Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.27235
Maria Aurora G. Victoriano, Lodecy V. Ocbeña
Communication is an essential element of life. It is crucial when it comes to education which is a tool for the welfare of society. People socialize via communication and thus perform desired behaviors. Because of these reasons, preventing communication barriers will provide a more specific field of experience between the sender and the receiver. The study sought to determine the communication barriers among students of Capiz State University, Mambusao Satellite College, Philippines, learning during the pandemic. The study used descriptive and qualitative methods. An in-depth interview using a semi-structured questionnaire was the researcher’s data-gathering instrument. Eight students were the study participants chosen based on the criteria. The study shows that communication between students and teachers has shifted to the digital realm using cell phones and social media. The primary focus of these conversations is module-related matters, and the students initiate the conversation due to module-related problems. Different pedagogical approaches highlight the need to improve communication and effective teaching and learning in the new normal. Despite the pandemic, it is recommended that students and teachers continue to communicate and collaborate. Teachers must also promote creativity in their classes and conduct intervention activities to help students overcome communication barriers.
{"title":"Communication barriers in learning during pandemic and its pedagogical approaches","authors":"Maria Aurora G. Victoriano, Lodecy V. Ocbeña","doi":"10.11591/ijere.v13i3.27235","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27235","url":null,"abstract":"Communication is an essential element of life. It is crucial when it comes to education which is a tool for the welfare of society. People socialize via communication and thus perform desired behaviors. Because of these reasons, preventing communication barriers will provide a more specific field of experience between the sender and the receiver. The study sought to determine the communication barriers among students of Capiz State University, Mambusao Satellite College, Philippines, learning during the pandemic. The study used descriptive and qualitative methods. An in-depth interview using a semi-structured questionnaire was the researcher’s data-gathering instrument. Eight students were the study participants chosen based on the criteria. The study shows that communication between students and teachers has shifted to the digital realm using cell phones and social media. The primary focus of these conversations is module-related matters, and the students initiate the conversation due to module-related problems. Different pedagogical approaches highlight the need to improve communication and effective teaching and learning in the new normal. Despite the pandemic, it is recommended that students and teachers continue to communicate and collaborate. Teachers must also promote creativity in their classes and conduct intervention activities to help students overcome communication barriers.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"75 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231135","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.27658
Rais Hidayat, Y. Patras
This study describes teachers’ perceptions of implementing education transformation after the Corona Virus Disease 2019 (COVID-19) pandemic. The research method uses a mixed-method approach: quantitative and qualitative. Quantitative data collection using questionnaires. Analysis of quantitative data using the Rasch model. Qualitative data analysis through the collection, reduction, and presentation. The respondents of this research are 389 teachers in Indonesia. The questionnaire instrument contains 21 items of statements. Before being sent to teachers via the Google form, the questionnaire had met the readability test by 10 teachers. This research found that the most effortless education transformation is related to the education ecosystem. However, implementations still challenging to implement are related to pedagogy, especially the implementation of differentiated learning. Therefore, this study implies that the educational ecosystem needs to be maintained. Meanwhile, pedagogics, especially those related to differentiated learning, must be improved with various training to recognize student learning styles, multiple intelligences, learning readiness, teacher socio-emotional, and student socio-cultural.
{"title":"Education transformation in Indonesia requires the implementation of differentiated learning","authors":"Rais Hidayat, Y. Patras","doi":"10.11591/ijere.v13i3.27658","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27658","url":null,"abstract":"This study describes teachers’ perceptions of implementing education transformation after the Corona Virus Disease 2019 (COVID-19) pandemic. The research method uses a mixed-method approach: quantitative and qualitative. Quantitative data collection using questionnaires. Analysis of quantitative data using the Rasch model. Qualitative data analysis through the collection, reduction, and presentation. The respondents of this research are 389 teachers in Indonesia. The questionnaire instrument contains 21 items of statements. Before being sent to teachers via the Google form, the questionnaire had met the readability test by 10 teachers. This research found that the most effortless education transformation is related to the education ecosystem. However, implementations still challenging to implement are related to pedagogy, especially the implementation of differentiated learning. Therefore, this study implies that the educational ecosystem needs to be maintained. Meanwhile, pedagogics, especially those related to differentiated learning, must be improved with various training to recognize student learning styles, multiple intelligences, learning readiness, teacher socio-emotional, and student socio-cultural.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"24 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141233813","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.26689
Dian Normalitasari Purnama, S. Hadi, S. Sukirno, H. Retnawati, Rizki Nor Amelia
Evaluation may be carried out using different tests that are not necessarily parallel. Students with lower abilities may get higher scores while those with higher abilities get lower scores. Measurement errors caused by this condition require test equating. Several computer programs, including Bilog and the R program, can be used for test equating. Each program has a different level of accuracy, and the accuracy of the equating results will affect the standard errors of equating. This study aimed to find out the most accurate equating test method and the accuracy of the estimated BILOG and R program. This research used two sets of tests with equivalent group designs. The determination of the most accurate equating method was based on the root mean square deviation (RMSD) value. Equating test packages, A to package B with BILOG program estimation on the mean and Sigma method resulted in RMSD value of 0.320. In the mean and mean method, RMSD value is 0.250. Meanwhile, equating package A to package B using R program on the mean and sigma resulted in RMSD value of 0.300, and the mean and mean method with the RMSD value is 0.272. The mean and mean yield RMSD values smaller than the mean and sigma methods. Therefore, the mean and mean method is more accurate and applicable. Moreover, the estimation results of the BILOG program are more accurate and can be used in test equating.
评估可以采用不同的测试，但这些测试不一定是平行的。能力较差的学生可能得分较高，而能力较强的学生得分较低。这种情况造成的测量误差需要进行测验等效。有几种计算机程序，包括 Bilog 和 R 程序，可用于测验等化。每种程序的准确度不同，等分结果的准确度会影响等分的标准误差。本研究旨在找出最准确的等差数列测试方法，以及估计 BILOG 和 R 程序的准确性。本研究采用了两组等效组设计的测试。根据均方根偏差（RMSD）值确定最准确的等效方法。用 BILOG 程序估计平均值和西格玛法将测试包 A 等同于测试包 B，结果 RMSD 值为 0.320。在平均值和均值法中，RMSD 值为 0.250。同时，使用 R 程序将软件包 A 等同于软件包 B 的均值和西格玛法的 RMSD 值为 0.300，均值和均值法的 RMSD 值为 0.272。均值和均值法得出的 RMSD 值小于均值和西格玛法。因此，均值和均值法更为精确和适用。此外，BILOG 程序的估计结果更为准确，可用于测试等值。
{"title":"Which one is more accurate, BILOG or R program? (a comparison for score test equating)","authors":"Dian Normalitasari Purnama, S. Hadi, S. Sukirno, H. Retnawati, Rizki Nor Amelia","doi":"10.11591/ijere.v13i3.26689","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26689","url":null,"abstract":"Evaluation may be carried out using different tests that are not necessarily parallel. Students with lower abilities may get higher scores while those with higher abilities get lower scores. Measurement errors caused by this condition require test equating. Several computer programs, including Bilog and the R program, can be used for test equating. Each program has a different level of accuracy, and the accuracy of the equating results will affect the standard errors of equating. This study aimed to find out the most accurate equating test method and the accuracy of the estimated BILOG and R program. This research used two sets of tests with equivalent group designs. The determination of the most accurate equating method was based on the root mean square deviation (RMSD) value. Equating test packages, A to package B with BILOG program estimation on the mean and Sigma method resulted in RMSD value of 0.320. In the mean and mean method, RMSD value is 0.250. Meanwhile, equating package A to package B using R program on the mean and sigma resulted in RMSD value of 0.300, and the mean and mean method with the RMSD value is 0.272. The mean and mean yield RMSD values smaller than the mean and sigma methods. Therefore, the mean and mean method is more accurate and applicable. Moreover, the estimation results of the BILOG program are more accurate and can be used in test equating.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231545","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.27275
Cyrus Lawrence Camancho Bual, Rachel Cunanan Bual
Tracer study is one of the continuous quality improvement tools for curriculum development. The graduates are invited to answer the tracer form to determine their employability. Since the Manufacturing Engineering program in Bulacan State University (BuLSU) is the youngest engineering program, there is minimal data on graduates available, especially on the details of their first jobs, such as the first job related to the program, time taken to land their first job, gross monthly salary, and learning competencies. The demographic profile of the manufacturing engineering graduates from 2015 to 2019 is preserved and remains strictly confidential for the safety of their identification. Correspondingly, the study applied a cross-sectional retrospective survey method. Moreover, 67.41% of manufacturing engineering graduates responded. The employment rate of manufacturing engineering graduates was 93.38%, whereas regular or permanent in their current employment was 84.40%. Furthermore, data show that they are employed within less than a month, 50.97% of responses. Lastly, the primary learning competency that manufacturing engineering graduates consider is critical thinking skills, with a response rate of 86.11%, followed by problem-solving skills, with 81.94% responses, while third was communication skills, with a rate of 78.08%. Ultimately, the recommendations for further curriculum and program improvement are exhibited.
{"title":"Development of manufacturing engineering program of Bulacan State University using employability tracer study","authors":"Cyrus Lawrence Camancho Bual, Rachel Cunanan Bual","doi":"10.11591/ijere.v13i3.27275","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27275","url":null,"abstract":"Tracer study is one of the continuous quality improvement tools for curriculum development. The graduates are invited to answer the tracer form to determine their employability. Since the Manufacturing Engineering program in Bulacan State University (BuLSU) is the youngest engineering program, there is minimal data on graduates available, especially on the details of their first jobs, such as the first job related to the program, time taken to land their first job, gross monthly salary, and learning competencies. The demographic profile of the manufacturing engineering graduates from 2015 to 2019 is preserved and remains strictly confidential for the safety of their identification. Correspondingly, the study applied a cross-sectional retrospective survey method. Moreover, 67.41% of manufacturing engineering graduates responded. The employment rate of manufacturing engineering graduates was 93.38%, whereas regular or permanent in their current employment was 84.40%. Furthermore, data show that they are employed within less than a month, 50.97% of responses. Lastly, the primary learning competency that manufacturing engineering graduates consider is critical thinking skills, with a response rate of 86.11%, followed by problem-solving skills, with 81.94% responses, while third was communication skills, with a rate of 78.08%. Ultimately, the recommendations for further curriculum and program improvement are exhibited.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"85 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230997","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}
The involvement of children’s aspirations is an essential part of educational research that encourages effective learning and well-being among children. Thus, this study aims to promote children’s aspirations of starting schools during the post-pandemic situation. It implemented a face-to-face and online interview involving 63 first graders of primary school level aged seven years, consisting of 24 male and 39 female, by adhering to the prevailing health protocols. The thematic analysis generated two significant findings, including children’s perspectives and their preferences for either face-to-face learning or online learning. With regards to children’s perspectives, this research suggests that children prefer to learn with their teachers and friends at school. Based on the findings, further research is required to explore the responses of children, parents, and teachers to obtain comprehensive data
{"title":"Voices of first graders: exploratory study on starting school during post-pandemic period","authors":"Yuli Kurniawati Sugiyo Pranoto, Diana Diana, Naciye Aksoy, Sugiyo Sugiyo, Aisyah Durrotun Nafisah, Anisa Utamiyanti Tri Rumpoko","doi":"10.11591/ijere.v13i3.27320","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27320","url":null,"abstract":"The involvement of children’s aspirations is an essential part of educational research that encourages effective learning and well-being among children. Thus, this study aims to promote children’s aspirations of starting schools during the post-pandemic situation. It implemented a face-to-face and online interview involving 63 first graders of primary school level aged seven years, consisting of 24 male and 39 female, by adhering to the prevailing health protocols. The thematic analysis generated two significant findings, including children’s perspectives and their preferences for either face-to-face learning or online learning. With regards to children’s perspectives, this research suggests that children prefer to learn with their teachers and friends at school. Based on the findings, further research is required to explore the responses of children, parents, and teachers to obtain comprehensive data","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"3 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229777","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.26676
F. Sulaiman, J. Rosales JR., Lee Jae Kyung
Physics is a tricky subject to learn, especially when it comes to students applying physics knowledge to the real world and its application. This paper aims to study the effectiveness of the integrated science, technology, engineering, and mathematics project-based learning (iSTEM-PjBL) module in physics on students’ belief-specific categories, i.e., real-world connection, conceptual connection and applied conceptual understanding. This research used the quasi-experimental model, employing a two-group pre-survey-post-survey design. Quantitative data were collected using the Colorado Learning Attitude about Science Survey (CLASS) instrument at two selected schools in Sabah, Malaysia, and Seoul, Korea. The sample size was 88 from Malaysia and 66 from Korea who learned classical mechanics. The students were divided into two groups, respectively, i.e., the experimental group (Malaysia=44, Korea=33) and the control group (Malaysia=44, Korea=33). Participants in the experimental group were intervened with the integrated STEM-PBL physics module, whilst participants in the control group learned physics through a conventional approach for eight weeks. Participants in both groups were then administered a pre-survey before and post-survey after the intervention. This research showed that the integrated STEM-PjBL physics module significantly improved students’ real-world connections, conceptual connections, and applied connections after the intervention. The implications and suggestions were also discussed to extend the research further.
{"title":"The effectiveness of integrated science, technology, engineering and mathematics project-based learning module","authors":"F. Sulaiman, J. Rosales JR., Lee Jae Kyung","doi":"10.11591/ijere.v13i3.26676","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26676","url":null,"abstract":"Physics is a tricky subject to learn, especially when it comes to students applying physics knowledge to the real world and its application. This paper aims to study the effectiveness of the integrated science, technology, engineering, and mathematics project-based learning (iSTEM-PjBL) module in physics on students’ belief-specific categories, i.e., real-world connection, conceptual connection and applied conceptual understanding. This research used the quasi-experimental model, employing a two-group pre-survey-post-survey design. Quantitative data were collected using the Colorado Learning Attitude about Science Survey (CLASS) instrument at two selected schools in Sabah, Malaysia, and Seoul, Korea. The sample size was 88 from Malaysia and 66 from Korea who learned classical mechanics. The students were divided into two groups, respectively, i.e., the experimental group (Malaysia=44, Korea=33) and the control group (Malaysia=44, Korea=33). Participants in the experimental group were intervened with the integrated STEM-PBL physics module, whilst participants in the control group learned physics through a conventional approach for eight weeks. Participants in both groups were then administered a pre-survey before and post-survey after the intervention. This research showed that the integrated STEM-PjBL physics module significantly improved students’ real-world connections, conceptual connections, and applied connections after the intervention. The implications and suggestions were also discussed to extend the research further.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"93 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230692","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.26996
Nur Asmaliza Mohd Noor, Noor Safwan Muhamad, Rohaya Alias, A. Alias, Siti Hawa Rosli
Analysis of program outcomes involves the assessment of the learning objectives based on cognitive, psychomotor, and affective domains and their attainment is measured using both direct and indirect approaches. This study aims to assess the program outcomes attainment for the civil engineering diploma program at Universiti Teknologi MARA Pahang. The program outcomes attainment in this study was obtained from two categories of students based on cohort 20174 using the Plan ID 6541, namely i) 257 graduated on-time students and ii) 365 overall students including extended students. The attainments were analyzed quantitatively using key performance indicators for each program outcome and program performance indicators for the overall attainment of program outcomes. Based on the key performance indicator, the results reveal that nine program outcomes are indicated as excellent while three program outcomes are indicated as good. Meanwhile, based on the program performance indicator, this cohort is indicated as well performed where 9 out of 12 program outcomes recorded above 70% average attainment. Various effective continuous quality improvement (CQI) program can be identified by the school’s committee based on these findings to further enhance the program outcomes attainment.
课程成果分析包括对基于认知、心理运动和情感领域的学习目标进行评估，并采用直接和间接的方法来衡量学习目标的实现情况。本研究旨在评估彭亨州马拉大学（Universiti Teknologi MARA Pahang）土木工程文凭课程的学习成果。本研究中的课程成绩是根据2017届学生4使用计划编号6541从两类学生中获得的，即i) 257名按时毕业的学生和ii) 365名包括延长学制学生在内的整体学生。通过对每项计划成果的关键绩效指标和计划成果总体实现情况的计划绩效指标，对实现情况进行了定量分析。根据关键绩效指标，结果显示 9 项计划成果被评为优秀，3 项计划成果被评为良好。同时，根据计划绩效指标，该组学生的表现良好，在 12 项计划成果中，有 9 项的平均实现率超过 70%。学校委员会可根据这些结果确定各种有效的持续质量改进（CQI）计划，以进一步提高课程成果的实现率。
{"title":"Analysis of program outcomes attainment for diploma in civil engineering at Universiti Teknologi MARA Pahang","authors":"Nur Asmaliza Mohd Noor, Noor Safwan Muhamad, Rohaya Alias, A. Alias, Siti Hawa Rosli","doi":"10.11591/ijere.v13i3.26996","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26996","url":null,"abstract":"Analysis of program outcomes involves the assessment of the learning objectives based on cognitive, psychomotor, and affective domains and their attainment is measured using both direct and indirect approaches. This study aims to assess the program outcomes attainment for the civil engineering diploma program at Universiti Teknologi MARA Pahang. The program outcomes attainment in this study was obtained from two categories of students based on cohort 20174 using the Plan ID 6541, namely i) 257 graduated on-time students and ii) 365 overall students including extended students. The attainments were analyzed quantitatively using key performance indicators for each program outcome and program performance indicators for the overall attainment of program outcomes. Based on the key performance indicator, the results reveal that nine program outcomes are indicated as excellent while three program outcomes are indicated as good. Meanwhile, based on the program performance indicator, this cohort is indicated as well performed where 9 out of 12 program outcomes recorded above 70% average attainment. Various effective continuous quality improvement (CQI) program can be identified by the school’s committee based on these findings to further enhance the program outcomes attainment.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"16 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141235026","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.27159
Nur Yuhainis Ab Wahab, Crister Kujat, Norlaile Salleh Hudin
Financial literacy has become an important element in improving the quality of individual, familial, societal, and national well-being. This study aims to find the relationship between parental income and financial literacy level among students at Universiti Pendidikan Sultan Idris. The research employed a quantitative method using a closed-ended questionnaire to collect the data for the analysis. The research sample was selected using a stratified sampling technique and simple random sampling that consists of 366 undergraduate education students. The result indicates that parental income has a weak and significant positive relationship with financial literacy levels among students. Based on the regression analysis, the father’s income explains about 2.76% of the variance in financial literacy, while the mother’s income explains 10.8% of the variance in financial literacy. The results of this study show that parental income has a relationship with student’s financial literacy level. This finding of this study will help to understand more about the factor that can affect financial literacy.
金融知识已成为提高个人、家庭、社会和国家福祉质量的重要因素。本研究旨在了解苏丹伊德里斯大学（Universiti Pendidikan Sultan Idris）学生的父母收入与金融知识水平之间的关系。研究采用封闭式问卷调查的定量方法收集数据进行分析。研究样本采用分层抽样和简单随机抽样的方法，由366名本科生组成。结果表明，父母收入与学生的金融素养水平存在微弱且显著的正相关关系。根据回归分析，父亲的收入解释了约 2.76% 的金融素养差异，而母亲的收入解释了 10.8% 的金融素养差异。本研究结果表明，父母收入与学生的金融素养水平有一定关系。本研究的这一结果将有助于进一步了解影响金融素养的因素。
{"title":"Relationship between parental income and financial literacy level among students","authors":"Nur Yuhainis Ab Wahab, Crister Kujat, Norlaile Salleh Hudin","doi":"10.11591/ijere.v13i3.27159","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27159","url":null,"abstract":"Financial literacy has become an important element in improving the quality of individual, familial, societal, and national well-being. This study aims to find the relationship between parental income and financial literacy level among students at Universiti Pendidikan Sultan Idris. The research employed a quantitative method using a closed-ended questionnaire to collect the data for the analysis. The research sample was selected using a stratified sampling technique and simple random sampling that consists of 366 undergraduate education students. The result indicates that parental income has a weak and significant positive relationship with financial literacy levels among students. Based on the regression analysis, the father’s income explains about 2.76% of the variance in financial literacy, while the mother’s income explains 10.8% of the variance in financial literacy. The results of this study show that parental income has a relationship with student’s financial literacy level. This finding of this study will help to understand more about the factor that can affect financial literacy.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"98 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234447","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.26300
Eko Hariyono, M. Madlazim, H. N. Hidaayatullaah, Tomonori Ichinose
Sustainable development (SD) can be achieved through education. The goal of incorporating SD principles into education is to enhance both the present and future quality of human life. This study analyzes learning effectiveness by developing education for sustainable development (ESD) based inquiry to improve students’ decision-making skills. Specifically, this study aimed to explore ESD-based inquiry learning tools, analyze student decision-making skills, and analyze student responses to ESD-based inquiry learning tools. The development research used is a 4D model (define, design, develop, and disseminate) and a one-group pre-test-posttest design. Validation sheets, tests, and questionnaires are employed as data-gathering tools. Data analysis using percentage, mean, n-gain, and paired sample t-test techniques. The results showed the following: i) ESD-based inquiry learning tools developed according to the assessment of experts and practitioners are in the valid and reliable category in terms of both construction and substance; ii) the ESD-based inquiry learning is effective in improving students’ decision-making skills with an average gain (gain score) in the high category; and iii) the student's response to each learning process using ESD-based inquiry learning is very good and is considered more exciting and motivating. This finding contributes to educators developing various ESD-based learning materials, especially geoscience materials, to achieve quality learning.
可持续发展（SD）可以通过教育来实现。将可持续发展原则纳入教育的目标是提高人类现在和未来的生活质量。本研究通过开发基于可持续发展教育（ESD）的探究学习工具来分析学习效果，从而提高学生的决策能力。具体而言，本研究旨在探索基于可持续发展教育的探究学习工具，分析学生的决策技能，并分析学生对基于可持续发展教育的探究学习工具的反应。开发研究采用的是 4D 模型（定义、设计、开发和传播）和单组前测-后测设计。采用验证表、测试和问卷作为数据收集工具。采用百分比、平均值、n-增益和配对样本 t 检验技术进行数据分析。结果表明：i) 根据专家和实践者的评估开发的可持续发展教育探究学习工具在构建和实质内容方面都是有效和可靠的；ii) 可持续发展教育探究学习能有效提高学生的决策能力，平均收益（收益分）为高分；iii) 学生对使用可持续发展教育探究学习的每个学习过程的反应都很好，认为更令人兴奋，更有动力。这一发现有助于教育工作者开发各种基于可持续发展教育的学习材料，特别是地理科学材料，以实现高质量的学习。
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Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.26358
N. Ulia, S. Waluya, Isti Hidayah, Emi Pujiastuti
Complex problem solving (CPS) is a new paradigm in solving problems and is one of the soft skills needed to face the industrial revolution 4.0. Reflective abstraction is associating and modifying pre-existing conceptions into new situations. This article reviews research on CPS and reflective abstraction. This research is needed to know the relationship between reflective abstraction and CPS. The systematic writing of this review was assisted by the Publish or Perish 7 application, Mendeley, and VOSviewer. A literature search was performed through the ScienceDirect and ERIC databases. Based on the search results with the term “complex problem solving” and several exclusion criteria, 58 articles were found, whereas with the word “reflective abstraction” there were 23 articles, totaling 81 papers. Based on the literature review, it was found that there is a relationship between CPS and reflective abstraction by obtaining common ground in the form of prior knowledge. CPS requires prior knowledge from reflective abstraction to integrate the most relevant information. To improve CPS, efforts and special attention can be made to build initial knowledge through reflective abstraction. This article contributes to further research and becomes a study for the themes of CPS and reflective abstraction in learning and education.
{"title":"The relation of complex problem solving with reflective abstraction: a systematic literature review","authors":"N. Ulia, S. Waluya, Isti Hidayah, Emi Pujiastuti","doi":"10.11591/ijere.v13i3.26358","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26358","url":null,"abstract":"Complex problem solving (CPS) is a new paradigm in solving problems and is one of the soft skills needed to face the industrial revolution 4.0. Reflective abstraction is associating and modifying pre-existing conceptions into new situations. This article reviews research on CPS and reflective abstraction. This research is needed to know the relationship between reflective abstraction and CPS. The systematic writing of this review was assisted by the Publish or Perish 7 application, Mendeley, and VOSviewer. A literature search was performed through the ScienceDirect and ERIC databases. Based on the search results with the term “complex problem solving” and several exclusion criteria, 58 articles were found, whereas with the word “reflective abstraction” there were 23 articles, totaling 81 papers. Based on the literature review, it was found that there is a relationship between CPS and reflective abstraction by obtaining common ground in the form of prior knowledge. CPS requires prior knowledge from reflective abstraction to integrate the most relevant information. To improve CPS, efforts and special attention can be made to build initial knowledge through reflective abstraction. This article contributes to further research and becomes a study for the themes of CPS and reflective abstraction in learning and education.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"34 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141233014","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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