cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dede Salim Nahdi
Contact Email
salimnahdi15@gmail.com
Phone
+6285224977367
Journal Mail Official
ijeir@unma.ac.id
Editorial Address
Universitas Majalengka Jalan KH. Abdul Halim No. 103 Majalengka Jawa Barat 45418
Location
Kab. majalengka,
Jawa barat
INDONESIA
International Journal of Educational Innovation and Research
Published by Universitas Majalengka
ISSN : -     EISSN : 28100808     DOI : https://doi.org/10.31949/ijeir
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
International Journal of Educational Innovation and Research (IJEIR) is a scientific journal published by Universitas Majalengka, West Java - Indonesia. The aims of the journal are to facilitate scientific publication of the results of research in the education field and participate to boost the quality and quantity of research for academics and researchers. International Journal of Educational Innovation and Research (IJEIR) is published two times a year.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 112 Documents
 8   9   10   11   12 
Formative assessment in Timor-Leste: teachers’ perception and practice Costa Akoyt, Melky
International Journal of Educational Innovation and Research Vol. 3 No. 1 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i1.7243

Abstract

Formative assessment is vital in many educational contexts because it helps improve students' learning outcomes. Like many other countries, Timor-Leste education promotes formative assessment alongside other educational assessments. Yet, the use of formative assessment in Timorese classroom is still a subject of inquiry. This study aimed to investigate Timorese teachers' perceptions and practices of formative assessment in the classrooms and examine their differences. The sample was drawn from 50 teachers working in 14 primary schools within Dili municipality. The data was gathered through a questionnaire survey. The questionnaire consisted of demographic information, teachers' perceptions, and their practices. The results showed that many Timorese teachers had positive perceptions of formative assessment. They knew the importance and the role of formative assessment for learning. However, the teachers' practices of formative assessment differed from their perceptions. Most teachers rarely apply formative assessment and its various strategies in their classrooms. This research suggests that relevant government bodies, such as the Ministry of Education, must consider the importance of educational qualifications and continuous professional development programs. Large class sizes and the lack of internal school support also become essential aspects that need attention from the government. The findings of this research provided insights that can be incorporated into the existing literature and serve as the basis for further research in the Timorese education context, particularly in primary education.
Find a Fossil and “Choose your own Adventure”: Fostering undergraduate discovery of evolution using short presentations Unger, Shem; Rollins, Mark
International Journal of Educational Innovation and Research Vol. 3 No. 1 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i1.7253

Abstract

Science education university curriculum should foster transformative methods of teaching and learning for science majors, including science communication. Pedagogical methods for increasing student awareness of paleontological fossils present challenges as fossils are often presented as preserved remains with little visualizations or reconstructions of fossils. As part of increasing scientific literacy and increasing confidence in professional development skills, student presentations can provide an avenue for promoting these necessary skills for biology majors. This study reports on a short multi-week activity whereby students A) selected a fossil to investigate, B) completed a one to two slide presentation on their fossil of choice, and C) presented their fossil overview to their peers in a lecture classroom. Post-activity surveys and reflections indicate that students found this activity engaging, a fun method for learning about a large diversity of fossils important to evolution, and finally, enjoyed selecting their own fossil. Therefore, allowing students to present on fossils and the evolutionary story they each tell may have increased engagement, piqued interest, and enabled students to both learn and focus on taxa of interest to them personally. We recommend science educators incorporate short, low risk presentations as a learning tool in biology courses to “bring fossils alive” and increase engagement among biology students by promoting student science communication.
E-learning in Belgium: a case study of Mons University Pokrzycka, Lidia
International Journal of Educational Innovation and Research Vol. 3 No. 1 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i1.7457

Abstract

The implementation of e-learning in higher education in some European countries is a real challenge. Academics still face resistance from university authorities to launching e-learning centres because of the costs, but they also do not see the point of investing in an inferior type of didactics (they believe that it is impossible to teach effectively online, only possibly in crisis situations such as a pandemic). It turns out that e-learning in the form of bottom-up initiatives was already being organised many years ago in Belgium, for example, and the results have led university authorities to take an interest in investing in e-learning.  The aim of the article is to present the innovations implemented at the Belgian university, with particular regard to open e-learning courses. The research is based on participant observation, interviews with employees from the team introducing e-learning at the Belgian university, as well as on source materials from the visited higher education institution. The publication demonstrates that it is possible to implement professional e-learning from scratch, even without substantial support from the university authorities. The research shows that it is possible to implement effective online courses, targeting lecturers, students and external audiences, thanks to innovators who want to implement modern educational methods, while improving their own skills all the time.
Enhancing Efficient Mathematics Teaching and Learning through Professional Teachers' Standards: The Mediating Role of Technology in Education Oppong-Gyebi, Emmanuel; Ohene Boateng, Francis
International Journal of Educational Innovation and Research Vol. 3 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i2.7462

Abstract

The study analyzed the impact of professional standards on quality teaching and learning strategies among mathematics teachers in Ghana. 365 teachers from selected secondary schools in Greater Kumasi of the Ashanti Region were evaluated using structural equation modelling. The research found that teachers' professional values and attitudes significantly influence their instructional delivery. However, teacher-professional mathematics knowledge and pedagogical practices do not directly impact quality teaching and learning. Technology in education does not mediate between these factors. The study recommends that mathematics teachers be trained in accordance with professional standards through professional learning community workshops on integrating technology into their knowledge and pedagogical practices. The National Teaching Council should emphasize the importance of flexible knowledge acquisition methodologies, embracing instructional risks, and using current intervention tools to improve attitudes towards technology integration and engage in 21st-century teaching with professional standards.
Teachers Development Programs in Family and Everyday Life Skills in Saudi Arabia Alharbi, Mashael
International Journal of Educational Innovation and Research Vol. 3 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i2.8633

Abstract

Developing teacher training programs is one of the essential objectives of Saudi Arabia’s Vision 2030. This research highlighted one of the Ministry of Education's initiatives, the Optimum Utilization of Teaching Staff Project (OUTSP), to enhance teachers' knowledge and skills. This research focuses on the Family and Everyday Life Skills (FELS) program under (OUTSP). The study provided the results of 23 universities in 2021-2022 and 24 universities in 2022-2023 in more detail. For the data analysis, Microsoft Excel was used to show the results of the universities in different years. The results show that the universities' performances generally increased for both graduation classes, which could explain the increase in university performance. The research concludes that (FELS) as a program of the (OUTSP) project is an effective achievement for teachers' development through professional training program. The research further concludes that it is possible to provide adequate teacher training programs to teach (FELS) subjects to teachers from different specializations. The study recommended further qualitative research to understand the program's effectiveness better.
Challenges facing the implementation of Chemistry and Physics as separate and stand-alone subjects in the revised Secondary School curriculum in Malawi: A Case Study of Blantyre District Vizyalona, Arthur; Chirwa, Grames Wellington; Nyoni, Precious
International Journal of Educational Innovation and Research Vol. 3 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i2.8998

Abstract

It is impossible to overestimate the importance of chemistry and physics to society, but in Malawi, secondary schools do not adequately teach these subjects. The purpose of this study is to investigate the obstacles to the efficient teaching of physics and chemistry and to suggest ways to improve their application. Using Cornbleth's framework for curricular implementation as a guide, the study looks into the challenges instructors in these areas confront. The qualitative case study, which took place in two secondary schools in Malawi's Blantyre District, involved 28 participants which were two head teachers, three chemistry teachers, three physics teachers, and twenty students. Data was collected through classroom observations in addition to interviews. The results show that there are a number of issues, such as a lack of certified teachers, inadequate resources and labs, a dearth of textbooks, inadequate teacher orientation, poor teaching and evaluation techniques, and a lack of supervision. To improve Chemistry and Physics education in secondary schools, recommendations include hiring more trained instructors, constructing well-equipped laboratories, and enhancing teacher preparation and oversight.
Evaluation of students’ performance in elective mathematics: The effect of high school students’ perceived difficulty of the subject Asomah, Richard Kyere; Narh-Kert, Millicent; Abdul-Malik , Sakara; Enu, Justice; Koomson, Anthony
International Journal of Educational Innovation and Research Vol. 3 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i2.9254

Abstract

Perception has been attributed as a major cause of students' weakness in mathematics. Hence, this study evaluates its effect on student’s performance in the area of mathematics as an elective subject in some selected Senior High School (SHS) in Ghana. Mixed method research design that employed questionnaire with closed-ended and open-ended items were used in the collection of the data. Stratified sampling technique was used in selecting 300 students as sample for the study. Descriptive statistics and Multiple regression were used to analyse the quantitative data. Again, thematic analysis was used for the qualitative data. The findings showed that, SHS students perceived elective mathematics as a difficult subject. Nonetheless, they perceived the teacher-learner activities employed by their teachers in elective mathematics classroom as motivating. Further, they perceived as constructive, the teaching methods used by their elective mathematics teachers. In addition, the study revealed that students’ performance in elective mathematics was not significantly influenced by their perceived difficulty of elective mathematics, teacher motivation and teaching methods although the students expressed favourable dispositions towards these attributes. Thus, the need for Heads of High Schools, to do background check of students’ prior performance, interest and motivation in mathematics as a prerequisite condition for students to pursue elective mathematics is implied in this study. This could stem the tide in the students’ abysmal performance in elective mathematics. Implications for policy, practice and further research are discussed.
Group counseling intervention module cognitive behavioral therapy effectiveness in addressing the problems of body dissatisfaction, anxiety and self-esteem in higher education institution teenagers Terence, Nordiana; Ayub, Norzihan; Kimong, Patricia
International Journal of Educational Innovation and Research Vol. 3 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i2.9260

Abstract

This pilot study examines body image dissatisfaction, anxiety, and self-esteem, particularly among university and college students, which can significantly impact their mental well-being. Obsession with weight satisfaction and physical attractiveness can lead to depression, eating disorders, and social disorders. Twenty Psychology and Education students participated in this study, using tools such as the multidimensional body self-relations questionnaire-appearance scale, the physical appearance state and trait anxiety scale, and the body esteem scale for adolescents and adults. Additionally, a Cognitive Behavioral Group Counseling Intervention Module was utilized to restructure thinking and modify behavior. The module results of 0.897 suggested that this intervention can help individuals change their assumptions and beliefs regarding self-image dissatisfaction, particularly on physical appearance.
Multimedia in Social Work Education: An In-Depth Exploration of Current Practices and Challenges in Bangladeshi Government Colleges Ahasan, Md. Habibul
International Journal of Educational Innovation and Research Vol. 3 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i2.9372

Abstract

The purpose of this study was to investigate the current practices, opportunities, and challenges of using multimedia in social work teaching at a government college in Bhola, Bangladesh. Qualitative research methodology was used to get information from the respondents. The data was gathered using three different methods: semi-structured interviews, focus group discussions (FGDs), and classroom observations. The respondents included both faculty and honors-level students from social work backgrounds. Interviews were conducted with two instructors, observations were made in two classes, and ten students took part in two focus group discussions (FGDs). Finally, using a thematic approach, data were analyzed, interpreted, and presented. The study's findings revealed that incorporating multimedia in the classroom makes teaching easier and is beneficial for the students. Students can actively engage in a multimedia classroom, which often inspires them to study. People perceive multimedia-based classes to be more structured than traditional teaching methods. Conversely, the research shows that the social work classes are deficient in the essential resources, infrastructure, and funding required for effective functioning. The study was self-funded, completed within a short timeframe, and conducted during the global outbreak of the Corona pandemic. The study's implication was that it helped the researcher explore the current scenario of using multimedia for teaching social work in the context of government college education in Bangladesh.
Preschool teachers’ self-efficacy and children’s motivation on science Bekirler, Aslı; Dikici Siğirtmaç, Ayperi
International Journal of Educational Innovation and Research Vol. 3 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i2.9515

Abstract

This study focuses on two critical factors in science education: Teachers' self-efficacy beliefs and children's motivation. The purpose is to examine the relationship between preschool teachers' self-efficacy beliefs towards science education and children's science motivation, while also exploring potential variations based on specific variables. The sample for this quantitative research included 298 children aged between 60 and 72 months (149 girls, 149 boys) and their 149 teachers. The participant children are randomly selected from each teacher's class, with an equal representation of girls and boys. Data were collected using the Self-Efficacy Scale for Preschool Science Education, the Science Motivation Scale for Preschool Children, and a Personal Information Form. According to the results of the analysis, there is a positive correlation between preschool teachers' self-efficacy beliefs in science education and their professional experience and educational qualifications. Furthermore, the study revealed that children's science motivation was not affected by their age and gender. Moreover, there was a positive relationship between the frequency of hands-on science activities and both teachers' self-efficacy beliefs and children's science motivation. Above all, a significant positive relationship was found between children's science motivation and teachers' self-efficacy perceptions towards science. In conclusion, this study suggests that more time should be allocated to science activities in preschool education and that programs that support the development of preschool teachers' self-efficacy in science should be included. In this way, teachers' confidence and competence in teaching science can be increased and positive effects can be created on children's interest and motivation in science from an early age.

Page 10 of 12 | Total Record : 112

 8   9   10   11   12 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2025) Vol. 3 No. 2 (2024) Vol. 3 No. 1 (2024) Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023) Vol. 1 No. 2 (2022) Vol. 1 No. 1 (2022)