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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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Promoting higher-order thinking skills during online learning: The integration of metacognition in science for higher education Ika Maryani; Zuhdan Kun Prasetyo; Insih Wilujeng; Siwi Purwanti
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.v11i4.23129

Abstract

This study aimed to explore the integration of metacognition in online science education for college students and tested the feasibility of the learning model on students’ high order thinking skills (HOTS). The analyze, design, develop, implement, and evaluate (ADDIE) model was employed in this study. A needs analysis was conducted through interviews and questionnaire surveys to 21 science lecturers from primary school teacher education study programs at seven state universities and 14 private universities in Indonesia. In the development phase, the effectiveness of the model was examined through an experimental study involving three groups of students: experimental group (41 students), control group 1 (39 students), and control group 2 (39 students). The experimental study was performed using the randomized pretest-posttest comparison group design. The research hypothesis was investigated using a general linear model and multivariate analysis of variance. Through awareness-building, essential questioning, planning, monitoring, evaluating, and reflecting, this study successfully integrated metacognition into online science education. The model's learning syntax incorporated both synchronous and asynchronous learning activities. Virtual and contextual projects are critical components of this approach because they demonstrate how metacognition is regulated. Expert judgment indicated that the model under development was highly feasible. The experimental study established that the learning model had a considerable effect on students’ HOTS, which rose by 75% (a large effect) due to the model’s implementation.
Reliability and validity of adapted cross-cultural counselling inventory-revised on the sample of undergraduate counsellor trainees Maizatul Mardiana Harun; Wan Marzuki Wan Jaafar; Asmah Ismail; Sidek Mohd Noah
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.v11i4.22510

Abstract

The cross-cultural counseling inventory-revised (CCCI-R) is one of the limited instruments available to measure the observed multicultural counselling competence. Most studies utilized self-report multicultural counselling competence instruments. Therefore, for the benefit of counsellor educators and multicultural training in Malaysia, this study investigated the factor structure, reliability, and validity of the adapted CCCI-R in the local context. There were 38 supervisors who completed 205 the adapted CCCI-R for their respective counsellor trainees. As the result, internal consistency was found to be=.947, while construct reliability was found to be .968. The confirmatory factor analysis (CFA) yielded a convergent validity value of .909. The adapted CCCI-R factor structure, reliability, and validity were all verified in this study. Counsellor educators were able to successfully employ the CCCI-R across gender and ethnicity when rating counsellor trainees observed multicultural counselling competence due to its excellent reliability and validity.
A MEASUREMENT MODEL OF ORGANIZATIONAL CITIZENSHIP BEHAVIOR PRACTICES AMONG SECONDARY TEACHERS : VALIDITY AND RELIABILITY Ainon Madiah Mohd Nawawi
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.v11i4.22900

Abstract

The main issue for this study is about the practice of organizational citizenship behavior among teachers in secondary schools.  The purpose of this paper is to examine the reliability and validity of organizational citizenship behavior practice among secondary school teachers and develop a measurement model of teachers organizational citizenship behaviour. This study uses a cross -sectional survey study design using quantitative methods.  The total population for this study was 12 890 and the selected sample was 422 respondents. Organizational citizenship behavior  was measured using an educational organization citizenship behavior questionnaire instrument  by Eran Vigoda -Gadot et. all. Data and details collected were analyzed using Statistical Package for the Social Sciences (SPSS) Version 23 and Structural Equation Modeling (SEM AMOS)  Version 23. This study revealed that Cronbach’s Alpha values for all constructs were high. All items representing all three constructs were accepted and a model for organizational citizenship behavior could be developed. 
Identification of academic peer effects in college: Does data aggregation matter? Qihui Chen; Guoqiang Tian; Liyan Jiang
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.v11i4.22794

Abstract

This study exploited random roommate assignments in a small Chinese college to estimate the causal effects of roommates’ scores on the national College Entrance Test (CET) on first-year students’ Grade Point Average (GPA). Analyzing data on an entire cohort of enrolled students, we found that the level of aggregation, for both the peer-ability measure and one’s own academic-outcome measure, matters for the identification of academic peer effects. Specifically, while roommates’ average CET score has a barely significant impact, the highest-scoring roommate’s CET score has a strong positive impact. Peer effects are also larger for one’s GPA for required courses than that of elective courses. Finally, peer effects in both types of courses decline over time while the effects of one’s own CET score increase over time, suggesting that students in this college tend to substitute their own ability for peer ability as they become more academically independent.
Effects of integrating a brain-based teaching approach with GeoGebra on problem-solving abilities Siti Seri Kartini Mohd Yatim; Salmiza Saleh; Hutkemri Zulnaidi; Siti Ainor Mohd Yatim
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.v11i4.22873

Abstract

B-Geo Module is a module that has been developed using the brain-based teaching approach (BBTA) integrated with GeoGebra Software (B-Geo Module) is expected to help students’ problem-solving abilities of the topic of Differentiation. The BBTA is a strategy that uses brain-based learning techniques. It was created to be consistent with the individual brain's tendencies and ideal functions in order to ensure that pupils can learn efficiently. Therefore, the proposed of this study is to explore the possible effects of the B-Geo Module on problem-solving abilities for the Topic of Differentiation. A quasi-design of pre-test and post-test experiments was utilized in this study, which included 118 form 4 pupils from rural secondary schools. For school selection, the researchers employed cluster sampling approaches, and for sample selection, they used an intact group. The schools were separated into two groups: experimental and control. The experimental group used the B-Geo Module, while the control group used traditional ICT modules. The instrument used was the Problem-Solving Test of Differentiation. The results of the data analysis showed the effectiveness of the B-Geo Module in the problem-solving abilities in the topic of Differentiation among rural secondary school pupils. The multimedia such as GeoGebra can be the tools for BBTA to facilitate Additional Mathematics teachers in secondary schools to help students solve problem and improved their learning in the topic of Differentiation.
Physical and psychological violence victimization scale in adolescents dating: Confirmatory factor analysis and Rasch model Suci Musvita Ayu; Erni Gustina; Liena Sofiana; Yuniar Wardani; Moh Irma Sukarelawan
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.22250

Abstract

This study aimed to assess the psychometric properties of physical and psychological violence victimization (PPVV) scales in adolescent dating. The PPVV scale consists of 37 items (17 items of physical violence and 20 items of psychological violence), with a 4-point Likert rating scale. A total of 682 students met the inclusion criteria as respondents (88.56% female, 11.44% male). Respondents are in the age range of 15-24 years and from the first year of college to the fourth year. The results showed that two items did not fit statistically, and six were biased toward the respondent’s attributes. The average difficulty level of the item is higher than the respondent’s ability level. The PPVV instrument developed shows unidimensionality. Meanwhile, the four rating scales used have not shown satisfactory performance. They need to be simplified into three scales. However, analysis of the confirmatory factor analysis (CFA) and Rasch model shows that the PPVV scale has a good factor structure and psychometric properties as a measuring tool. So, the PPVV instrument can be used by future researchers by eliminating PhyV11 and PhyV16 and using a three-level rating scale.
Relationship between level of scientific creativity and scientific attitudes among prospective chemistry teachers Wimbi Apriwanda Nursiwan; Chuzairy Hanri
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.22852

Abstract

Scientific creativity and scientific attitude are important things that must be passed on in science learning. That is because the level of scientific creativity and scientific attitude could influence the performance in learning. As the same crucial components in learning, this research aimed to study the relationship between the level of scientific creativity and scientific attitudes. This study involved 92 prospective chemistry teachers in Pekanbaru, Indonesia who were selected using sample-simple random sampling. The data was collected through a chemistry scientific creativity test (CSCT) in form of open-ended questions, and a scientific attitude questionnaire. The data further was analyzed using SPSS 26.0 with a calculation of spearman correlation. The result showed that there was no relationship between the level of scientific creativity and scientific attitudes with Sig. 2-tailed=0.193, rs=0.137. It indicated that the level of scientific attitude was not the dominant factor that could influence the level of scientific creativity among prospective chemistry teachers in this study. Thus, this finding could be a consideration for educational stakeholders to explore the dominant factor that affected scientific creativity.
The effectiveness of Moodle among engineering education college students in Indonesia Muhammad Amin; Abdul Muin Sibuea; Bima Mustaqim
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.23325

Abstract

The selection of learning media in accordance with the subject will greatly affect the interest and response of students in attending learning. In addition, during the COVID-19 pandemic, learning is conducted online, many students are not serious and are not interested in attending learning. Therefore, it is necessary to have media or online lecture platforms that can attract students’ attention, so that students can follow and be interested in learning. The purpose of this study was to look into the impact of Moodle on the research methodology performances of college students in Indonesia. Its goal was to investigate college students’ reactions to Moodle as an innovative online platform. This study included 86 Indonesian college students who sat in a single intact group. Based on the quantitative data, the study used a quasi-experimental design and a one-group pretest-posttest design. A test and a questionnaire were used to collect data. According to the study’s findings, Moodle improved Indonesian students’ research methodology performance. Students were excited to use Moodle because of its simplicity, usefulness, and accessibility. Moodle’s effectiveness in other contexts should be investigated in future research. This study confirmed Moodle's dependability in broader contexts.
Design and development of critical thinking learning strategy in integral calculus Nurul Shida; Abdul Halim Abdullah; Sharifah Osman; Norulhuda Ismail
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.23779

Abstract

Difficulty in understanding problem solving is due to the absence of critical thinking. Students lack knowledge in assessing critical thinking during problem solving. Hence, there is a need to study critical thinking infused through a learning strategy to enhance problem solving. Critical thinking (CThink) is a learning strategy designed which combines critical thinking and Integral Calculus. The development process of CThink combines the critical thinking process and questioning for critical thinking using the analysis, design, development, implementation, and evaluation (ADDIE) model. In the learning strategy, questions were applied based on CThink processes which consist of interpretation, analysis, inference, evaluation, explanation, and self-regulation. Besides, different questioning for CThink is presented based on the critical thinking process. CThink has achieved a content validity of 94.12% with a coefficient value of 0.94, and the value is above 70% or 0.70. Based on the result, the contents in the CThink are considered of good validity. From the calculation of the percentage from the expert given score, CThink has achieved the validity measurement for the language of 97.50% with a coefficient value of validity is 0.975, which is above 70 or 0.70. Based on the result, the activities and syllabus used in CThink achieved good validity measurements. The experts concluded that this CThink meets the content of Integral Calculus, in line with the level of polytechnic students, allowing students to think critically to solve problems as well as activities in CThink help to enhance student problem solving.
Level of self-esteem: Is there any difference among physical, verbal, anti-social, and cyber bullies? Siti Jaizah Nakman; Nurulwahida Azid; Abdul Hamid Busthami Nur
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.22687

Abstract

Bullying is one of the major issues worldwide and is one of the most prevalent school violence. Bullying is a negative behavior toward an individual or group of individuals that are considered weak. Bullying is often associated with self-esteem. Therefore, this study was conducted to identify the influence of students’ tendency to be bullies (physical, verbal, anti-social, and cyber) on self-esteem. This study involved 150 secondary school students in the north of peninsular Malaysia. The study also used the cross-sectional survey method by distributing a set of questionnaires to the respondents. The findings of the study found that students who tend to be bullies for the four categories of bullying, namely physical bullying (ß=0.076, t=3.048, p<0.05), verbal (ß=0.080, t=3.052, p<0.05), anti-social (ß=0.084, t=3.055, p <0.05) and cyber (ß=0.046, t=2.815, p<0.05) had a significant influence on level of self-esteem.

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