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Dede Salim Nahdi
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ijeir@unma.ac.id
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Universitas Majalengka Jalan KH. Abdul Halim No. 103 Majalengka Jawa Barat 45418
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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
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Metaverse Applications in Education 4.0: A Decade of Systematic Literature Review Ghoulam, Khalid; Bouikhalene, Belaid
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.v3i2.9733

Abstract

The advent of Education 4.0, which aligns with the fourth industrial revolution, has been significantly influenced by advancements in digital technologies. Central to this evolution is the metaverse, a virtual shared space that merges augmented reality, virtual reality, and physical reality. This paper delves into the metaverse's applications within Education 4.0, highlighting its potential to revolutionize learning experiences, enhance collaboration, and improve access to quality education. By reviewing current literature and case studies, we identify the primary benefits, such as increased engagement, personalized learning, and broader accessibility. Additionally, we address the challenges associated with metaverse integration, including technical limitations, privacy concerns, and the need for new pedagogical approaches. Through a mixed-methods research approach, combining qualitative and quantitative data along with expert interviews, this paper provides a comprehensive overview of the metaverse's role in future education. The findings suggest that while significant hurdles remain, the metaverse offers a promising avenue for transforming educational practices to meet the demands of the digital age, ultimately fostering more dynamic, inclusive, and effective learning environments. Future research should focus on evaluating long-term impacts and developing standards for metaverse applications in education.
Impacts of Blended Learning on Students’ Learning Motivation and Attitudes: A Case Study of Vietnamese EFL Students Luu, Quy Khuong; Luu, Ngoc Bao Trang
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.v3i2.9874

Abstract

This study investigates the impacts of Blended Learning (BL) on Vietnamese EFL students' motivation and attitudes. It aims to determine whether BL instruction can enhance these aspects of language learning compared to traditional methods. A quasi-experimental design was used with 100 fourth-year EFL students divided into control and experimental groups. The experimental group received BL instruction with online materials and LMS support, while the control group received traditional face-to-face instruction. Both groups completed surveys measuring motivation and attitudes before and after the semester. The findings suggest that BL can improve EFL students' motivation and attitudes. The experimental group showed a statistically significant increase in motivation compared to the control group. Students in the BL class report a stronger desire for self-directed learning and enjoyment in the classes. The study also explores limitations and future research directions, including sample size, short-term impact, and comparative studies.
Towards Enhancing Parental Engagement in Their Children Early Learning Opportunities: Does Asset-Based Approach Matter in Tanzanian Pre-Primary Education? Kojo, Johnson; Seni, Jacob; Ndibalema, Placidius
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.10123

Abstract

The purpose of this study was to explore how asset-based approach (ABA) can be used to enhance parental engagement in Tanzanian pre-primary schools. The study was qualitative in nature in which phenomenographical design was adopted. It consisted of six focus group sessions with a total 34 parents. Individual interviews with five pre-primary school teachers, four head teachers and five chair persons of the school committees was conducted in the six selected schools in Nzega district, Tabora region, Tanzania. Transcripts were thematically analysed using simultaneous inductive open coding and deductive coding using TCABA framework as an illustrative lens. The results revealed that the shift towards asset-based approach was felt to offer better opportunities in enhancing parental engagement in children’s early learning. However, a significant number participants were unable to provide specific examples of the assets that parents were possessing which could be utilised to support children’s learning in pre-primary schools. The results further   showed that using asset-based approach was affected or enabled by different factors, which included community perspectives, lack of time time/resources and awareness. The results support the need for intervention programmes that empower parents to effectively utilise their skills, knowledge, and talents that are essential for supporting their children’s learning at home and in pre-primary schools.
The Influence of Gender Differences in Mathematics Anxiety on Mathematics Performance Asomah, Richard Kyere; Magurd Kwabena , Joshua; Assamah, Gabriel; Narh-Kert, millicent; Nusrat Manu, Harriette
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.10565

Abstract

Mathematics anxiety is a recurrent issue that has profound effect on students, particularly females. This study is aimed at exploring the effect of gender differences in mathematics anxiety on mathematics performance among students in some selected Senior High Schools (SHS) in Ghana. A cross-sectional survey was employed as the research design for the study. A total of 370 SHS students (185 males and 185 females) were sampled through Stratified sampling technique. An Abbreviated Mathematics Anxiety rating scale (AMAS) and Mathematics Achievement Test (MAT) were adapted to measure student’s anxiety levels and mathematics performance respectively. Means and standard deviations, percentages, independent sample t-test and Pearson correlation coefficient were employed in the data analysis. The results showed a notable gender-based variations (high, moderate and low) with both males and females exhibiting high prevalence of moderate levels in mathematics anxiety. Further, the study found disparities in the performance of the students in the MAT conducted with male students exhibiting a higher level of performance in comparison with the female counterparts. Finally, a moderate negative relationship between students' mathematics anxiety level and their mathematics performance was found. Thus, the higher the levels of mathematics anxiety, the lower the mathematics performance and vice versa. Therefore, efforts to reduce mathematics anxiety should be directed towards both males and females, with specific attention given to addressing the unique experiences of female. Implications for practice, policy and further research are discussed.
Gender Stereotypes and Bias as Depicted in STEM Textbooks of School Education: Insight from Systematic Literature Review Nandi, Ankur; Hader, Tarini; Das, Tapash
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.11008

Abstract

STEM education is vital for fostering creativity and critical thinking among students. Researching gender bias in STEM textbooks is crucial as these materials significantly influence students’ perceptions of gender roles, career aspirations, and cultural beliefs, potentially perpetuating inequalities in STEM fields. This review paper examines five aspects of gender portrayal in STEM textbooks: (i) language and terminology, (ii) visual representation, (iii) professional and occupational roles, (iv) games and leisure activities, and (v) cultural and regional differences. Employing a Systematic Literature Review (SLR) methodology, the study analyzed 39 selected papers from databases like Web of Science, Scopus, Springer Link, Google Scholar, Semantic Scholar, and ERIC, spanning 2004 to 2024. The findings highlight a dominant male presence in leadership roles and adventurous activities, while females are underrepresented or confined to passive and domestic settings. Female achievements are often minimized across cultures and regions. These insights offer valuable guidance for textbook developers, authors, and educators to design gender-sensitive curricula and educational materials. Future research could explore the long-term impact of such biases on students’ career choices and societal attitudes.
Understanding perceptions of teachers and pupils towards corporal punishment for pupils with disabilities in primary schools in Tanzania: Implications for the promotion of social justice in education Zuberi, Thabiti; Seni, Abdallah Jacob; Sungwa, Reuben
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.11093

Abstract

In Tanzanian primary schools, corporal punishment is legally permitted and widely practiced as a disciplinary method, often extending to pupils with disabilities. This study explores the perceptions of teachers and pupils towards the use of corporal punishment on pupils with disabilities, focusing on its implications for social justice and inclusive education. A qualitative approach, employing a phenomenological design, was used to understand the lived experiences of the participants. Data were collected through in-depth interviews with two head teachers and eight subject teachers, as well as focus group discussions involving ten pupils with disabilities, all purposively sampled. Thematic analysis revealed that corporal punishment is commonly justified by teachers as a means of addressing indiscipline, despite its negative impact on pupils’ emotional well-being and academic engagement. Some teachers recognized the contradiction between corporal punishment and inclusive education principles, highlighting its violation of the rights of pupils with disabilities. Pupils described feeling marginalized and fearful, highlighting the adverse effects of this practice on their sense of belonging and learning environment. The study recommends a shift towards alternative disciplinary approaches that uphold the rights and dignity of all pupils, particularly those with disabilities. It emphasizes the need for targeted professional development programs to equip teachers with non-violent strategies for managing classroom behavior. Furthermore, it calls for the enforcement of inclusive education policies and the creation of support networks to foster socially just and equitable learning environments. By addressing these issues, this study contributes to the discourse on inclusive education and social justice, advocating for systemic reforms to align Tanzanian educational practices with global standards.
Relationships between Teacher Qualification, Teacher Behaviour/Practices and Teacher Skills/Expertise: Teacher Quality, Practices and Skills Sie, Charles Kwabena; Chonga , Kipo
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.11263

Abstract

The central aim of this research was to identity the relationships between the perceived teacher quality constructs of elementary school mathematics instructors. The research employed a purposive sampling approach to select 50 mathematics teachers in the Bole District of the Savannah Region in Ghana to participate in the study. Specifically, 50 mathematics teachers were given questionnaires on teacher skills/expertise, teacher behaviour/practices and teacher qualification to establish the relationships between these variables. The results from the research with a correlation coefficient, r = 0.443 and a P-value of 0.001, revealed that teacher skills/expertise was statistically significantly correlated with Teacher behaviour/practices. The results from the mathematics teachers did not show significant relationships between teacher qualification and the other parameters of the study. This study showed that the interconnectedness between teacher skills/expertise and teacher behaviour/practices is a cornerstone of effective education. The implication of this study is that teachers’ academic qualifications do not always guarantee comprehensive knowledge of teaching.  A comprehensive knowledge of teaching requires the acquisition of the three competencies (professional values and attitudes, professional knowledge and professional practice) as contained in the National Teachers standards. This study has impact on the training and organization of professional development programs for mathematics teachers in Ghana and other countries with similar contexts. The researchers recommend that teacher training institutions should focus on the training of teachers to acquire the competencies necessary for effective teaching and learning. Teacher professional development opportunities should be made available to teachers as a way of developing their professional values and attitudes, professional knowledge and professional practices that are required to teach effectively.
How can the connection model for integrating Information and Communication Technology solve four major grade 12 accounting problems? Sithole, Nosihle Veronica
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.11626

Abstract

There are several problems that affects the quality of teaching and learning in accounting in secondary schools. In grade 12 particularly, English language misunderstanding, limited advance teaching skills and abilities, restricted teaching times and lack of parental support have been observed as major problems that hinders quality teaching and causes poor academic performance. Therefore, this study aimed to demonstrate how the connection model for integration of Information and Communication Technology can solve these four major grade 12 accounting problems. Actor Network Theory (ANT) informed this empirical inquiry. In addition, critical paradigm and Participatory Action Research were used to understand the research phenomenon. Six teachers were purposively sampled to participate in the discussion and the data collected was analysed using a content analysis. Results showed that connection model can solve the four major problem in grade 12 by offering opportunities of communicating in one language and using auto-correct to improve vocabulary. Through reinforcing technological knowledge and skills for new pedagogical ideas. Furthermore, by providing an alternative convenient learning method and connecting teachers with parents via WhatsApp. Considering the above results, the study suggested that connection model must be more embraced in accounting. The model must be documented and made available to accounting teachers to also use it for ICT integration in accounting. It is recommended that the connection model should be developed into an app for accounting.
Gender Differences in the Adoption, Usage, and Perceived Effectiveness of AI Writing Tools: A Study Among University for Development Studies Students Iddrisu, Hassan Mubarik; Iddrisu, Simon Alhassan; Aminu, Bashiru
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.11717

Abstract

The purpose of this paper is to investigate gender differences in the adoption, use patterns and perceived effectiveness of AI writing tools by undergraduate students at the University for Development Studies (UDS). In light of the rapid adoption of AI tools into the landscape of higher education, it is important to examine male and female students as they relate to the usage and perceptions of AI in higher education. This study employs the Technology Acceptance Model (TAM) as a theoretical framework to explore how factors such as perceived ease of use, perceived usefulness, and attitudes toward technology influence AI adoption and usage patterns. A cross-sectional survey design was used for data collection using a structured questionnaire from 320 students across three departments. Statistical analyses (including t-tests and chi-square tests) were used to examine differences by gender. More than three-fourths (76.9%) of student respondents reported the use of AI tools, while 31.6% reported daily use. No significant differences were found between male and female students on perceived effectiveness, and both male and female students perceived AI tools as being effective. Results demonstrate the comorbid use of artificial intelligence in the academic writing context and imply that any gender differences in AI output are mitigated by the supportive capabilities of AI tools. The study's implications highlight the need for educators to provide equitable access and training in AI tools to support diverse student needs. Policymakers and developers should focus on designing inclusive AI writing tools that address potential barriers, ensuring all students benefit equally from technological advancements in education.
Educators’ Dexterity in Test Construction within Senior High Schools: Implications for Educational Administrators Oghenerume, Rioborue Alexander
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.11953

Abstract

Educators’ dexterity in constructing effectual, dependable, and valid tests is indispensable for accurately measuring learners’ outcomes and supporting data-driven decisions by educational administrators. This exploration probed educators’ test construction dexterity across all disciplines in senior high schools within Edo South Senatorial District, tackling two foremost lacunas in existing explorations: the focus on all disciplines and the implications for educational administrators. Applying survey design and census sampling, data were amassed from 1,596 educators across 129 public senior high schools via the validated Educators’ Dexterity in Test Construction Questionnaire (EDTCQ), with a dependability coefficient of 0.91. The discoveries divulged generally low test construction dexterity, with significant discrepancies based on sex and experience. Male educators and those with more experience demonstrated superior dexterity levels, while no significant discrepancy was discovered based on qualification. These latest discoveries underscored the need for targeted professional development, mentorship, and sex-based training to boost educators’ assessment dexterity.

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