International Journal of Evaluation and Research in Education (IJERE)最新文献_第6页

Guided inquiry with Moodle to improve students’ science process skills and conceptual understanding 利用 Moodle 引导探究，提高学生的科学过程技能和概念理解能力

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27617

Saidil Mursali, U. S. Hastuti, Siti Zubaidah, Fatchur Rohman

{"title":"Guided inquiry with Moodle to improve students’ science process skills and conceptual understanding","authors":"Saidil Mursali, U. S. Hastuti, Siti Zubaidah, Fatchur Rohman","doi":"10.11591/ijere.v13i3.27617","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27617","url":null,"abstract":"This study aims to improve and describe science process skills (SPS) and conceptual understanding (CU) college students through guided inquiry learning with Moodle (GI-Moodle). This quasi-experimental study used a pretest-posttest non-equivalent control group design. College students taking general biology courses at Faculty of Applied Science and Engineering (FSTT), Universitas Pendidikan Mandalika (UNDIKMA) participated in this study. They were divided into three classes: the experiment, control 1, and control 2. Their SPS was measured using an essay test instrument containing 18 items, while the CU was examined using 50 items multiple choice test and 5 items essay test. The obtained data were analyzed using the analysis of covariance (ANCOVA) test. The analysis results identified different average students’ SPS and CU before and after they attended the learning processes using GI-Moodle, guided inquiry with WhatsApp group (GI-WAG), and structured inquiry with WhatsApp group (SI-WAG). The experiment class attended learning using GI-Moodle presented a more significant increase of SPS and CU than the students attending the other two learning with GI-WAG and SI-WAG. Therefore, the GI with Moodle learning can be used to improve students’ SPS and CU during post COVID-19 pandemic. Besides, further studies are suggested to use a more number and broader participants and identify the influence of GI-Moodle on other variables.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"29 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234916","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

Adaptation and validation the integration scale for Indonesian university students: academic and social 印度尼西亚大学生融入量表的调整与验证：学术与社会

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26974

Ike Dwiastuti, Wiwin Hendriani, Fitri Andriani

{"title":"Adaptation and validation the integration scale for Indonesian university students: academic and social","authors":"Ike Dwiastuti, Wiwin Hendriani, Fitri Andriani","doi":"10.11591/ijere.v13i3.26974","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26974","url":null,"abstract":"Student integration is a student’s ability to integrate into the social and academic systems of the university. Integration of students has been shown to affect how well they do on campus, which helps them finish higher education. The integration scale (IS) measures integration ability that meets the principle of simplicity. The integration scale is formed of 16 items divided into five aspects and two factors. This study aimed to adapt and validate IS instruments for the Indonesian university student population. The research methods complied with the six-step procedures the International Test Commission set out. A total of 309 participants were undergraduate students. They were between 17 and 23 years old (mean=19.42, SD=1.11 years), with 247 females (79.94%) and 62 males (20.06%). The results of the confirmatory factor analysis revealed that a total of 16 items were valid and reliable. Three models that have acceptable fits were confirmed. The results demonstrate that the Indonesian integration scale measures undergraduate student integration with comparable precision to the original scale. This scale can identify students who require academic and social integration assistance and evaluate the institution’s role in academic development.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"22 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234987","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

Student-centered learning in the digital age: in-class adaptive instruction and best practices 数字时代以学生为中心的学习：课内自适应教学与最佳实践

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27497

Daniel Ginting, Delli Sabudu, Yusawinur Barella, Ahmad Madkur, Ross Woods, Mezia Kemala Sari

{"title":"Student-centered learning in the digital age: in-class adaptive instruction and best practices","authors":"Daniel Ginting, Delli Sabudu, Yusawinur Barella, Ahmad Madkur, Ross Woods, Mezia Kemala Sari","doi":"10.11591/ijere.v13i3.27497","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27497","url":null,"abstract":"Adaptive instruction is a promising solution to the limitations of traditional classroom instruction, which assumes that all students learn in the same way and at the same pace. Adaptive instruction tailors the learning experience to each student’s needs and abilities. Several adaptive instruction tools and platforms exist, including intelligent tutoring systems, learning management systems, mobile apps, AI chatbots, and adaptive machine-learning programs. The Adaptive Instruction of Student Control Theoretical Framework suggests that allowing students to control their use of learning resources leads to better learning outcomes. Implementing adaptive instruction in higher education can be difficult due to faculty buy-in, technical infrastructure, and student motivation. Effective instructional design is crucial for adaptive instruction to support student control and maximize benefits. Overall, instructors must pay attention to student motivation and work to create learning environments that foster motivation, autonomy, and engagement to implement adaptive instruction successfully.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"21 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141235404","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

Differentiated instruction in reading in elementary schools: a systematic review 小学分层阅读教学：系统综述

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27134

Widya Karmila Sari Achmad, Sidrah Afriani Rachman, Latri Aras, Muhammad Amran

{"title":"Differentiated instruction in reading in elementary schools: a systematic review","authors":"Widya Karmila Sari Achmad, Sidrah Afriani Rachman, Latri Aras, Muhammad Amran","doi":"10.11591/ijere.v13i3.27134","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27134","url":null,"abstract":"Increasingly diverse learners in today’s classroom might require teachers to implement differentiated instruction (DI) to create an effective learning process. This systematic review provides an overview of how DI was implemented in reading instruction in elementary education. For this purpose, the researchers systematically searched five databases (APA PsycINFO, Education Research Complete, ERIC, Scopus, and Web of Science). Based on the inclusion criteria, 28 empirical studies from 2002 to 2022 were selected for review. To be included in the review, the studies should be empirical, written in English, peer-reviewed, focusing on reading in elementary education, and include students with or without disabilities. The researchers created content coding in Microsoft Excel spreadsheet to extract relevant information from the selected studies. The findings indicated that implementing DI in reading instruction to elementary school students includes differentiation in content, process, and product, increased quality and quantity of explicit reading instruction, assessments informed instructions, and integrating DI with other instructional models. This emphasizes that although differentiation might seem complex, it is possible to implement it in reading instruction.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"21 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229602","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

Analysis of the structural relationship emotional regulation, academic procrastination, and academic burnout 情绪调节、学业拖延和学业倦怠的结构关系分析

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26778

A. J. Setiyowati, Indriyana Rachmawati, B. Wiyono, Henny Indreswari, Eko Pramudya Laksana

引用次数: 0

Problem-solving skills of high school students in chemistry 高中生解决化学问题的能力

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27421

Maneerat Sa-ngiemjit, Ángel Vázquez-Alonso, M. A. Manassero Mas

{"title":"Problem-solving skills of high school students in chemistry","authors":"Maneerat Sa-ngiemjit, Ángel Vázquez-Alonso, M. A. Manassero Mas","doi":"10.11591/ijere.v13i3.27421","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27421","url":null,"abstract":"People are continuously confronted with difficulties, which are situations that they do not understand yet strive to solve anyway. Researchers employed root cause analysis (RCA) in this study to analyze students’ problem-solving in chemistry and the students’ flaws and challenges in answering the subject. This research included 89 pupils from the secondary school’s science-mathematics department. Students determined strategies to calculate pH and the color of the blended solution after each indicator was dropped. This study’s qualitative method incorporates focus groups and content analysis. The majority of students properly identified the difficulty, and more than half correctly understood the problem. 100% of the pupils fared well in all processes since they were able to recognize and write all of the data. Using the RCA problem-solving technique, they were successful in identifying all of the data as potential causation aspects and the root causes of the problem. However, 37% of the pupils were unable to complete the problem. Investigating problem-solving flaws, it was determined that the students' defects in this problem-solving were application, analysis, practice, remembering, and time. Furthermore, researchers want to investigate the implementation of addressing the flaws in students’ problem-solving to better prepare them for efficient problem-solving.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"8 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229884","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

Beware of cyberbullying! Evidence from high school students in Indonesia 谨防网络欺凌！来自印度尼西亚高中生的证据

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26686

Fredik Lambertus Kollo, Zulkarnain Zulkarnain, Tuatul Mahfud, Matang Matang

{"title":"Beware of cyberbullying! Evidence from high school students in Indonesia","authors":"Fredik Lambertus Kollo, Zulkarnain Zulkarnain, Tuatul Mahfud, Matang Matang","doi":"10.11591/ijere.v13i3.26686","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26686","url":null,"abstract":"Cases of cyberbullying among high school students have become the center of attention of educational institutions as a new form of bullying using information technology. Many studies examine cyberbullying as a new form of bullying. However, studies on school climate, social support, and social self-efficacy in reducing cyberbullying behavior among high school students are still limited. Therefore, this study investigates the effect of school climate, social support, and social self-efficacy on cyberbullying behavior. This study involved 290 high school students in three schools in Kupang City, Indonesia. We used a simple random sampling technique to determine which respondents were involved. SPSS version 20 and Amos 18 software were used to analyze the data for this study. Data analysis in this study used structural equation modeling (SEM) analysis. The study’s results revealed that school climate and social self-efficacy significantly negatively affected high school students’ cyberbullying behavior. Meanwhile, social support has no direct influence on students’ cyberbullying behavior. Social self-efficacy has also been shown to mediate the effect of school climate on high school students’ cyberbullying behavior. An in-depth discussion is presented in this paper to provide an overview of the critical implications for educational practitioners.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"8 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229938","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

Naturally felt emotions, work engagement: the moderating role of perceived organizational support 自然情感与工作投入：感知到的组织支持的调节作用

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27195

Cinthia Annisa Vinahapsari, H. Ibrahim, Jeniboy Kimpah

{"title":"Naturally felt emotions, work engagement: the moderating role of perceived organizational support","authors":"Cinthia Annisa Vinahapsari, H. Ibrahim, Jeniboy Kimpah","doi":"10.11591/ijere.v13i3.27195","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27195","url":null,"abstract":"The main purpose of this study is to investigate whether or not emotional labor strategy (i.e., naturally felt emotions) significantly predicts work engagement (i.e., vigor, dedication, absorption) among academicians in a higher education setting. It also evaluates the role of perceived organizational support (POS) as the moderating variable between naturally felt emotions (NFE) and work engagement. This study employs a survey questionnaire, and data collected from private universities in Central Java, Indonesia. To analyze the data and test the proposed model, the partial least squares structural equation modelling approach was employed. The findings demonstrate that: i) NFE are significantly and positively related to all work engagement dimensions; and ii) POS is proven insignificant to moderate the relationship between NFE and work engagement dimensions. The results of this study complement the literature by addressing associations between NFE and work-related outcomes (i.e., work engagement), especially in the Indonesian academic context. In addition, this study also confirms the insignificant role of POS which is based on norms of mutuality between the organization and employee. Finally, the study offers recommendations and conclusions to achieve long-term objectives for higher education institutions.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"5 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230391","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

An Indonesian-version of the short attitude toward mathematics inventory: a voice from pre-service chemistry teacher 印尼版数学态度简表：来自职前化学教师的声音

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27718

Andrian Saputra, L. Tania

{"title":"An Indonesian-version of the short attitude toward mathematics inventory: a voice from pre-service chemistry teacher","authors":"Andrian Saputra, L. Tania","doi":"10.11591/ijere.v13i3.27718","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27718","url":null,"abstract":"This study aimed to examine the validity of the Indonesian version of the short attitude toward mathematics inventory (ATMI). The adapted inventory was also used for further analysis to explore mathematics attitude of pre-service chemistry teachers across gender. The original ATMI was translated into Bahasa and distributed to 328 participants via the online survey. After preliminary checking for multivariate outliers, all the data were used to analyze the construct validity of structural model using confirmatory factor analysis (CFA). Furthermore, multigroup analysis with structured mean modelling was conducted to explore the gender effect toward mathematics attitude. All item means, standard deviations and correlation matrix were also explored. The result found that the short form supported the four-factor solution as the original ATMI. Modification indices, standardized regression weight, and squared multiple correlations were used to determine which items to be removed or retained during analysis until standard criteria for model fit reached. This items deletion produced a shorter version of ATMI (19 items) with fairly good internal consistency, both for all items inventory (α=0.92) or for individual subscale (mean α=0.86). Moreover, the t-test on the latent mean value showed no significant difference of attitude toward mathematics between male and female.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"32 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231853","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 21st-century skills scales: many facet Rasch measurements 21 世纪技能量表：多面拉斯奇测量法

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26651

M. I. Kholili, Adi Dewantoro, Naharus Surur, Novita Tri Hapsari

{"title":"The 21st-century skills scales: many facet Rasch measurements","authors":"M. I. Kholili, Adi Dewantoro, Naharus Surur, Novita Tri Hapsari","doi":"10.11591/ijere.v13i3.26651","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26651","url":null,"abstract":"This study aims to develop a 21st century skills scale for prospective school counselor. The method used is the research and development. The data were analyzed using content analysis/expert judgment with many-facet Rasch model (MFRM). Three facets were employed: scale, item, and measurement criteria. The initial version of the scale comprises 129 items measuring four aspects: way of thinking, way of working, tools for working, and living in the world. However, 78 items were deemed valid following the expert judgment analysis result. The inter-rater agreement opportunity shows raters’ similarity score of 10,836, implying that experts in this study tend to give similar assessments. This research results in a 21st century skills scale for prospective school counselors with a total of 78 valid items. The purpose of this study was to develop a 21st century skills scale for prospective school counselors that had been fulfilled, the instrument had been tested for validity and reliability based on expert judgment. The current research recommends that further research be carried out to develop a 21st century skills scale instrument for prospective educators in other scientific fields.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"40 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232446","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