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[Exploring A-level mathematics teachers’ teaching practices and use of technology ]]>
<![CDATA[Chinghao Chua]]>;
<![CDATA[Azlina Mohd Kosnin]]>;
<![CDATA[Kee Jiar Yeo]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22672
<![CDATA[Student-centered teaching methods and technology are often viewed as effective tools to raise students’ performance and interest in mathematics learning. Limited research exists on discussion of teaching methods and the use of technology on the general certificate of education (GCE) A-level mathematics. The purpose of this qualitative research where data were collected using semi-structured interviews was to explore how A-level mathematics teachers used teaching methods and technology for the delivery of mathematics instruction. Convenience sampling was applied, the participants were seven A-level teachers from a private college in Johor, Malaysia. The gathered responses were analyzed using thematic analysis based on the approaches suggested by Braun and Clarke. The findings of this research reported that while mathematics teachers revealed they made some attempts in incorporating technology and student-centered teaching approaches to their classes, traditional teaching approaches such as chalk-and-talk and drill-and-practices remained to be the dominant teaching approaches they would use in their classes. In order to have a closer examination between the relationship of students’ interest and students’ performance in mathematics, the researcher suggests the future direction of study on the development of a teaching module which serves as a reference guide to alleviate the mentioned teachers’ concerns.]]>
<![CDATA[Demotivating factors and coping strategies among Filipino EFL teachers in Thailand ]]>
<![CDATA[Christopher Molingit Balintag]]>;
<![CDATA[Punyapa Saengsri]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22584
<![CDATA[Teaching demotivation may negatively affect teachers’ performance in English language teaching. This present study investigated the demotivating factors and coping strategies of seven Filipino English as a foreign language (EFL) teacher in Thailand.Using qualitative design, semi-structured interview was used to elicit the views of teachers. Findings have shown five demotivating factors: administration-demotivational factor, colleague-demotivational factor, student-demotivational factor, self-demotivational factor, and parent-demotivational factor. Moreover, self-regulation strategy and pedagogical strategy are useful for the teacher to cope with those factors. Implications were discussed to help foreign EFL teachers in Thailand become aware of teaching challenges in Thailand.]]>
<![CDATA[Learning of empathy among first-year medical students ]]>
<![CDATA[Bulan Kakanita Hermasari]]>;
<![CDATA[Dian Nugroho]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22915
<![CDATA[Empathy is one of the core competencies that doctors must possess. Teaching empathy is carried out since students are in undergraduate medical education. One of the learning activities that can be used to improve empathy skills is reflection. Many studies have reported on the empathic abilities of medical students. In addition, there have also been many scientific articles discussing the factors that affect the ability of empathy. However, how medical students learn empathy is still unclear, especially for first-year students who have just been exposed to medical science after graduating from high school. This study aimed to understand how first-year medical students learn empathy. A qualitative study with a phenomenological approach was carried out. We selected randomly, a total of 30 medical student reflection journals were analyzed using content analysis techniques. There are three themes, namely stimulus, process, and effect. Medical students learn empathy driven by internal and external stimuli so that a thinking process occurs through several learning activities. The existence of this stimulus and process influences both the self and the patient/client. The whole process of empathy learning can show how early-year students learn and the factors that influence student empathy learning. This study supports other research that discusses the learning process and factors that affect medical students' empathy. This result can encourage curriculum planners to design appropriate empathy learning for students.]]>
<![CDATA[Madrasa teacher professionalism: Effects of gender and teaching experience in learning ]]>
<![CDATA[Syahraini Tambak]]>;
<![CDATA[Muhammad Yusuf Ahmad]]>;
<![CDATA[Amril Amril]]>;
<![CDATA[Desi Sukenti]]>;
<![CDATA[Hamzah Hamzah]]>;
<![CDATA[St. Marwiyah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22539
<![CDATA[Developing professional madrasa teachers are increasingly popular in the classroom, but of these teachers, mixed results (without clear reasons) are reported. This article addresses the impact of gender and teaching experience (duration) on developing professional madrasa teachers, using the two factors as references. Research with a questionnaire was conducted in 75 public and private Aliyah Madrasas, with data collected from 325 teachers. Data analysis is differentiated based on madrasa teachers’ type (public or private), gender, and teaching experience in the competencies assessed. Results showed that developing professional teachers’ proficiency is low and related to gender, that males perceive themselves more highly developed professionally than females, and that even teaching experience does not necessarily ensure development of professional competence and implementation in the classroom. The development of professional madrasa teachers with more than 30 years’ experience is less proficient than that of teachers with experience from 21–30, 10–20, and <10 years. However, the significant relationship between gender and professional development of madrasa teachers who have taught for more than 30 years is revealed: the development of male madrasa teachers who have taught for more than 30 years is less proficient than that of females. Reasons behind this difference must be examined and competencies differentiated to improve development of professional madrasa teachers’ professionalism.]]>
<![CDATA[Collaborative mathematics learning management: Critical thinking skills in problem solving ]]>
<![CDATA[Sutama Sutama]]>;
<![CDATA[Djalal Fuadi]]>;
<![CDATA[Sabar Narimo]]>;
<![CDATA[Siti Hadiyati Nur Hafida]]>;
<![CDATA[Meggy Novitasari]]>;
<![CDATA[Sofyan Anif]]>;
<![CDATA[Harun Joko Prayitno]]>;
<![CDATA[Sunanih Sunanih]]>;
<![CDATA[Mazlini Adnan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22193
<![CDATA[This qualitative-ethnography study described the critical thinking skill based on indicators of interpretation, analysis, evaluation, and inference in solving mathematical problem. The subjects of the study were the headmaster, math teachers, and ninth grade students of a public junior high school in academic year of 2020/2021. The data were collected through observation, field notes, interview, and documentation. Triangulation of sources and technique were used to ensure the data validation in this research. Data analysis technique was done inductively with continuous process along with the data collection. The results of the study showed high initial skills in mathematics become the basic need for the students in developing critical thinking skills based on indicators of interpretation. The improvement of critical thinking based on the indicator of interpretation is accustomed through problem-based learning. Critical thinking process based on the indicator of analysis is cultivated through collaborative learning. In this indicator, the students need special attention from the teacher. There is always the possibility for every student from each level to face difficulties in solving some problems without collaborating with others. The teachers can make more effort to optimize the students’ basic holistic skills in line with their knowledge and experience in order to improve students’ critical thinking skills based on the indicator of inference. In this indicator, teachers should guide the students to improve their critical thinking skills.]]>
<![CDATA[Students’ satisfaction on learning calculus using open and distance learning method during COVID-19 pandemic ]]>
<![CDATA[Rusliza Ahmad]]>;
<![CDATA[Zulkifli Mohd Ghazali]]>;
<![CDATA[Muhammad Syawal Abd Halim]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22337
<![CDATA[In early 2020, due to the COVID-19 outbreak in Malaysia, all higher education institutions had to switch from face-to-face learning to open and distance learning (ODL) method. The main purpose was to prevent any further spread of the COVID-19 virus. This study aimed to identify factors carrying impacts on students’ satisfaction in learning calculus using ODL method. The sample consists of 224 students of Universiti Teknologi MARA (UiTM) Perak Branch, Tapah Campus who took calculus subjects using ODL method during the COVID-19 lockdown in Malaysia. Five factors are found to influence students’ satisfaction towards ODL method: student-lecturer interaction; lecturer performance; ODL course evaluation; design; and technical. By using partial least square (PLS)–SEM method, the results showed that lecturer performance has a large effect size on students’ satisfaction. Technical and design factors have medium effect sizes, while the ODL course evaluation and student-lecturer interaction have small effect sizes. This research provided useful insights for an effective planning of online calculus courses by considering all factors that influence students’ satisfaction.]]>
<![CDATA[Mobile application-based media learning and its’ effect on students’ learning motivation ]]>
<![CDATA[Fajar Indra Kusuma]]>;
<![CDATA[Nunuk Suryani]]>;
<![CDATA[Sri Sumaryati]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22481
<![CDATA[Online learning is a solution used during the COVID 19 pandemic. This study aimed to determine the conditions of learning during the pandemic and the development of mobile application-based learning media. This was a research and development (R&D) in the context of developing mobile application-based learning media. The results of the development of learning media by researchers indicate that experts and students have positive opinions about this cellular application-based learning media. All experts from media experts, materials experts and expert practitioners stated that this media is "very worthy". The results of the perception questionnaire of 126 respondents also rated this media "very worthy" with a percentage value of 86.30%. In addition, the post-test revealed that learning media based on mobile applications is proven to be effective in increasing students' learning motivation.]]>
<![CDATA[Researching professional English as a foreign language lecturer in the industry 4.0: A curriculum perspective ]]>
<![CDATA[Habiburrahim Habiburrahim]]>;
<![CDATA[Saiful Akmal]]>;
<![CDATA[Ika Kana Trisnawati]]>;
<![CDATA[Suryanto Suryanto]]>;
<![CDATA[Maira Mustiranda]]>;
<![CDATA[Safrul Muluk]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22593
<![CDATA[The issue of professional English as a foreign language (EFL) lecturer in the industrial revolution 4.0 (IR 4.0) era has received considerable attention. However, very few studies on this subject have been conducted in Indonesia, particularly at State Islamic Universities. To address this gap, researchers conducted a qualitative study to examine how EFL lecturers maintain their professionalism in the IR 4.0 era and the curriculum approach that best meets current teaching and learning needs. The researchers applied a purposive sampling approach in selecting the participants for this study. There were 11 EFL lecturers from a state Islamic university in Banda Aceh, Indonesia chosen to participate in this study. The findings of this study indicate that EFL lecturers must continue to learn and improve their digital and technological competency in order to maintain their professionalism. In terms of curriculum approach, EFL lecturers believe that taking an interdisciplinary approach and providing more opportunities for students to focus on applied skills are essential parts of their teaching professionalism in the IR 4.0 era. ]]>
<![CDATA[Critical thinking skills: Profile and mastering concepts of undergraduate students ]]>
<![CDATA[Rizkia Suciati]]>;
<![CDATA[Herawati Susilo]]>;
<![CDATA[Umie Lestari]]>;
<![CDATA[Abdul Gofur]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22409
<![CDATA[As one of the 21st-century skills, critical thinking (CT) is required for working in an interdisciplinary setting. Educators are expected to provide learning activities that enhance students’ CT skills. Biology, particularly Cell Biology, is seen as challenging since the topics covered therein relate to those covered in the following semester. This research was conducted out as a preliminary study to improve the quality of the learning process, especially in the Cell Biology course. It aimed to identify students’ CT skills in mastering concepts about Cell Membranes. This study enlisted the participation of 105 students from two universities. This research used an instrument test essay using the rubric CT skills. The findings revealed that undergraduate students’ CT skills were classified as basic in mastering the concept of Cell Membrane.]]>
<![CDATA[EFL teachers’ perceptions on professional development for language proficiency maintenance and improvement ]]>
<![CDATA[Him’mawan Adi Nugroho]]>;
<![CDATA[Utami Widiati]]>;
<![CDATA[Ani Susanti]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i3.22966
<![CDATA[This case study investigated the phenomenon of English as a foreign language (EFL) teachers’ perceptions of professional development (PD) related to language proficiency, which has become a critical issue in the field of EFL teaching and has played an important role in facilitating students to learn English well. Interview guides were employed as the main instrument to elicit information about PD activities related to language proficiency maintenance and improvement, comprising closed-ended and open-ended items. The participants of the study were six professional EFL teachers who have had 5 to 30 years of teaching experience, selected from high schools in a capital city in Indonesia. Data were analyzed descriptively to result in frequencies of importance levels and qualitatively to explore patterns of PD activities. The results showed that two factors affecting the participants’ acknowledgement of the importance of language proficiency PD activities: the need to maintain and improve language proficiency and the benefits of proficiency for teaching and learning. It is recommended that Indonesian EFL teachers develop self-awareness of the importance of improving their skills not only pedagogically but also professionally and realize that PD for language proficiency in particular is imperative to help them keep their professionalism high. ]]>
