International Journal of Evaluation and Research in Education (IJERE)最新文献_第5页

Ethnoscience learning: how do teacher implementing to increase scientific literacy in junior high school 民族科学学习：教师如何实施以提高初中生的科学素养

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26180

J. Jufrida, W. Kurniawan, F. R. Basuki

{"title":"Ethnoscience learning: how do teacher implementing to increase scientific literacy in junior high school","authors":"J. Jufrida, W. Kurniawan, F. R. Basuki","doi":"10.11591/ijere.v13i3.26180","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26180","url":null,"abstract":"Ethnoscience learning is an activity that connects local wisdom or cultural with science concepts. A mixed method study with an embedded design was used to describe how do teachers apply ethnoscience learning to increase scientific literacy. A total of 90 students grade 8th in District Muaro Jambi were involved in this study consisted of three classes. In-depth interviews and observations were conducted to collect qualitative data. The observation was used to determine the suitability of learning with the lesson plan. Deep interviews were used to explore teacher and student experiences in implementing ethnoscience learning. A teacher and three students were randomly selected as key informants. The quantitative data were collected by scientific literacy test that consisted of ten multiple choices. It has been tested for validity and reliability. The result of the reliability test is 0.85 with a very high category. Increase in scientific literacy is measured by normalized gain (N-gain). The analysis of variance (ANOVA) test was applied to determine scientific literacy differences between groups. Ethnoscience learning had been implemented by teacher in three different class on topic simple machines. It was designed by integrating local wisdom as a context for finding scientific concepts. The learning was designed by following a discovery model. The implementation of ethnoscience learning can increase scientific literacy with medium category. There was no significant difference between three classes.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"20 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141233718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Course design aspects of blended learning in undergraduate education 本科教育中混合式学习的课程设计问题

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26852

S. D. Senanayake, T. Sandanayake

{"title":"Course design aspects of blended learning in undergraduate education","authors":"S. D. Senanayake, T. Sandanayake","doi":"10.11591/ijere.v13i3.26852","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26852","url":null,"abstract":"Blended learning is a popular teaching mode in today’s higher education system. Course design for blended education presents a challenge for educational specialists. This research aims to identify the essential aspects of course design in undergraduate blended learning. Course content, course structure and delivery, collaborative engagement, learner facilitation, and assessment and evaluation were discovered as aspects of blended learning course design. Based on the identified aspects, a survey questionnaire was designed and pilot tested to check the reliability and validity of the measurement tool. The analysis revealed that the questionnaire was acceptable in terms of psychometric characteristics after removing four items. Therefore, 23 items remained in the final questionnaire, which was considered reliable and valid for the context. The information was gathered using an online questionnaire from academic staff at Sri Lankan state universities attached to the departments conducting degree programs in the computing discipline. There were 97 participants included in the final dataset. The results were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The results revealed that ‘assessment and evaluation’ was highly considered when designing undergraduate blended learning courses, while other aspects which are also imperative, have been paid less attention by the university academicians.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"57 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Gamified flipped classroom in education: a systematic review 游戏化翻转课堂在教育中的应用：系统综述

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26721

Wan Masitah Wan Majid, Farah Mohamed Zain, Siti Noor Ismail

引用次数: 0

Domestication theory in action: Indonesian Twitter corpus analysis during distance learning 实践中的驯化理论：远程学习中的印尼 Twitter 语料分析

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27149

Nurly Meilinda, Billy K. Sarwono, Ummi Salamah

{"title":"Domestication theory in action: Indonesian Twitter corpus analysis during distance learning","authors":"Nurly Meilinda, Billy K. Sarwono, Ummi Salamah","doi":"10.11591/ijere.v13i3.27149","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27149","url":null,"abstract":"This research aims at analyzing how COVID-19 discourse in the world of education unfolds in the Indonesian Twittersphere by separating public discourse in transition periods, large-scale social restrictions (PSBB), and imposition of emergency restrictions toward community activities (PPKM) and PPKM level 1 to 4. This research used qualitative approach and employed the Domestication Theory to provide a deeper understanding of how individuals integrate technology into their everyday lives. The dataset consisting of 3,196,627 tweets from two keywords and two hashtags was collected and analyzed using corpus linguistics techniques. This study found the emergence of the five main theme groups suggests that users have tried to make sense of and adapt to this new digital learning environment, while also expressing their frustrations and concerns. This highlights the importance of understanding how users domesticate technology and incorporate it into their social and cultural practices. The practical implications of this research include the need to address not only the technical aspects of online learning but also the psychological and social well-being of students, as they navigate this new learning environment.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"60 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development and validation of the educational psychological capital scale 教育心理资本量表的开发与验证

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26519

Ooh Seow Ling, Irmadura Ramli, Cheah Seeh Lee, Ooi Chia-Yi, Ch’ng Ping Ping, Surianti Lajuma

{"title":"Development and validation of the educational psychological capital scale","authors":"Ooh Seow Ling, Irmadura Ramli, Cheah Seeh Lee, Ooi Chia-Yi, Ch’ng Ping Ping, Surianti Lajuma","doi":"10.11591/ijere.v13i3.26519","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26519","url":null,"abstract":"Since the introduction of psychological capital to the field of education, it has drawn a lot of interest from researchers. This is due to the numerous studies that have demonstrated the positive effects of psychological capital on academic performance. Nevertheless, the psychological capital scale was initially developed to measure the psychological capital of employees, not students. There is a dearth of studies that examine the psychological capital scale’s psychometric properties in educational contexts, particularly in Southeast Asia. Therefore, the present study aims to develop and test the validity of an educational psychological capital scale. The study was carried out with the participation of a total of 2,494 undergraduates. The tests of indicator reliability, construct reliability convergent, validity, and discriminant validity were executed. The result revealed that the scale demonstrated satisfactory psychometric properties. The study also found psychological capital can serve as a positive predictor of student academic performance. It signified that the scale can be used to measure student psychological capital precisely. This has resolved the flaw of the original psychological capital scale, which measured students’ psychological capital in the workplace rather than in educational settings. However, since the study was conducted in Malaysia, the psychometric properties of the scale can be further verified in other countries.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"47 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The total contribution of the direct and indirect influence of servant leadership on innovative work behavior 服务型领导对创新工作行为的直接和间接影响的总贡献

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27173

Rendika Vhalery, Hendro Prasetyono, Ira Pratiwi Ramdayana, Salmin Salmin, Widya Priska Anggraini

引用次数: 0

Developing a growth mindset in education: a bibliometric analysis and its challenge during pandemic 在教育中培养成长心态：文献计量分析及其在大流行病期间的挑战

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26940

S. Sugiarti, Arti Prihartini, Atika Permata Sari, G. Zamahsari

{"title":"Developing a growth mindset in education: a bibliometric analysis and its challenge during pandemic","authors":"S. Sugiarti, Arti Prihartini, Atika Permata Sari, G. Zamahsari","doi":"10.11591/ijere.v13i3.26940","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26940","url":null,"abstract":"The growth mindset is essential for learning because students encounter numerous obstacles during the pandemic. However, only a few studies have examined research trends in growth mindset pedagogy. In filling this gap, this study aims to conduct a bibliometric study using the growth mindset pedagogy during the pandemic. Data from 81 Scopus-sourced scholarly articles on growth mindset in education from 2020–2022 was used. VOSviewer qualitatively analyzed the data. Results showed that the research cluster’s growth mindset is diverse and adaptive to learning dynamics, notably during the COVID-19 pandemic. Several research clusters examined instructors, students, and parents’ roles in learning. Another cluster focuses on academic achievement and teacher efforts to improve student performance. The research addresses student issues like depression, academic fatigue, and suicide ideation. Research on a growth mindset in education has grown quantitatively since 2021. Clusters 1, 2, and 4, 5 have the most research on active learning design to improve student academic performance and accomplishment through teachers and other supporting elements. Even though academic fatigue can lead to depression and suicidal ideation, research on academic achievement-related student issues is scarce. In conclusion, a growth mindset can significantly enhance academic performance and solve learning problems.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing teacher competence through collaborative worksheet development: an empirical investigation 通过合作编制工作表提高教师能力：实证调查

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27266

M. Meilinda, R. Putri, Z. Zulkardi, R. Inderawati, Try Desnita

{"title":"Enhancing teacher competence through collaborative worksheet development: an empirical investigation","authors":"M. Meilinda, R. Putri, Z. Zulkardi, R. Inderawati, Try Desnita","doi":"10.11591/ijere.v13i3.27266","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27266","url":null,"abstract":"This study examined the efficacy of collaborative teaching using a projectbased learning (PjBL) worksheet on plastic waste and climate change. The research design followed a type-II development approach, with two distinct phases: exploration and development, and collaborative teaching. The study involved five science teachers, two lecturers, and 45 seventh-grade students in three limited field trials. The study found that collaborative teaching through worksheet development could increase science teachers’ professionalism, particularly in the collegial phase. Furthermore, the study developed a valid PjBL-based worksheet on plastic waste and climate change, aligning with the 2013 curriculum for science instruction in junior high school, involving three core competencies. The research design employed a lesson study framework, which allowed for a thorough exploration of the research topic, leading to the development of effective instructional material. The findings of this study have significant implications for science education in junior high school, particularly in promoting active learning and fostering a deeper understanding of complex environmental issues. Overall, the study highlights the importance of collaborative teaching and the potential of PjBL-based worksheets in enhancing teacher competence and developing relevant instructional materials that align with the curriculum.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing psychologist attributes in higher educational institutions: case of Kazakhstan 在高等教育机构中培养心理学家的特质：哈萨克斯坦的案例

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27908

Yelena Chsherbakova, E. Burdina, S. Alimova, Kainysh Zhumadirova

{"title":"Developing psychologist attributes in higher educational institutions: case of Kazakhstan","authors":"Yelena Chsherbakova, E. Burdina, S. Alimova, Kainysh Zhumadirova","doi":"10.11591/ijere.v13i3.27908","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27908","url":null,"abstract":"This study’s purpose is to identify the most necessary attributes of a modern psychologist through a survey of practical psychologists, teachers, and students from the Faculty of Psychology, Toraigyrov University. The survey allowed us to develop an effective training program for psychologists. The study involved 115 respondents from Kazakhstan, 60 of them were future psychologists. The respondents took the survey to determine the key attributes of a modern psychologist. The research was also based on literature analysis and generalization, questionaries, and ranking. The Cronbach’s alpha coefficient was utilized to assess the reliability of the authors’ questionnaire items. SPSS Statistics program was applied for statistical data processing. According to the results, 80% of practical psychologists wanted to improve the curriculum for their students. At the same time, 72% of students believe that the program should primarily be practice-oriented. The students unanimously noted the key quality of the psychologist–empathy. The vast majority (94.1%) mentioned moral principles, and 85.7% indicated authenticity. However, teachers and psychologists did not emphasize the above criteria. The current study aims to develop a basis for an effective training program for future psychologists studying at the universities of Kazakhstan according to their modern needs.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"51 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The scarce representation of women university professors in research groups 大学女教授在研究小组中的代表性不足

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27291

María José Rodríguez-Baiget, Alexander Maz Machado, José Carlos Casas del Rosal, Arnaldo Vergara-Romero

引用次数: 0