation did not occur among students who do not think that they matter enough to the university as a society.
No more Pygmalion: Teachers’ expectations, mattering and self-efficacy in the online classroom Jun Ren Tung; Jin Chin Hee; Kususanto Ditto Prihadi
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.v11i3.22892

Abstract

Studies before the outbreak reported that lecturers' and teachers’ expectancy were observable to the students from their classroom behavior and, in turn, affect the students' educational self-efficacy (ES). Our study was conducted to investigate whether the aforementioned finding still holds in the compulsory online learning environment during the COVID-19 pandemic. Online learning was not the only implication of the social distancing policy during the pandemic, any form of social interactions among university students was affected up to the point that they rely more on social media to obtain social feedback that eventually altered the way they evaluate themselves. Because this phenomenon might lead to the way students develop the sense that they matter to their society societal mattering (SM) we hypothesized that SM would be a stronger predictor of ES than the students’ perception of the educators’ expectancy. Nevertheless, the data we collected from 361 purposively recruited students from universities in Indonesia and Malaysia indicated that their perceptions of teachers’ expectancy were no longer a significant predictor of ES when the social mattering was controlled for. Further implications, limitations, and suggestions are discussed.
Determinants of Self-initiated Expatriation. The Paradox of International Faculty Migration to Moroccan Universities Rachid Alami Aroussi; Marc Poulin; Rommel Sergio
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22435

Abstract

This study seeks to highlight key motivational influences for international faculty self-initiated expatriation (SIE) from developed to developing countries. We use the North African country of Morocco as a case illustration. While previous research has focused extensively on south-to-north migration, scant attention has been given to the migration of academic faculty from developed to developing regions despite the increasing level of activity in this area. Against this backdrop, this study provides fresh insights into the push and pulls factors—notably the motivations, expectations, and experiences of faculty who have embarked upon this type of mobility and drawing upon the theoretical lens of SIE. The study revealed that non-economic factors, namely ‘gaining international experience’, ‘raising academic status’ and ‘greater employment opportunities’ are the most important pull factors to migrate while ‘lack of career opportunities’, ‘unsatisfied job’ and ‘underemployment’ are the push factors that influence faculty self-initiated expatriation to Morocco. Our study showed 53.1% overall job satisfaction among expatriates while literature reported unsatisfactory career development and work conditions among local university teachers. Findings attested that expatriate women, in the large majority (89.3%), were unsatisfied with their current job while, on the contrary, men are globally contented (68%). Active local professional network seems to have a significant correlation with expatriate men’s job satisfaction.

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