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[Strengthening character education planning based on Pancasila value in the international class program ]]>
<![CDATA[Maisyaroh Maisyaroh]]>;
<![CDATA[Sri Untari]]>;
<![CDATA[Tutut Chusniyah]]>;
<![CDATA[Maulana Amirul Adha]]>;
<![CDATA[Dedi Prestiadi]]>;
<![CDATA[Nova Syafira Ariyanti]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i1.24161
<![CDATA[Education programs planned and implemented in schools have a great impact on the forming of the student’s character and intelligence. This study aims to describe the planning of management to strengthen character education based on Pancasila values in the international class program at laboratory elementary school (Labschool) Universitas Negeri Malang (UM). Qualitative research with a case study research design is used in this study. The data was obtained through unstructured interviews with principals, teachers, education personnel, school committees, and stakeholder. All information is tested for credibility and validity through triangulation. The results of this study showed that planning activities in character education strengthening programs are divided into aspects of learning and non-learning. The formulation of the school's vision and mission is used as the basis for implementing character education in schools, by adjusting learning characteristics that refer to western education patterns, which are combined with eastern culture as outlined in student character-building activities. The impact of implementing school strategies in strengthening student character is inherent in students’ daily lives, both in the environment where they live and in their school environment, and continues to carry over into adulthood.]]>
<![CDATA[The learning environment as a predictor of higher order thinking skills ]]>
<![CDATA[Mohd Saifulkhair Omar]]>;
<![CDATA[Mohd Isha Awang]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i1.23959
<![CDATA[The learning environment is one of the elements that will influence higher-order thinking skills (HOTS). The purpose of this study was to test the influence of the learning environment on HOTS. The researcher selected 82 forms two students from two secondary schools in Kuala Nerus, Terengganu, Malaysia, as the study sample. The researcher has adopted a set of questionnaires that have been developed by previous researchers and a questionnaire developed by the researcher himself. Multiple regression analysis has found that material environment and cooperation between students’ constructs are predictors of HOTS. Therefore, the Ministry of Education Malaysia as a stakeholder in the education sector in the country is expected to: i) Allocate ample expenditure to purchase and maintain all laboratory equipment and materials and ii) Organize workshops on the maintenance of laboratory equipment and materials for laboratory assistants in high school to ensure they are always in the best possible condition. The researcher suggested that future studies focus on producing maintenance modules for the materials and science equipment for laboratory assistants’ use. It is hoped that with this module, the focus on improving Malaysian students’ HOTS will be easily achieved by 2025.]]>
<![CDATA[Effectiveness of STEAM-based blended learning on students’ critical and creative thinking skills ]]>
<![CDATA[Agnesi Sekarsari Putri]]>;
<![CDATA[Zuhdan Kun Prasetyo]]>;
<![CDATA[Lusila Andriani Purwastuti]]>;
<![CDATA[Anti Kolonial Prodjosantoso]]>;
<![CDATA[Himawan Putranta]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i1.22506
<![CDATA[The critical and creative thinking skills of Indonesian students are relatively low from countries in the Malay family such as Malaysia and Singapore. This research aims to improve students’ critical and creative thinking skills through the use of Science, Technology, Engineering, Art, Mathematics (STEAM) based blended learning. This research is a quasi-experimental study using a nonequivalent pretest-posttest control-group design. The sample consists of 180 junior high school students in Yogyakarta, Indonesia. The samples in this study are 90 experimental class students and 90 control class students selected by random sampling cluster techniques because the selected samples come from individual groups or clusters. The instrument in this study consists of six questions in the form of essay questions. Test questions are analyzed using the gain score test and Kruskal-Wallis with SPSS 22. The results show steam-based blended learning can improve critical and creative thinking skills on all indicators with medium to high categories. The improvement of students’ critical and creative thinking skills in experimental classes is higher than that of the control class. In addition, there are differences in learning outcomes between control classes and experimental classes. STEAM-based blended learning can be an alternative for teachers to solve the problem of low critical and creative thinking skills.]]>
<![CDATA[Identification of counselor mind process on online counseling ]]>
<![CDATA[M. Ramli]]>;
<![CDATA[Husni Hanafi]]>;
<![CDATA[Nur Hidayah]]>;
<![CDATA[Adi Atmoko]]>;
<![CDATA[Fifi Khoirul Fitriyah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i1.22987
<![CDATA[The internal counselor competence refers to the metacognition skills to manage all their mental experiences and internal conditions. These are in the form of Mind skills. In particular, in the industrial revolution 4.0 and the covid-19 pandemic situation, online counselors face many unpredictable and unfamiliar conditions. This study aims to identify the state of level the counselor's mind skills during online counseling sessions. This research method uses survey research methods of 181 online counselors in various regions in Indonesia. Mind Skills Journal is the instrument used for data collection to assess the four levels of counselor metacognition (Reflective, Strategic, Aware, and Tacit). The analysis used basic statistics and graphs. The results showed the overall score of the Mind skills level was 78.166%, which was in the Strategic Use level. The Mind skills contribution can be counselor self-regulation, counselor assessment, verbalization, information visualization description, causal analysis, and predictive planning. Suggestions based on research results are the need for an alternative to improve mind skills through reflective learning of prospective counselors and reflective supervision activities of counselors in the field.]]>
<![CDATA[Perspectives of Malaysian academics on the preparation of fourth industrial revolution for Construction Technology Program ]]>
<![CDATA[Murni Fahirah Mahmud]]>;
<![CDATA[Muhamad Afzamiman Aripin]]>;
<![CDATA[Nur Hidayah Junaifi]]>;
<![CDATA[Nur Hazirah Noh Seth]]>;
<![CDATA[Al Amin Mohamed Sultan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i1.24092
<![CDATA[The purpose of this study is to examine the perspective of Construction Technology academics from Malaysia vocational colleges on implementing the aspects of the industrial revolution 4.0 (IR 4.0). It was achieved by determining the degree of leadership support for vocational colleges, implementation of IR 4.0 components by academics, readiness for both generic and IR 4.0-related technical skills. This study was conducted using a survey method (cross-sectional study) where data collection and research findings were done only once during this study was conducted by applying the questionnaire method. The sample was chosen from among 408 academics from 42 vocational schools in Malaysia using Fisher's Formula. By choosing to work with a 95% confidence level, a standard deviation of 0.5, and a confidence interval (margin of error) of ± 5%, this study requires 198 samples for a better data findings and analysis. From 198 instruments distributed, only 45 instruments managed to be collected and analyzed due to limitation during global pandemic. The findings of this study were analyzed using Statistical Packages for Social Sciences (SPSS) software, version 20 by taking the mean value of each variable studied. The results of the study showed that the average mean score for each of the overall objectives of the study was at a high level which is between the mean ranges of 3.98 - 4.38. This shows that the level of implementation and readiness from the perspectives of vocational college academics in Malaysia in the field of Construction Technology is at a high level.]]>
<![CDATA[Blended learning model towards vocational students’ learning outcomes: A scoping review ]]>
<![CDATA[Basori Basori]]>;
<![CDATA[Sajidan Sajidan]]>;
<![CDATA[Muhammad Akhyar]]>;
<![CDATA[Wiranto Wiranto]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i1.22986
<![CDATA[The learning characteristic in the 21st century is the availability of information anywhere and anytime. Blended learning (BL) became the most widely used learning strategy in vocational education. However, the problem is the effectiveness of BL on student outcomes. This scoping review provides an overview of the implementation of the BL model on vocational students. The research questions in this review were: i) What type of BL was taken?; ii) How did the BL model works?; and iii) What was improved in student learning outcomes? The research method adopted the scoping review from Arksey & Markey. From the beginning, the research article data was taken from the Scopus database. The article selection using the PRISMA method obtained 32 articles from 4,298 articles. The results of the review showed that there were three types of BL models. The three types of BL were: i) The flipped classroom model; ii) The station-rotation model; and iii) The self-blend model. BL syntax that teachers most favored in nine ways, but mainly with the syntax: “Face-to-face (F2F) finished, after that online learning for enrichment”. Meanwhile, most of the articles improved learning outcomes in the cognitive domain.]]>
<![CDATA[The sustainability of technology-aided leadership adoption among school leaders: If it could ever be this real forever ]]>
<![CDATA[Mat Rahimi Yusof]]>;
<![CDATA[Hapini Awang]]>;
<![CDATA[Mohd Faiz Mohd Yaakob]]>;
<![CDATA[Mohd Fairuz Jaafar]]>;
<![CDATA[Mohd Yusri Ibrahim]]>;
<![CDATA[Pang Lai Chaw]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i1.22376
<![CDATA[The 21st century has become a challenging moment for all sectors including education. The rapid advancement of technology has brought a huge impact to leadership style among school leaders in Malaysia. Hence, this quantitative identified the level of technology-aided leadership and analyze the behavioral constructs that contribute to technology-aided leadership. A total of 365 questionnaires adapted from the national educational technology standards for administrators (NETS-A) were answered by respondents. statistical packages for social sciences (SPSS) version 26 and Smart PLS 3 were used to analyze the data. Interestingly, the results revealed that the level of technology-aided leadership is high and the six constructs of technology-aided leadership among principals are valid. The constructs are i) Productivity and professional practice; ii) Teaching and learning; iii) Social, legal, and ethics; iv) Leadership and vision; v) management support and operations; and vi) Assessment and evaluation. In general, school leaders should take the opportunity to develop themselves to become high-tech leaders. Meanwhile, the 31 indicators that are verified in this study can be used to evaluate the behavior of technological leadership. Finally, further research is strongly encouraged to enlarge the scope by collecting the data from all Malaysian states to obtain more accurate and generalizable results.]]>
<![CDATA[The effect of entrepreneurial education on university student’s entrepreneurial self-efficacy and entrepreneurial intention ]]>
<![CDATA[Dwi Atmono]]>;
<![CDATA[Muhammad Rahmattullah]]>;
<![CDATA[Ananda Setiawan]]>;
<![CDATA[Rochman Hadi Mustofa]]>;
<![CDATA[Diaz Aziz Pramudita]]>;
<![CDATA[Titik Ulfatun]]>;
<![CDATA[Reza Reza]]>;
<![CDATA[Achmad Mustofa]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i1.23262
<![CDATA[The purpose of this study is to find out the impact of curriculum attendance (CA) and extracurricular activities (EA) on entrepreneurial self-efficacy (ESE) and entrepreneurial intentions (EI) in Indonesian students. This research is elaborated using the quantitative method with SEM-PLS to find out the studied phenomena. Decision questionnaires from questionnaires that have been used in previous studies. The questionnaire was responded to by 733 students who had studied entrepreneurship education during COVID-19 pandemic. The results showed that the presence of the curriculum attendance and extracurricular activities had a positive impact on entrepreneurial self-efficacy and entrepreneurial intentions. Extracurricular activities and entrepreneurial self-efficacy have a positive impact on entrepreneurial intentions. However, the presence of the curriculum has no impact on entrepreneurial intentions. This is the first step for universities and students to realize that the presence of the curriculum needs to be reconstructed in order to have an impact on entrepreneurial intentions.]]>
<![CDATA[In a road of trying times: Unraveling the lived experiences of students in the new normal ]]>
<![CDATA[Roselle Matammu Soriano]]>;
<![CDATA[Marites Quibol Catabay]]>;
<![CDATA[Michelle Gumiran Quijano]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i2.23027
<![CDATA[The majority of educational systems worldwide have shifted to remote learning as a preventative strategy against the spread of coronavirus disease (COVID-19). This phenomenon is producing a lot of difficulties, as articulated by students in developing nations. Thus, this qualitative study sought to explore and understand the difficulties encountered by college students in Quirino State University in Philippines under the new normal of education. A total of 85 participants were purposely and conveniently selected to participate in an electronic survey through Google Forms. Further, to qualify and clarify responses from the respondents, the researchers conducted phone call interviews. The data were evaluated qualitatively using the NVIVO software. The findings revealed that the student’s difficulties in the new normal can be summed in 10 significant themes, namely: i) Vague module content; ii) Poor internet connectivity; iii) Lack of teacher’s guidance and motivation; iv) Financial problems;v) Stress/psychological pressure; vi) Insufficient learning materials; vii) Overloaded academic activities; viii) Conflict with household chores; ix) Personal factors; and x) Poor and inadequate learning environment. On the other hand, students’ coping strategies had four major themes, namely: i) Managing time wisely; ii) Having self-discipline; iii) Taking time for a break; and iv) Seeking help from others.]]>
<![CDATA[Predicting teachers’ use of digital technology ]]>
<![CDATA[Siti Syuhada Abu Hanifah]]>;
<![CDATA[Norliza Ghazali]]>;
<![CDATA[Ahmad Fauzi Mohd Ayub]]>;
<![CDATA[Rosfuzah Roslan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i2.24237
<![CDATA[In recent years, the use of digital technology and its relationship to the ability known as digital competence has become a core concept in discussions about the skills that individuals should possess in a knowledge society. Teachers’ skills in using digital technology are becoming a critical component of developing practical pedagogical knowledge for practice and student learning enhancement. The purpose of this study is to predict the factors that influence secondary school teachers when it comes to using digital technology. This study will establish relationships between personal innovativeness, technology self-efficacy, attitude toward digital technology, and digital competence. In Pahang, Malaysia, a survey was conducted with 493 secondary school teachers from 50 public secondary schools of 11 districts. Proportionate stratified sampling, cluster random sampling, and simple random sampling were used to obtain samples. The findings have established that technology self-efficacy, attitude towards digital technology, and digital competence significantly affect how teachers use digital technology. These findings emphasize the importance of increasing teachers’ digital competence as well as numerous elements that influence teachers’ use of digital technology to fulfill the expectations of future qualified professions and thus prepare students for their future.]]>
