cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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
 88   89   90   91   92 
Student’s rating of secondary school physics teachers’ classroom practice: Implications for teaching and learning Abiodun Adekunle Bada; Loyiso C. Jita
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.v12i1.24078

Abstract

Evaluation in secondary schools has been left in the hands of school management, administrators, and teachers. Little or no attention has been paid to the concerns of students, who happens to be another important stakeholder in the teaching-learning process. Students’ voices regarding teachers’ classroom practice can have great implications for teaching and learning. This study investigated students’ ratings of secondary schools’ physics teachers with particular reference to teachers’ use of instructional material(s), methods, and classroom management. This study adopted the descriptive survey design, which involved 1,256 physics students randomly selected from the three senatorial districts in Ondo, Nigeria. A researcher-designed questionnaire was used to collect data for this research and the data obtained were analyzed using descriptive and inferential statistics. Findings from this study revealed that physics teachers were rated low in their use of instructional materials and instructional methods. However, physics teachers were rated high in the area of classroom management. This study concluded that the use of good instructional materials and methods while still adopting the best classroom management is crucial to the realization of classroom objectives. The paper contributes to the scholarship on how students’ views of their teachers can have great implications for teaching and learning.
In what ways students’ socio-economic status affecting academic performance? Muhammad Abduh; Edi Purwanta; Hermanto Hermanto
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.v12i1.23260

Abstract

Due to the rapid development and dynamics of education, parents are becoming increasingly focused and concerned about their children’s education. Parents have a significant influence on students’ academic performance (AP) based on various perspectives, one of which is socio-economic status (SES). A systematic literature review is required to provide an overview for educators and policy makers in Indonesia to address problems that arise in students’ AP due to SES factors. However, there are limited research studies that systematically review the literature on SES in regards to students’ AP. This study was guided by the preferred reporting items for systematic reviews and meta-analysis (PRISMA) review protocol employing two databases: Scopus and Google Scholar, regarding students’ SES and student AP. There were 316 articles were screened and 51 articles that met the predetermined criteria were obtained. This study performed content analysis to codify, organize categories, and develop themes. Based on the thematic analysis, this study grouped three main themes: SES based on student roles, SES based on teacher roles, and SES based on family roles. This review contributes to the existing literature by providing direction for further research and as a catalyst for developing new literacy related to SES in education.
Behavior toward energy: An exploration of high school students’ perspective in Indonesia Zulkarnaen Zulkarnaen; Nurul Fitriyah Sulaeman; Atin Nuryadin; Ippei Mineta
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.v12i1.23600

Abstract

Securing universal access to affordable electricity by 2030 is one of the sustainable development goals. Meanwhile, energy consumption efficiency has a vital role in determining the achievement of this goal. Therefore, exploring behavior toward energy is crucial. Energy behavior is often characterized as individual actions that influence energy consumption and understanding of its production. On the other hand, the perspective of the young Indonesian generation is interesting to explore as their country is well-known as a fossil energy producer. In this study, the participants were 475 junior high school students in the ninth grade from four public schools in Indonesia. The questionnaire has 39 items that explore students’ perspectives on their behavior toward energy. The result shows that students’ energy behavior is mainly at a moderate level with no significant difference by gender. Students with experience in informal energy education showed higher energy behavior. The result suggests the urgency of a better quality of energy education, both formal and informal, that supports reinforcement in energy behavior.
Exploration and verification of fourth industrial revolution generic skills attributes for entry-level civil engineers Fathiyah Mohd Kamaruzaman; Roszilah Hamid; Azrul A. Mutalib; Mohamad Sattar Rasul; Marlissa Omar; Mohd Fakhrul Azizie Mohd Zaid
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.v12i1.24135

Abstract

The fourth industrial revolution (4IR) requires the workforce to be equipped with new skills when existing skills need to be upgraded or improved because they are no longer in line with technological advancement in 4IR. Thus, it is crucial to determine what the new skills or 4IR skills are that can help the future workforce obtain a job after graduation. This study aimed to explore and verify the attributes of nine 4IR generic skills (GS4IR) for entry-level civil engineers in Malaysia by using a qualitative approach. An interview session was conducted with five senior engineers in the civil engineering (CE) field and three experts (two engineers in CE and one lecturer in CE faculty) for reliability data verification. The interview data were analyzed using coding analysis and presented in a matrix table. The results show 76 items identified as attributes of nine GS4IR constructs. Next, the verification of the constructs and attributes of GS4IR was obtained from Fleiss Kappa's reliability analysis to determine the overall approval index. The results of the analysis revealed an overall Kappa coefficient value of 0.61, which indicates a good level of agreement. The findings of this study consist of 58 attributes for nine constructs of GS4IR approved after the inter-rater reliability among the experts. The findings from this study are beneficial for the development of a framework of 4IR generic skills for civil engineering graduates as guidance to instill new skills in producing future engineers.
Assessment of domain-specific prior knowledge: A development and validation of mathematical problem-solving test Ijtihadi Kamilia Amalina; Tibor Vidákovich
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.v12i1.23831

Abstract

Science, technology, engineering, and mathematics (STEM) is a complex problem-solving that depends on the deep structures of domain-specific prior knowledge (DSPK) in mathematics. However, there is a lack of mathematics DSPK tests measuring several mathematics topics in every problem-solving phase in conceptual and procedural knowledge. This study aims to develop a mathematical problem-solving test as a mathematics DSPK test and investigate the content and construct validity. The product of test development is a 30-multiple-choice-item test in six mathematics topics. Every topic underlined all problem-solving phases in conceptual and procedural knowledge in a science or individual context. There were six experts performed the content validity sheets which analyzed using the content validity index (CVI) and intraclass correlation coefficient (ICC). The construct validity was examined using the Rasch model from 175 data of 7th grader students in Indonesia (Mage=12.66, SD=55). The result of content validity revealed overall items were valid (CVI≥83) and reliable (α=863; rxx=513). The construct of all items indicated fit (90≤weigheted MNSQ≤1.16) and were reliable (α=74) with various levels of difficulties and six low discrimination items. The recommendation for improvement is emphasized in language aspects. The absence of knowledge of facts could be an improvement for further study.
Pre-service English teachers’ motivation to pursue a career in teaching viewed from speaking self-efficacy Hartono Hartono; Nani Hidayati; Wiyaka Wiyaka
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.v12i1.23358

Abstract

Previous research on pre-service teachers’ motivation to pursue a career in teaching found different results. Some research found altruistic motivation dominant in determining career decisions, while others suggest extrinsic or intrinsic motivation. The current study extended the topic by relating pre-service English teachers’ motivation to teach to English-speaking self-efficacy. There were 94 pre-service English teachers of different semesters participated in this study. Data were collected with a Likert-type questionnaire. Pre-service English teachers have a high motivation to pursue a career in teaching, and extrinsic motivation was the most dominant motive. The nobility of the profession, sustainability of job demand, inspiration from the teachers, and flexible working hours are among the extrinsic motives. The pre-service teachers also have a high level of English-speaking self-efficacy. However, they still have problems with anxiety, the use of idioms, the use of accurate grammar and vocabulary, and fluency. Between motivation to teach and their speaking self-efficacy lies a significant positive correlation at a moderate level. This moderate level of the relationship suggests that English-speaking self-efficacy is not a determining factor in motivating pre-service English teachers to have a career in teaching. Consequently, some English teachers may have inadequate proficiency in the language they teach.
Blended learning: Adoption pattern of online classrooms in higher education Kholid Haryono; Almed Hamzah
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.v12i1.23772

Abstract

This study aimed to describe the patterns of technology usage. Specifically, on the implementation of blended learning (BL) in higher education institutions. The case study explores usage patterns, influencing factors, and success factors. The data sources came from the Google Classroom log activity of 35 departments, consisting of five vocational programs, 28 undergraduate programs, and two professional programs in a university for three years with an average in a semester. A method called the customer window quadrant (CWQ) was utilized to analyze the pattern. In addition, a questionnaire was deployed to measure the teacher’s satisfaction with using the Google Classroom in a blended learning setting. The results show two dominant activities in Google Classroom, namely assigning tasks and quizzes. For the quiz, there were two popular question types, i.e., multiple-choice and short answers questions. The activity of using the Google Classroom has doubled in the three years. Assigning tasks to projects becomes the task in the Google Classroom. The usage patterns of Google Classroom are based on the level of importance. There are three activities considered the most important, namely creating class, topic, and material course. Moreover, the most influencing factors are stability, convenience, simplicity, velocity, and reliability.
The enjoyable online learning model for vocational students during COVID-19 pandemic Endang Mulyatiningsih; Sri Palupi; Prihastuti Ekawatiningsih; Ambar Rizqi Firdausa; Zalik Nuryana
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.v12i1.23122

Abstract

The COVID-19 outbreak has forced all courses to be carried out online. This study aims to explain the characteristics of an enjoyable online learning model based on the platform, the content, and the learning strategy for vocational students. Data was collected using closed-ended and open-ended questionnaires which were responded to by 110 students in 2019/2020. The closed-ended questionnaire revealed the most preferred learning elements, and the open-ended questionnaire was to clarify their reasons. The data were arranged sequentially from the quantitative data to the qualitative data. The results of the study showed that: i) The preferred online platforms were Moodle, Google Meet, and WhatsApp. They like Moodle because the content is well structured, Google Meet is easily accessible, and WhatsApp is their daily routine application; ii) The learning content consists of two to three resources namely: 6-10 pages of papers, 11-15 pages PowerPoint, and 6-10 minutes videos. Too much content causes a heavy learning burden; iii) Most students preferred the blended learning strategy. The synchronous lectures for 60-75 minutes can motivate them because they can interact with lecturers and other students. Asynchronous lectures are more flexible that can be done anytime and anywhere so that the students become more independent in their learning.
Leadership role in promoting childhood education: Perception of practitioners in Pakistan Syed Jawad Zareen Shah; Muhammad Imran Yousuf; Muhammad Imran; Muhammad Hanif
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.v12i1.23934

Abstract

Early childhood care and education (ECCE) is a significant stage to develop responsible generations. Holistic child development may be possible through a plan of early childhood education (ECE) and early learning. This study is planned to explore the role of school leadership in promoting ECCE in Azad Jammu & Kashmir (AJK), Pakistan. This research study may play a significant role in sensitizing the educationist, practitioners, pedagogical leadership in early learning centers, and political leadership. The study was quantitative in nature. In the first step, a stratified sampling technique was used to select the districts among the three divisions of AJK. In the second step, a simple random sampling technique was used. Self-developed a five-point Likert scale questionnaire was used to collect the data. The study concluded that leadership plays a significant role in promoting ECCE. It is encouraging that educational leadership involves parents in the process of teaching-learning. Learners are happy in the school activities, and academic leadership is planning to minimize the workload of kids. It is recommended that children may be facilitated with better infrastructure.
Personality traits, entrepreneurial self-efficacy, and entrepreneurial intention among vocational students Halimatun Saadiah Juhari; Normala Ismail; Samsilah Roslan; Zeinab Zaremohzzabieh
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.v12i1.23472

Abstract

Entrepreneurship in technical and vocational education is a current and relevant topic. While the role of entrepreneurial self-efficacy (ESE) and personality traits as determinants of entrepreneurial intention (EI) has been extensively studied, the role of ESE and personality traits as determinants of vocational students’ EI is still poorly understood. Thus, this study employed ESE and big five personality traits to explore the determinants of EI among vocational college students. This study’s survey had a sample size of 162 technical vocational education and training (TVET) college students, enrolled in technology in automotive, technology in welding, and technology in refrigeration and air conditioning programs. Data were analyzed using Pearson Correlation and Multiple Linear Regression. The results indicate that apart from neuroticism, openness to experience, conscientiousness, agreeableness, and extraversion were positively associated with EI. The results also confirm that ESE is a predictor of EI. Going forward, the article intends to contribute to a better understanding of ESE and personality traits that influence vocational students’ EI, as well as provide some important insights into the unique aspects of TVETs that empower youth to actively participate in micro-entrepreneurial initiatives. This study encourages academics and policymakers to reconsider the approach used in entrepreneurship education in the vocational setup.

Page 90 of 213 | Total Record : 2123

 88   89   90   91   92 

Filter by Year

2012 2026


Reset
Filter By Issues
All Issue Vol 15, No 1: February 2026 Vol 14, No 6: December 2025 Vol 14, No 5: October 2025 Vol 14, No 4: August 2025 Vol 14, No 3: June 2025 Vol 14, No 2: April 2025 Vol 14, No 1: February 2025 Vol 13, No 6: December 2024 Vol 13, No 5: October 2024 Vol 13, No 4: August 2024 Vol 13, No 3: June 2024 Vol 13, No 2: April 2024 Vol 13, No 1: February 2024 Vol 12, No 4: December 2023 Vol 12, No 3: September 2023 Vol 12, No 2: June 2023 Vol 12, No 1: March 2023 Vol 11, No 4: December 2022 Vol 11, No 3: September 2022 Vol 11, No 2: June 2022 Vol 11, No 1: March 2022 Vol 10, No 4: December 2021 Vol 10, No 3: September 2021 Vol 10, No 2: June 2021 Vol 10, No 1: March 2021 Vol 9, No 4: December 2020 Vol 9, No 3: September 2020 Vol 9, No 2: June 2020 Vol 9, No 1: March 2020 Vol 8, No 4: December 2019 Vol 8, No 3: September 2019 Vol 8, No 2: June 2019 Vol 8, No 1: March 2019 Vol 7, No 4: December 2018 Vol 7, No 3: September 2018 Vol 7, No 2: June 2018 Vol 7, No 1: March 2018 Vol 6, No 4: December 2017 Vol 6, No 3: September 2017 Vol 6, No 2: June 2017 Vol 6, No 1: March 2017 Vol 5, No 4: December 2016 Vol 5, No 3: September 2016 Vol 5, No 2: June 2016 Vol 5, No 1: March 2016 Vol 4, No 4: December 2015 Vol 4, No 3: September 2015 Vol 4, No 2: June 2015 Vol 4, No 1: March 2015 Vol 3, No 4: December 2014 Vol 3, No 3: September 2014 Vol 3, No 2: June 2014 Vol 3, No 1: March 2014 Vol 2, No 4: December 2013 Vol 2, No 3: September 2013 Vol 2, No 2: June 2013 Vol 2, No 1: March 2013 Vol 1, No 2: December 2012 Vol 1, No 1: July 2012 More Issue