Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.26814
Firdha Mahrifatul Zana, C. Sa’dijah, Susiswo Susiswo
This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.
{"title":"The cognitive alignment of mathematics teachers’ assessments and its curriculum","authors":"Firdha Mahrifatul Zana, C. Sa’dijah, Susiswo Susiswo","doi":"10.11591/ijere.v13i3.26814","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26814","url":null,"abstract":"This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"40 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232484","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.v13i3.27255
Salehuddin Al As Anuas, Nurfaradilla Mohamad Nasri, Aliza Alias
In remedial education, teachers play a crucial role in ensuring students from diverse backgrounds master language literacy skills. The current implementation of cultural-based teaching is perceived as an effort to assist remedial students from diverse backgrounds and cultures to learn effectively. The study aims to analyze teachers’ perceptions of challenges in implementing cultural-based teaching in remedial education for language literacy. The study employed a quantitative approach by distributing questionnaires to 252 remedial teachers recruited randomly from primary schools in the Malaysian middle-state zone. The collected data were evaluated descriptively, and the results revealed that these teachers experienced challenges in four areas, namely teaching resources, remedial curricula, teacher knowledge, and time allocation. Moreover, the findings demonstrated that demographic factors, such as gender, school location, and years of teaching experience, did not produce significant impacts on the aforementioned challenges. Simultaneously, this study explored teachers’ perceptions of recommending culturally responsive teaching approaches in remedial education as an alternative to the current cultural-based teaching methodology.
{"title":"The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations","authors":"Salehuddin Al As Anuas, Nurfaradilla Mohamad Nasri, Aliza Alias","doi":"10.11591/ijere.v13i3.27255","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27255","url":null,"abstract":"In remedial education, teachers play a crucial role in ensuring students from diverse backgrounds master language literacy skills. The current implementation of cultural-based teaching is perceived as an effort to assist remedial students from diverse backgrounds and cultures to learn effectively. The study aims to analyze teachers’ perceptions of challenges in implementing cultural-based teaching in remedial education for language literacy. The study employed a quantitative approach by distributing questionnaires to 252 remedial teachers recruited randomly from primary schools in the Malaysian middle-state zone. The collected data were evaluated descriptively, and the results revealed that these teachers experienced challenges in four areas, namely teaching resources, remedial curricula, teacher knowledge, and time allocation. Moreover, the findings demonstrated that demographic factors, such as gender, school location, and years of teaching experience, did not produce significant impacts on the aforementioned challenges. Simultaneously, this study explored teachers’ perceptions of recommending culturally responsive teaching approaches in remedial education as an alternative to the current cultural-based teaching methodology.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234709","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.v13i3.26175
B. Sudarsono, Prabandari Listyaningrum, Fatwa Tentama, Fanani Arief Ghozali
Unemployment is still a national priority that needs to be addressed. In 2022, vocational high schools in Indonesia had the highest open unemployment rate. The highest open unemployment rate is a result of vocational high school students’ insufficient work readiness. Therefore, this research aims to develop a learning and training within industry (LTWI) model, and to evaluate the model’s efficacy in increasing vocational high school students’ work readiness. The research employed a research and development (R&D) design by Richey and Klein with the phases of needs analysis, internal validation, and external validation. There were 12 teachers and 89 students from the automotive engineering department at Muhammadiyah 1 Pakem Vocational High School and 1 Puring Vocational High School, as well as six instructors from the automotive industry: GAS Auto Service, Automotive Jogjakarta Center (OJC), Bengkel Barokah, and RND Auto Service, participated in the research. Data collection strategies adopted were interviews, questionnaires, and performance tests. The data were descriptively evaluated, and the conclusions were drawn using a categorization formula. With an average score of 3.43, the LTWI model can be used to learn very well. With an average final score of 3.32, the efficacy of the LTWI learning model falls into the category of “very good”. The LTWI model can be applied effectively to learning in vocational high schools since it has a positive influence on students’ work readiness.
{"title":"Developing learning and training within industry model to improve work readiness of vocational high school students","authors":"B. Sudarsono, Prabandari Listyaningrum, Fatwa Tentama, Fanani Arief Ghozali","doi":"10.11591/ijere.v13i3.26175","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26175","url":null,"abstract":"Unemployment is still a national priority that needs to be addressed. In 2022, vocational high schools in Indonesia had the highest open unemployment rate. The highest open unemployment rate is a result of vocational high school students’ insufficient work readiness. Therefore, this research aims to develop a learning and training within industry (LTWI) model, and to evaluate the model’s efficacy in increasing vocational high school students’ work readiness. The research employed a research and development (R&D) design by Richey and Klein with the phases of needs analysis, internal validation, and external validation. There were 12 teachers and 89 students from the automotive engineering department at Muhammadiyah 1 Pakem Vocational High School and 1 Puring Vocational High School, as well as six instructors from the automotive industry: GAS Auto Service, Automotive Jogjakarta Center (OJC), Bengkel Barokah, and RND Auto Service, participated in the research. Data collection strategies adopted were interviews, questionnaires, and performance tests. The data were descriptively evaluated, and the conclusions were drawn using a categorization formula. With an average score of 3.43, the LTWI model can be used to learn very well. With an average final score of 3.32, the efficacy of the LTWI learning model falls into the category of “very good”. The LTWI model can be applied effectively to learning in vocational high schools since it has a positive influence on students’ work readiness.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"41 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234869","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 flipped-classroom instructional model is considered suitable for teaching procedural knowledge. Apart from flipped-classroom, it turns out that another instructional model, namely direct instruction, is also designed to teach procedural knowledge. Therefore, this study aimed to examine differences in procedural knowledge learning outcomes between flipped-classroom and direct instruction learning models in the cognitive and psychomotor domains and to determine the effect of flipped-classroom on students’ procedural knowledge learning outcomes. This type of research is a true-experimental design with a randomized pre-test post-test control group design for the cognitive domain and a randomized post-test only control group design for the psychomotor domain. The research instrument used a written test (pre-test and post-test) for the cognitive domain and a performance assessment for the psychomotor domain. The flipped-classroom is better than direct instruction regarding procedural knowledge learning outcomes. Furthermore, flipped-classroom significantly affects the students’ procedural knowledge learning outcomes, both cognitive and psychomotor domains. The effect of flipped-classroom implementation on the psychomotor domain (t(50)=23.62; p<0.01; d=6.56) is greater than the impact of performance on the cognitive domain (t(50)=2.35; p<0.05; d=0.65).
{"title":"The flipped-classroom effect on vocational high school students’ learning outcomes","authors":"Admaja Dwi Herlambang, Ririn Ririn, Aditya Rachmadi","doi":"10.11591/ijere.v13i3.26757","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26757","url":null,"abstract":"The flipped-classroom instructional model is considered suitable for teaching procedural knowledge. Apart from flipped-classroom, it turns out that another instructional model, namely direct instruction, is also designed to teach procedural knowledge. Therefore, this study aimed to examine differences in procedural knowledge learning outcomes between flipped-classroom and direct instruction learning models in the cognitive and psychomotor domains and to determine the effect of flipped-classroom on students’ procedural knowledge learning outcomes. This type of research is a true-experimental design with a randomized pre-test post-test control group design for the cognitive domain and a randomized post-test only control group design for the psychomotor domain. The research instrument used a written test (pre-test and post-test) for the cognitive domain and a performance assessment for the psychomotor domain. The flipped-classroom is better than direct instruction regarding procedural knowledge learning outcomes. Furthermore, flipped-classroom significantly affects the students’ procedural knowledge learning outcomes, both cognitive and psychomotor domains. The effect of flipped-classroom implementation on the psychomotor domain (t(50)=23.62; p<0.01; d=6.56) is greater than the impact of performance on the cognitive domain (t(50)=2.35; p<0.05; d=0.65).","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"1 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230062","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.v13i3.27696
L. Ping, Ong Choon Hee, Tan Owee Kowang, Chi-Hua Wu
This study investigates the association between leisure activities (recreation, sports, social contact, artistic, cultural, religious, and rest) and mental health disorders among Malaysian university students. There were 332 respondents enrolled in the public and private universities, polytechnics and other higher academic institutions in Malaysia were surveyed using a quantitative questionnaire. The study performed multiple regression and correlation analyses on the data using the statistical package for social science (SPSS). The findings indicated that six out of seven categories of leisure activities were significantly linked to mental health issues. The six types of leisure time activities were recreation, sports, social interaction, cultural, religious, and rest. Cultural activities have the highest impact on mental health, with the highest beta value. The universities and polytechnics should consider launching several types of leisure activities and tailor specific activities that may reduce mental health issues.
{"title":"The relationship between leisure activities and mental health disorders among higher education students in Malaysia","authors":"L. Ping, Ong Choon Hee, Tan Owee Kowang, Chi-Hua Wu","doi":"10.11591/ijere.v13i3.27696","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27696","url":null,"abstract":"This study investigates the association between leisure activities (recreation, sports, social contact, artistic, cultural, religious, and rest) and mental health disorders among Malaysian university students. There were 332 respondents enrolled in the public and private universities, polytechnics and other higher academic institutions in Malaysia were surveyed using a quantitative questionnaire. The study performed multiple regression and correlation analyses on the data using the statistical package for social science (SPSS). The findings indicated that six out of seven categories of leisure activities were significantly linked to mental health issues. The six types of leisure time activities were recreation, sports, social interaction, cultural, religious, and rest. Cultural activities have the highest impact on mental health, with the highest beta value. The universities and polytechnics should consider launching several types of leisure activities and tailor specific activities that may reduce mental health issues.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"19 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229608","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}
Since the introduction of psychological capital to the field of education, it has drawn a lot of interest from researchers. This is due to the numerous studies that have demonstrated the positive effects of psychological capital on academic performance. Nevertheless, the psychological capital scale was initially developed to measure the psychological capital of employees, not students. There is a dearth of studies that examine the psychological capital scale’s psychometric properties in educational contexts, particularly in Southeast Asia. Therefore, the present study aims to develop and test the validity of an educational psychological capital scale. The study was carried out with the participation of a total of 2,494 undergraduates. The tests of indicator reliability, construct reliability convergent, validity, and discriminant validity were executed. The result revealed that the scale demonstrated satisfactory psychometric properties. The study also found psychological capital can serve as a positive predictor of student academic performance. It signified that the scale can be used to measure student psychological capital precisely. This has resolved the flaw of the original psychological capital scale, which measured students’ psychological capital in the workplace rather than in educational settings. However, since the study was conducted in Malaysia, the psychometric properties of the scale can be further verified in other countries.
{"title":"Development and validation of the educational psychological capital scale","authors":"Ooh Seow Ling, Irmadura Ramli, Cheah Seeh Lee, Ooi Chia-Yi, Ch’ng Ping Ping, Surianti Lajuma","doi":"10.11591/ijere.v13i3.26519","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26519","url":null,"abstract":"Since the introduction of psychological capital to the field of education, it has drawn a lot of interest from researchers. This is due to the numerous studies that have demonstrated the positive effects of psychological capital on academic performance. Nevertheless, the psychological capital scale was initially developed to measure the psychological capital of employees, not students. There is a dearth of studies that examine the psychological capital scale’s psychometric properties in educational contexts, particularly in Southeast Asia. Therefore, the present study aims to develop and test the validity of an educational psychological capital scale. The study was carried out with the participation of a total of 2,494 undergraduates. The tests of indicator reliability, construct reliability convergent, validity, and discriminant validity were executed. The result revealed that the scale demonstrated satisfactory psychometric properties. The study also found psychological capital can serve as a positive predictor of student academic performance. It signified that the scale can be used to measure student psychological capital precisely. This has resolved the flaw of the original psychological capital scale, which measured students’ psychological capital in the workplace rather than in educational settings. However, since the study was conducted in Malaysia, the psychometric properties of the scale can be further verified in other countries.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"47 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.27502
Mohd Nizam Attan, Aizathul Hani Abd Hamid, M. H. Abdullah, Marzudi Md Yunus, Akhmad Mansur
While massive open online course (MOOC) is gaining popularity, studies have shown how negative user experience of the learning platform can lead to issues related to poor learning performance. OpenLearning, as the official national coordinated MOOCs program for higher education institutions in Malaysia, is still considerably gaining momentum in this country, thus much can still be observed in the usability aspect of this platform from the student’s perspective. This study aimed to evaluate the aspects of user experience and learning satisfaction of MOOC OpenLearning involving undergraduate students in a public university in Malaysia. Data were gathered through the online survey method which adapted questions from the user experience questionnaire (UEQ) and the usefulness, satisfaction, and ease of use (USE) questionnaire. Descriptive analyses revealed moderate positive levels of user experience and learning satisfaction towards MOOC OpenLearning among the respondents. Furthermore, there was a significant positive correlation between both factors, suggesting the importance of considering user experience as the key factor in enhancing students’ satisfaction with MOOC. Recommendations arising from the students’ perceptions and concerns on the usability aspect contribute towards developing strategic guidelines for enhancing students’ learning experiences, especially during circumstances that necessitate effective online learning strategies.
{"title":"Undergraduates’ experience and satisfaction of massive open online course in Malaysia","authors":"Mohd Nizam Attan, Aizathul Hani Abd Hamid, M. H. Abdullah, Marzudi Md Yunus, Akhmad Mansur","doi":"10.11591/ijere.v13i3.27502","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27502","url":null,"abstract":"While massive open online course (MOOC) is gaining popularity, studies have shown how negative user experience of the learning platform can lead to issues related to poor learning performance. OpenLearning, as the official national coordinated MOOCs program for higher education institutions in Malaysia, is still considerably gaining momentum in this country, thus much can still be observed in the usability aspect of this platform from the student’s perspective. This study aimed to evaluate the aspects of user experience and learning satisfaction of MOOC OpenLearning involving undergraduate students in a public university in Malaysia. Data were gathered through the online survey method which adapted questions from the user experience questionnaire (UEQ) and the usefulness, satisfaction, and ease of use (USE) questionnaire. Descriptive analyses revealed moderate positive levels of user experience and learning satisfaction towards MOOC OpenLearning among the respondents. Furthermore, there was a significant positive correlation between both factors, suggesting the importance of considering user experience as the key factor in enhancing students’ satisfaction with MOOC. Recommendations arising from the students’ perceptions and concerns on the usability aspect contribute towards developing strategic guidelines for enhancing students’ learning experiences, especially during circumstances that necessitate effective online learning strategies.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"94 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234679","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.v13i3.26852
S. D. Senanayake, T. Sandanayake
Blended learning is a popular teaching mode in today’s higher education system. Course design for blended education presents a challenge for educational specialists. This research aims to identify the essential aspects of course design in undergraduate blended learning. Course content, course structure and delivery, collaborative engagement, learner facilitation, and assessment and evaluation were discovered as aspects of blended learning course design. Based on the identified aspects, a survey questionnaire was designed and pilot tested to check the reliability and validity of the measurement tool. The analysis revealed that the questionnaire was acceptable in terms of psychometric characteristics after removing four items. Therefore, 23 items remained in the final questionnaire, which was considered reliable and valid for the context. The information was gathered using an online questionnaire from academic staff at Sri Lankan state universities attached to the departments conducting degree programs in the computing discipline. There were 97 participants included in the final dataset. The results were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The results revealed that ‘assessment and evaluation’ was highly considered when designing undergraduate blended learning courses, while other aspects which are also imperative, have been paid less attention by the university academicians.
{"title":"Course design aspects of blended learning in undergraduate education","authors":"S. D. Senanayake, T. Sandanayake","doi":"10.11591/ijere.v13i3.26852","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26852","url":null,"abstract":"Blended learning is a popular teaching mode in today’s higher education system. Course design for blended education presents a challenge for educational specialists. This research aims to identify the essential aspects of course design in undergraduate blended learning. Course content, course structure and delivery, collaborative engagement, learner facilitation, and assessment and evaluation were discovered as aspects of blended learning course design. Based on the identified aspects, a survey questionnaire was designed and pilot tested to check the reliability and validity of the measurement tool. The analysis revealed that the questionnaire was acceptable in terms of psychometric characteristics after removing four items. Therefore, 23 items remained in the final questionnaire, which was considered reliable and valid for the context. The information was gathered using an online questionnaire from academic staff at Sri Lankan state universities attached to the departments conducting degree programs in the computing discipline. There were 97 participants included in the final dataset. The results were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The results revealed that ‘assessment and evaluation’ was highly considered when designing undergraduate blended learning courses, while other aspects which are also imperative, have been paid less attention by the university academicians.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"57 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.26721
Wan Masitah Wan Majid, Farah Mohamed Zain, Siti Noor Ismail
Nowadays, gamified flipped classrooms (GFC) are a cutting-edge teaching method. Using gamification techniques with flipped classrooms (FC) significantly positively affects teachers and students. This study reviews the impact of GFC research on education methodically. Hence, the study investigated a comprehensive literature review of 52 empirical research publications published between 2018 and 2022 in various electronic databases and on the web. Note that the review established the foundation for the significance of upcoming research projects by critically assessing and evaluating the different inconsistencies in the literature. In addition to examining the contradictory results of previous research, the study offer a framework as well as guidance for future researchers in terms of theoretical models, methodology, game tools or online platforms, game activity, game elements, variables, and the impact of a GFC.
{"title":"Gamified flipped classroom in education: a systematic review","authors":"Wan Masitah Wan Majid, Farah Mohamed Zain, Siti Noor Ismail","doi":"10.11591/ijere.v13i3.26721","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26721","url":null,"abstract":"Nowadays, gamified flipped classrooms (GFC) are a cutting-edge teaching method. Using gamification techniques with flipped classrooms (FC) significantly positively affects teachers and students. This study reviews the impact of GFC research on education methodically. Hence, the study investigated a comprehensive literature review of 52 empirical research publications published between 2018 and 2022 in various electronic databases and on the web. Note that the review established the foundation for the significance of upcoming research projects by critically assessing and evaluating the different inconsistencies in the literature. In addition to examining the contradictory results of previous research, the study offer a framework as well as guidance for future researchers in terms of theoretical models, methodology, game tools or online platforms, game activity, game elements, variables, and the impact of a GFC.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"15 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141235411","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.v13i3.27936
Edwin Musdi, A. R. As'ari, Yulyanti Harisman, Hamdani Syaputra, Kelly Angelly Hevardani
All students from every level of education should have excellent and adequate creative thinking, but in Indonesia students’ creative thinking is still low. There are a lot of factors that affect creative thinking, such as learning styles. This study aimed to investigate the comparison of students’ creative thinking based on study level and learning styles, gender, and the combination of the three to determine which factor or type of students needs to be improved. This research uses a statistics descriptive method. The participants of this study were 38 senior high school students, 35 students of the teacher professional program (PPG), 24 undergraduate students (S1), and 12 master program students (S2). The instrument used in this study is a learning styles Learning style test to determine the student’s learning styles and creative thinking questions to classify the students. The results of this study are i) Students’ level of study does not determine their creativity level; ii) Based on gender, female is more creative than a man; iii) Based on the learning style, visual students is the best, followed by kinesthetic and auditory in order; and iv) Merdeka curriculum of Indonesia, nowadays, is essential to make the best learning process to improve students’ creative thinking.
{"title":"Student’s creative thinking based on study level, learning style, gender, and combination of the three","authors":"Edwin Musdi, A. R. As'ari, Yulyanti Harisman, Hamdani Syaputra, Kelly Angelly Hevardani","doi":"10.11591/ijere.v13i3.27936","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27936","url":null,"abstract":"All students from every level of education should have excellent and adequate creative thinking, but in Indonesia students’ creative thinking is still low. There are a lot of factors that affect creative thinking, such as learning styles. This study aimed to investigate the comparison of students’ creative thinking based on study level and learning styles, gender, and the combination of the three to determine which factor or type of students needs to be improved. This research uses a statistics descriptive method. The participants of this study were 38 senior high school students, 35 students of the teacher professional program (PPG), 24 undergraduate students (S1), and 12 master program students (S2). The instrument used in this study is a learning styles Learning style test to determine the student’s learning styles and creative thinking questions to classify the students. The results of this study are i) Students’ level of study does not determine their creativity level; ii) Based on gender, female is more creative than a man; iii) Based on the learning style, visual students is the best, followed by kinesthetic and auditory in order; and iv) Merdeka curriculum of Indonesia, nowadays, is essential to make the best learning process to improve students’ creative thinking.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"8 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230840","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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