Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.26898
Lim Lee Ping, Ong Choon Hee, Tan Owee Kowang, Chi-Hua Wu
This study investigates the association between the personality traits of academic staff members and their job performance in a Malaysian private educational institution. The personality traits were based on the Big Five model, which has five dimensions: openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. About 110 participants from this institution were surveyed using a quantitative questionnaire, and their data were gathered. Throughout the study, the data were examined utilizing multiple regression analysis and factor analysis. According to the study’s findings, conscientiousness, and openness to experience significantly positively affect job performance. However, it was determined that extraversion, agreeableness, and neuroticism were not statistically significant and had no connection to job performance. As a result, in this institution, openness to experience is the most essential predictor of job performance. The findings of this study showed the management that openness to experience and conscientiousness are crucial for improving job performance inside the institution. Therefore, the management should pay more attention to these areas and recruit new employees with openness to experience and conscientious personality traits.
{"title":"Personality traits and job performance among academic staff in a private academic institution","authors":"Lim Lee Ping, Ong Choon Hee, Tan Owee Kowang, Chi-Hua Wu","doi":"10.11591/ijere.v13i2.26898","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26898","url":null,"abstract":"This study investigates the association between the personality traits of academic staff members and their job performance in a Malaysian private educational institution. The personality traits were based on the Big Five model, which has five dimensions: openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. About 110 participants from this institution were surveyed using a quantitative questionnaire, and their data were gathered. Throughout the study, the data were examined utilizing multiple regression analysis and factor analysis. According to the study’s findings, conscientiousness, and openness to experience significantly positively affect job performance. However, it was determined that extraversion, agreeableness, and neuroticism were not statistically significant and had no connection to job performance. As a result, in this institution, openness to experience is the most essential predictor of job performance. The findings of this study showed the management that openness to experience and conscientiousness are crucial for improving job performance inside the institution. Therefore, the management should pay more attention to these areas and recruit new employees with openness to experience and conscientious personality traits.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"51 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140357404","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}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.27322
Yuliya Popova, M. Abdualiyeva, Yerlan Torebek, Pulat Saidakhmetov
Mathematics learning (ML) is a fundamental aspect of education that lays the groundwork for various academic disciplines and practical applications. Understanding the factors that propel ML is crucial for optimizing educational outcomes. This quantitative empirical study investigates the impact of logical reasoning (LR), critical thinking (CT), information technology (IT), and distance learning (DL) on ML. The study employs structural equation modeling (SEM) using SmartPLS 4 for data analysis and hypothesis testing. The findings reveal that LR, CT, IT, and DL positively influence ML. The results highlight the importance of fostering LR, CT, and the integration of IT in mathematics education. This study contributes to the existing body of knowledge by providing insights into the factors that promote effective ML. These findings have implications for educators, policymakers, and curriculum developers, aiding in the design of instructional strategies and the integration of technology to enhance ML outcomes.
{"title":"Factors propelling mathematics learning: insights from a quantitative empirical study","authors":"Yuliya Popova, M. Abdualiyeva, Yerlan Torebek, Pulat Saidakhmetov","doi":"10.11591/ijere.v13i2.27322","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.27322","url":null,"abstract":"Mathematics learning (ML) is a fundamental aspect of education that lays the groundwork for various academic disciplines and practical applications. Understanding the factors that propel ML is crucial for optimizing educational outcomes. This quantitative empirical study investigates the impact of logical reasoning (LR), critical thinking (CT), information technology (IT), and distance learning (DL) on ML. The study employs structural equation modeling (SEM) using SmartPLS 4 for data analysis and hypothesis testing. The findings reveal that LR, CT, IT, and DL positively influence ML. The results highlight the importance of fostering LR, CT, and the integration of IT in mathematics education. This study contributes to the existing body of knowledge by providing insights into the factors that promote effective ML. These findings have implications for educators, policymakers, and curriculum developers, aiding in the design of instructional strategies and the integration of technology to enhance ML outcomes.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"9 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140355084","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}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.26299
Riwayani Riwayani, E. Istiyono, S. Supahar, Riki Perdana, S. Soeharto
Statistical literacy is fundamental competence to think critically and to conclude information based on data. This study aims to describe students’ statistical literacy according to gender, grade, and educational field. This research was a quantitative method with a cross-sectional design by explaining and analyzing the results using Rasch modeling, and students’ statistical literacy was categorized and described according to statistical literacy topics, gender, student grade level, and educational field. The respondent of this study was 271 students obtained through the stratified random sampling in Yogyakarta’s senior high school. The result of this study confirmed that the statistical literacy skills of students are still at a low level. The lowest aspect is the scope of conclusions, while the highest aspect is data production (medium level). There are no significant differences in statistical literacy skills based on gender and class. However, there are significant differences in statistical literacy based on field education. It indicates that policymakers or teachers should improve students’ statistical literacy skills by training or applying a learning model that focuses explicitly on statistical literacy skills.
{"title":"Analyzing students’ statistical literacy skills based on gender, grade, and educational field","authors":"Riwayani Riwayani, E. Istiyono, S. Supahar, Riki Perdana, S. Soeharto","doi":"10.11591/ijere.v13i2.26299","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26299","url":null,"abstract":"Statistical literacy is fundamental competence to think critically and to conclude information based on data. This study aims to describe students’ statistical literacy according to gender, grade, and educational field. This research was a quantitative method with a cross-sectional design by explaining and analyzing the results using Rasch modeling, and students’ statistical literacy was categorized and described according to statistical literacy topics, gender, student grade level, and educational field. The respondent of this study was 271 students obtained through the stratified random sampling in Yogyakarta’s senior high school. The result of this study confirmed that the statistical literacy skills of students are still at a low level. The lowest aspect is the scope of conclusions, while the highest aspect is data production (medium level). There are no significant differences in statistical literacy skills based on gender and class. However, there are significant differences in statistical literacy based on field education. It indicates that policymakers or teachers should improve students’ statistical literacy skills by training or applying a learning model that focuses explicitly on statistical literacy skills.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"88 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140355265","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}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.26316
M. Madrah, Suharko Suharko, Diana Dewi Sartika
Preliminary studies on cultural intermediaries focused on social classes that mediate the production and consumption of culture. Therefore, this study determined the importance of the cultural intermediaries of migrant worker university students who popularize the values of higher education for the working class. Habitus and replication of meaning were used as analytical tools, with an alternative perspective proposed on cultural intermediaries using an ethical approach. The results showed that the cultural intermediary based on ethical relationships produces a new individual involvement of marginalized groups. Meanwhile, community relations with a similar social context are strengthened, enabling individuals to combine their allegiances and continuously generate values to suit certain social situations.
{"title":"Cultural intermediary in higher education based on ethical relation","authors":"M. Madrah, Suharko Suharko, Diana Dewi Sartika","doi":"10.11591/ijere.v13i2.26316","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26316","url":null,"abstract":"Preliminary studies on cultural intermediaries focused on social classes that mediate the production and consumption of culture. Therefore, this study determined the importance of the cultural intermediaries of migrant worker university students who popularize the values of higher education for the working class. Habitus and replication of meaning were used as analytical tools, with an alternative perspective proposed on cultural intermediaries using an ethical approach. The results showed that the cultural intermediary based on ethical relationships produces a new individual involvement of marginalized groups. Meanwhile, community relations with a similar social context are strengthened, enabling individuals to combine their allegiances and continuously generate values to suit certain social situations.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"64 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140356462","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}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.25440
S. Maisaroh, S. Hadi, D. Andrian
This study aims to develop an instrument to evaluate Indonesia’s children-friendly school program (CFSP). This development research is then used to evaluate CFSP in Indonesia. Instrument development using the context, input, process, product (CIPP) approach and outcome evaluation. The population of this study was all students in the provinces of Riau and Yogyakarta. The research sample is of the students taken randomly from 108 schools that run CFSP. Data analysis used content validity, construct analysis, construct reliability, and descriptive statistics to evaluate the current CFSP. The content validity result shows that only 50 can be used of 56 of the developed items. The construct validity analysis result shows that all indicators obtained from theoretical exploration are valid and reliable. The model fit test shows that the instruments and data obtained from the respondents fit statistically. The results of the evaluation analysis show that the CFSP has been running well, but three indicators are still at a poor level and need to be improved so that the CFSP can run optimally. Indicators needing improvement are the completeness of documents and indicators of student participation, parental participation, community institutions, and the business world. This instrument became the new product to evaluate completely CFSP program because this instrument evaluates not only the process or implementation program but also every process until the program's outcome. Recommendations that need to be considered by stakeholders are to improve CFSP performance so that CFSP can maximally develop student character.
{"title":"Instrument model to evaluate children-friendly school program at elementary school in Indonesia","authors":"S. Maisaroh, S. Hadi, D. Andrian","doi":"10.11591/ijere.v13i2.25440","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.25440","url":null,"abstract":"This study aims to develop an instrument to evaluate Indonesia’s children-friendly school program (CFSP). This development research is then used to evaluate CFSP in Indonesia. Instrument development using the context, input, process, product (CIPP) approach and outcome evaluation. The population of this study was all students in the provinces of Riau and Yogyakarta. The research sample is of the students taken randomly from 108 schools that run CFSP. Data analysis used content validity, construct analysis, construct reliability, and descriptive statistics to evaluate the current CFSP. The content validity result shows that only 50 can be used of 56 of the developed items. The construct validity analysis result shows that all indicators obtained from theoretical exploration are valid and reliable. The model fit test shows that the instruments and data obtained from the respondents fit statistically. The results of the evaluation analysis show that the CFSP has been running well, but three indicators are still at a poor level and need to be improved so that the CFSP can run optimally. Indicators needing improvement are the completeness of documents and indicators of student participation, parental participation, community institutions, and the business world. This instrument became the new product to evaluate completely CFSP program because this instrument evaluates not only the process or implementation program but also every process until the program's outcome. Recommendations that need to be considered by stakeholders are to improve CFSP performance so that CFSP can maximally develop student character.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"31 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140356797","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}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.25968
M. Muhtarom, Sutrisno Sutrisno, N. Nizaruddin, Y. H. Murtianto
This study uses the systematic literature review (SLR) method to identify knowledge trends in beliefs about the nature of mathematics, learning mathematics and identify new development opportunities for further research. The Scopus database was used, and 41 documents were found as the primary source for further analysis. The results show that mathematical beliefs have become a current research trend. The number of publications increased significantly starting in 1989, accompanied by many citations. Based on these primary documents, it is known that the development of mathematical beliefs research topics. The foundation of this topic begins with studying the topic of knowledge, activities, and learning mathematics. Then it is developed into other, more varied studies, including teacher’s beliefs transition; mathematical beliefs comparison; mathematics teacher’s belief, teaching, and learning; mathematical beliefs and problem-solving; inquiry-based learning (IBL); affective factors; technology utilization; common misconceptions; and development of mathematics teacher’s beliefs instrument. This research investigates the core of scientific work to provide information to researchers and institutions as material for consideration of research to be carried out.
{"title":"Research on mathematical beliefs: systematic literature review","authors":"M. Muhtarom, Sutrisno Sutrisno, N. Nizaruddin, Y. H. Murtianto","doi":"10.11591/ijere.v13i2.25968","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.25968","url":null,"abstract":"This study uses the systematic literature review (SLR) method to identify knowledge trends in beliefs about the nature of mathematics, learning mathematics and identify new development opportunities for further research. The Scopus database was used, and 41 documents were found as the primary source for further analysis. The results show that mathematical beliefs have become a current research trend. The number of publications increased significantly starting in 1989, accompanied by many citations. Based on these primary documents, it is known that the development of mathematical beliefs research topics. The foundation of this topic begins with studying the topic of knowledge, activities, and learning mathematics. Then it is developed into other, more varied studies, including teacher’s beliefs transition; mathematical beliefs comparison; mathematics teacher’s belief, teaching, and learning; mathematical beliefs and problem-solving; inquiry-based learning (IBL); affective factors; technology utilization; common misconceptions; and development of mathematics teacher’s beliefs instrument. This research investigates the core of scientific work to provide information to researchers and institutions as material for consideration of research to be carried out.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"6 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140353459","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}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.26813
D. H. Marisda, Yusri Handayani, Mutiara Siska Aprilia, Syamsuriana Basri, Suhardiman Suhardiman
There are no textbooks for developing physics learning tools, the learning materials are not structured, and students independently collect lecture materials. This research aims to explore the need for teaching materials, especially physics learning device development textbooks. This study used the descriptive qualitative method. This study used an incidental sample of physics education students from four university representatives who had completed an online questionnaire. The respondents were 166 people, consisting of 30 students from University A, 27 from University B, 29 from University C, and 80 from University D. The results showed that the research sample required physics learning device development textbooks. The yearly need for physics learning device development textbooks was 57.07% in 2018, 59.78% in 2019, and 60.88% in 2020. The percentage of the indicator of the need for textbooks: 47.20% for learning resources, 37.98% for textbook availability, 84.64% for teaching material students need, and 67.16% for students interest in physics learning device development. Therefore, lecturers need to develop practice-based textbooks in the physics learning device development course.
{"title":"Analyzing textbook requirements to create physics learning resources","authors":"D. H. Marisda, Yusri Handayani, Mutiara Siska Aprilia, Syamsuriana Basri, Suhardiman Suhardiman","doi":"10.11591/ijere.v13i2.26813","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26813","url":null,"abstract":"There are no textbooks for developing physics learning tools, the learning materials are not structured, and students independently collect lecture materials. This research aims to explore the need for teaching materials, especially physics learning device development textbooks. This study used the descriptive qualitative method. This study used an incidental sample of physics education students from four university representatives who had completed an online questionnaire. The respondents were 166 people, consisting of 30 students from University A, 27 from University B, 29 from University C, and 80 from University D. The results showed that the research sample required physics learning device development textbooks. The yearly need for physics learning device development textbooks was 57.07% in 2018, 59.78% in 2019, and 60.88% in 2020. The percentage of the indicator of the need for textbooks: 47.20% for learning resources, 37.98% for textbook availability, 84.64% for teaching material students need, and 67.16% for students interest in physics learning device development. Therefore, lecturers need to develop practice-based textbooks in the physics learning device development course.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"12 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140353689","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}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.24612
Irman Firmansyah, Fuad Abdullah
This study scientometrically mapped the investigative trends in English for accounting (EA) research articles. The corpus was 181 research articles in EA from 1981 to 2021. They were retrieved from metadata dimensions of various leading journals and analyzed with automated bibliometric analysis. The findings revealed that the investigative themes in EA remain burgeoning for 41 years. The accounting history journal indicated the greatest impact on EA research. The analyzed journals reported a large impact correlating to their development. The most productive author in the EA research was Jones. The typical words frequently emerging in the analyzed research articles were accounting, research, and English. The investigative and developing topics related to EA were relatively dynamic. This study suggests that the scientometric investigative perspective offers a systematic, diachronic, and quantitative outline of English for accounting research by considering its meta-disciplinary knowledge and evolving trends over the years.
本研究通过科学计量学方法绘制了会计英语（EA）研究文章的调查趋势图。语料库包括 1981 年至 2021 年的 181 篇会计英语研究文章。这些文章从各种主要期刊的元数据维度进行检索，并通过自动文献计量分析进行分析。研究结果表明，41 年来，EA 的研究主题一直在蓬勃发展。会计史期刊对 EA 研究的影响最大。所分析的期刊报告了与其发展相关的巨大影响。EA 研究中最有成果的作者是 Jones。在分析的研究文章中，经常出现的典型词汇是会计、研究和英语。与 EA 相关的调查和发展主题相对活跃。本研究表明，科学计量学调查视角通过考虑会计英语的元学科知识和多年来的演变趋势，为会计英语研究提供了一个系统的、非同步的和定量的轮廓。
{"title":"Sketching the investigative trends of research articles on the deployment of English for accounting: a scientometric study","authors":"Irman Firmansyah, Fuad Abdullah","doi":"10.11591/ijere.v13i2.24612","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.24612","url":null,"abstract":"This study scientometrically mapped the investigative trends in English for accounting (EA) research articles. The corpus was 181 research articles in EA from 1981 to 2021. They were retrieved from metadata dimensions of various leading journals and analyzed with automated bibliometric analysis. The findings revealed that the investigative themes in EA remain burgeoning for 41 years. The accounting history journal indicated the greatest impact on EA research. The analyzed journals reported a large impact correlating to their development. The most productive author in the EA research was Jones. The typical words frequently emerging in the analyzed research articles were accounting, research, and English. The investigative and developing topics related to EA were relatively dynamic. This study suggests that the scientometric investigative perspective offers a systematic, diachronic, and quantitative outline of English for accounting research by considering its meta-disciplinary knowledge and evolving trends over the years.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"65 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140356299","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}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.26952
Sukino Sukino, Sumin Sumin, Erwin Mahrus, Ahmad Salim, Imron Muttaqin, T. Supriyatno
This study aimed to determine learning outcomes and discuss the effect of the combination of memorization and small group discussion methods on students’ achievement and communication skills. A quantitative method was applied in this study with a quasi-experimental design. The subject of this study is 60 students in Islamic Education, Faculty of Education and Teacher Training (FTIK) at the Pontianak State Institute for Islamic Studies, divided into a control and an experimental group. Data were collected through pre-test and post-test from the control and experimental groups and then analyzed using the independent samples t-test using statistical software JASP version 0.16.4. The findings revealed that there are differences between outcome learning and communication skills between the control group which only uses the small group discussion method and the experimental group which employs a combination of memorization and small group discussion methods in the course of developing Islamic Education material. The findings of this study confirm that combining the two methods, memorization, and small group discussion, is highly effective in improving learning achievement and communication skills at the student level. Further research is suggested to explore and determine other factors affecting learning outcomes and methods.
本研究旨在确定学习成果，并讨论背诵法和小组讨论法相结合对学生成绩和沟通技巧的影响。本研究采用了准实验设计的定量方法。研究对象是坤甸国立伊斯兰研究院教育与教师培训学院（FTIK）伊斯兰教育专业的 60 名学生，分为对照组和实验组。通过前测和后测收集对照组和实验组的数据，然后使用 JASP 0.16.4 版统计软件进行独立样本 t 检验分析。研究结果表明，在编写伊斯兰教育材料的过程中，只采用小组讨论法的对照组与采用背诵法和小组讨论法相结合的实验组在学习成果和交流技能方面存在差异。研究结果证实，将背诵和小组讨论这两种方法结合起来，对提高学生的学习成绩和交流技能非常有效。建议进一步开展研究，探索和确定影响学习成果和方法的其他因素。
{"title":"Memorization and discussion methods effect on achievement and communication skills","authors":"Sukino Sukino, Sumin Sumin, Erwin Mahrus, Ahmad Salim, Imron Muttaqin, T. Supriyatno","doi":"10.11591/ijere.v13i2.26952","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26952","url":null,"abstract":"This study aimed to determine learning outcomes and discuss the effect of the combination of memorization and small group discussion methods on students’ achievement and communication skills. A quantitative method was applied in this study with a quasi-experimental design. The subject of this study is 60 students in Islamic Education, Faculty of Education and Teacher Training (FTIK) at the Pontianak State Institute for Islamic Studies, divided into a control and an experimental group. Data were collected through pre-test and post-test from the control and experimental groups and then analyzed using the independent samples t-test using statistical software JASP version 0.16.4. The findings revealed that there are differences between outcome learning and communication skills between the control group which only uses the small group discussion method and the experimental group which employs a combination of memorization and small group discussion methods in the course of developing Islamic Education material. The findings of this study confirm that combining the two methods, memorization, and small group discussion, is highly effective in improving learning achievement and communication skills at the student level. Further research is suggested to explore and determine other factors affecting learning outcomes and methods.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140356326","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}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.26720
I. Kusmaryono, Mochamad Abdul Basir
This research was designed with a descriptive research approach. The research objectives of the study were to: i) investigate the impact of the project task of learning video media on prospective teachers and students; ii) analyze the important role of instructional video media as a learning assistant for students; and iii) describe the function of instructional video media in increasing students’ interest and achievement in learning. This research involved 100 participants consisting of 10 students of a teacher education study program (prospective teachers), and 90 junior high school students. The researchers collected data through tests; questionnaires; and interviews. Researchers analyzed the data through descriptive statistical analysis. The results of the study indicated that the project assignment of making videos for learning (on a YouTube channel) provided a positive impact on learning experiences for teachers (prospective teachers) and students. Mathematics learning video media has a role as a digital native that may help overcome the limitations of students’ knowledge and understanding. Mathematics learning videos on the YouTube channel can be a dynamic tool to increase students’ interest (as an attention, and affective function) and to improve students’ mathematics learning achievement (as a cognitive function).
{"title":"Learning media projects with YouTube videos: a dynamic tool for improving mathematics achievement","authors":"I. Kusmaryono, Mochamad Abdul Basir","doi":"10.11591/ijere.v13i2.26720","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26720","url":null,"abstract":"This research was designed with a descriptive research approach. The research objectives of the study were to: i) investigate the impact of the project task of learning video media on prospective teachers and students; ii) analyze the important role of instructional video media as a learning assistant for students; and iii) describe the function of instructional video media in increasing students’ interest and achievement in learning. This research involved 100 participants consisting of 10 students of a teacher education study program (prospective teachers), and 90 junior high school students. The researchers collected data through tests; questionnaires; and interviews. Researchers analyzed the data through descriptive statistical analysis. The results of the study indicated that the project assignment of making videos for learning (on a YouTube channel) provided a positive impact on learning experiences for teachers (prospective teachers) and students. Mathematics learning video media has a role as a digital native that may help overcome the limitations of students’ knowledge and understanding. Mathematics learning videos on the YouTube channel can be a dynamic tool to increase students’ interest (as an attention, and affective function) and to improve students’ mathematics learning achievement (as a cognitive function).","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"10 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140353928","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}
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