Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.27291
María José Rodríguez-Baiget, Alexander Maz Machado, José Carlos Casas del Rosal, Arnaldo Vergara-Romero
Women university teachers in Spain simultaneously have teaching and research careers that interrelate to develop their competencies in both fields. However, as in other fields, there is not yet gender equality in representation and leadership. This paper presents a descriptive analysis of the presence and role of female university teachers-researchers in the different research groups of public universities in the Autonomous Community of Andalusia that apply for competitive calls for projects, according to the different fields of knowledge to which they belong. A total of 2,445 research groups in nine universities were identified. The largest number of groups belonging to the Humanities field. Among the members of all the groups, there is a lower presence of women compared to men. There is also a negative gender gap in the roles of responsibility and management of research groups, which is reflected in both horizontal and vertical segregation and the existence of a glass ceiling for Andalusian female teachers.
{"title":"The scarce representation of women university professors in research groups","authors":"María José Rodríguez-Baiget, Alexander Maz Machado, José Carlos Casas del Rosal, Arnaldo Vergara-Romero","doi":"10.11591/ijere.v13i3.27291","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27291","url":null,"abstract":"Women university teachers in Spain simultaneously have teaching and research careers that interrelate to develop their competencies in both fields. However, as in other fields, there is not yet gender equality in representation and leadership. This paper presents a descriptive analysis of the presence and role of female university teachers-researchers in the different research groups of public universities in the Autonomous Community of Andalusia that apply for competitive calls for projects, according to the different fields of knowledge to which they belong. A total of 2,445 research groups in nine universities were identified. The largest number of groups belonging to the Humanities field. Among the members of all the groups, there is a lower presence of women compared to men. There is also a negative gender gap in the roles of responsibility and management of research groups, which is reflected in both horizontal and vertical segregation and the existence of a glass ceiling for Andalusian female teachers.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"118 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234627","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.v13i3.27497
Daniel Ginting, Delli Sabudu, Yusawinur Barella, Ahmad Madkur, Ross Woods, Mezia Kemala Sari
Adaptive instruction is a promising solution to the limitations of traditional classroom instruction, which assumes that all students learn in the same way and at the same pace. Adaptive instruction tailors the learning experience to each student’s needs and abilities. Several adaptive instruction tools and platforms exist, including intelligent tutoring systems, learning management systems, mobile apps, AI chatbots, and adaptive machine-learning programs. The Adaptive Instruction of Student Control Theoretical Framework suggests that allowing students to control their use of learning resources leads to better learning outcomes. Implementing adaptive instruction in higher education can be difficult due to faculty buy-in, technical infrastructure, and student motivation. Effective instructional design is crucial for adaptive instruction to support student control and maximize benefits. Overall, instructors must pay attention to student motivation and work to create learning environments that foster motivation, autonomy, and engagement to implement adaptive instruction successfully.
{"title":"Student-centered learning in the digital age: in-class adaptive instruction and best practices","authors":"Daniel Ginting, Delli Sabudu, Yusawinur Barella, Ahmad Madkur, Ross Woods, Mezia Kemala Sari","doi":"10.11591/ijere.v13i3.27497","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27497","url":null,"abstract":"Adaptive instruction is a promising solution to the limitations of traditional classroom instruction, which assumes that all students learn in the same way and at the same pace. Adaptive instruction tailors the learning experience to each student’s needs and abilities. Several adaptive instruction tools and platforms exist, including intelligent tutoring systems, learning management systems, mobile apps, AI chatbots, and adaptive machine-learning programs. The Adaptive Instruction of Student Control Theoretical Framework suggests that allowing students to control their use of learning resources leads to better learning outcomes. Implementing adaptive instruction in higher education can be difficult due to faculty buy-in, technical infrastructure, and student motivation. Effective instructional design is crucial for adaptive instruction to support student control and maximize benefits. Overall, instructors must pay attention to student motivation and work to create learning environments that foster motivation, autonomy, and engagement to implement adaptive instruction successfully.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"21 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141235404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.27908
Yelena Chsherbakova, E. Burdina, S. Alimova, Kainysh Zhumadirova
This study’s purpose is to identify the most necessary attributes of a modern psychologist through a survey of practical psychologists, teachers, and students from the Faculty of Psychology, Toraigyrov University. The survey allowed us to develop an effective training program for psychologists. The study involved 115 respondents from Kazakhstan, 60 of them were future psychologists. The respondents took the survey to determine the key attributes of a modern psychologist. The research was also based on literature analysis and generalization, questionaries, and ranking. The Cronbach’s alpha coefficient was utilized to assess the reliability of the authors’ questionnaire items. SPSS Statistics program was applied for statistical data processing. According to the results, 80% of practical psychologists wanted to improve the curriculum for their students. At the same time, 72% of students believe that the program should primarily be practice-oriented. The students unanimously noted the key quality of the psychologist–empathy. The vast majority (94.1%) mentioned moral principles, and 85.7% indicated authenticity. However, teachers and psychologists did not emphasize the above criteria. The current study aims to develop a basis for an effective training program for future psychologists studying at the universities of Kazakhstan according to their modern needs.
{"title":"Developing psychologist attributes in higher educational institutions: case of Kazakhstan","authors":"Yelena Chsherbakova, E. Burdina, S. Alimova, Kainysh Zhumadirova","doi":"10.11591/ijere.v13i3.27908","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27908","url":null,"abstract":"This study’s purpose is to identify the most necessary attributes of a modern psychologist through a survey of practical psychologists, teachers, and students from the Faculty of Psychology, Toraigyrov University. The survey allowed us to develop an effective training program for psychologists. The study involved 115 respondents from Kazakhstan, 60 of them were future psychologists. The respondents took the survey to determine the key attributes of a modern psychologist. The research was also based on literature analysis and generalization, questionaries, and ranking. The Cronbach’s alpha coefficient was utilized to assess the reliability of the authors’ questionnaire items. SPSS Statistics program was applied for statistical data processing. According to the results, 80% of practical psychologists wanted to improve the curriculum for their students. At the same time, 72% of students believe that the program should primarily be practice-oriented. The students unanimously noted the key quality of the psychologist–empathy. The vast majority (94.1%) mentioned moral principles, and 85.7% indicated authenticity. However, teachers and psychologists did not emphasize the above criteria. The current study aims to develop a basis for an effective training program for future psychologists studying at the universities of Kazakhstan according to their modern needs.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"51 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.27134
Widya Karmila Sari Achmad, Sidrah Afriani Rachman, Latri Aras, Muhammad Amran
Increasingly diverse learners in today’s classroom might require teachers to implement differentiated instruction (DI) to create an effective learning process. This systematic review provides an overview of how DI was implemented in reading instruction in elementary education. For this purpose, the researchers systematically searched five databases (APA PsycINFO, Education Research Complete, ERIC, Scopus, and Web of Science). Based on the inclusion criteria, 28 empirical studies from 2002 to 2022 were selected for review. To be included in the review, the studies should be empirical, written in English, peer-reviewed, focusing on reading in elementary education, and include students with or without disabilities. The researchers created content coding in Microsoft Excel spreadsheet to extract relevant information from the selected studies. The findings indicated that implementing DI in reading instruction to elementary school students includes differentiation in content, process, and product, increased quality and quantity of explicit reading instruction, assessments informed instructions, and integrating DI with other instructional models. This emphasizes that although differentiation might seem complex, it is possible to implement it in reading instruction.
当今课堂上的学习者越来越多样化，这可能需要教师实施差异化教学（DI），以创造有效的学习过程。本系统综述概述了如何在小学教育的阅读教学中实施分层教学。为此，研究人员系统地检索了五个数据库（APA PsycINFO、Education Research Complete、ERIC、Scopus 和 Web of Science）。根据纳入标准，选取了 2002 年至 2022 年的 28 项实证研究进行综述。这些研究必须是经验性的、用英语撰写的、经过同行评审的、以小学教育中的阅读为重点的研究，并且包括残疾或非残疾学生。研究人员在 Microsoft Excel 电子表格中创建了内容编码，以从所选研究中提取相关信息。研究结果表明，在小学生阅读教学中实施 "直接阅读 "包括内容、过程和产品的差异化，提高显性阅读教学的质量和数量，根据指导进行评估，以及将 "直接阅读 "与其他教学模式相结合。这强调了尽管分层教学看似复杂，但在阅读教学中实施分层教学是可能的。
{"title":"Differentiated instruction in reading in elementary schools: a systematic review","authors":"Widya Karmila Sari Achmad, Sidrah Afriani Rachman, Latri Aras, Muhammad Amran","doi":"10.11591/ijere.v13i3.27134","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27134","url":null,"abstract":"Increasingly diverse learners in today’s classroom might require teachers to implement differentiated instruction (DI) to create an effective learning process. This systematic review provides an overview of how DI was implemented in reading instruction in elementary education. For this purpose, the researchers systematically searched five databases (APA PsycINFO, Education Research Complete, ERIC, Scopus, and Web of Science). Based on the inclusion criteria, 28 empirical studies from 2002 to 2022 were selected for review. To be included in the review, the studies should be empirical, written in English, peer-reviewed, focusing on reading in elementary education, and include students with or without disabilities. The researchers created content coding in Microsoft Excel spreadsheet to extract relevant information from the selected studies. The findings indicated that implementing DI in reading instruction to elementary school students includes differentiation in content, process, and product, increased quality and quantity of explicit reading instruction, assessments informed instructions, and integrating DI with other instructional models. This emphasizes that although differentiation might seem complex, it is possible to implement it in reading instruction.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"21 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.26778
A. J. Setiyowati, Indriyana Rachmawati, B. Wiyono, Henny Indreswari, Eko Pramudya Laksana
Academic burnout (AB) is a problem that many students are currently facing since the online learning policy was implemented. This research aims to analyze the structural relationship between emotional regulation (ER), academic procrastination (AP), and student AB. This research used ex post facto causal relationship explanatory design. The research subjects were 417 high school students in East Java. The sampling was cluster random sampling technique. The data analysis technique used the Rasch model and structural equation modelling (SEM). The results showed that there was a significant relationship between ER and AP and AB. The implication of findings on the school guidance and counselling program is that the counsellors must pay attention to the factors that contribute to student AB so that counselling services can be designed to prevent student AB.
自在线学习政策实施以来，学业倦怠（AB）是许多学生目前面临的问题。本研究旨在分析情绪调节（ER）、学业拖延（AP）与学生学业倦怠之间的结构关系。本研究采用事后因果关系解释设计。研究对象是东爪哇的 417 名高中生。抽样采用聚类随机抽样技术。数据分析技术采用了 Rasch 模型和结构方程模型（SEM）。结果表明，ER 与 AP 和 AB 之间存在显著关系。研究结果对学校指导和辅导计划的启示是，辅导员必须关注导致学生厌学的因素，以便设计辅导服务来预防学生厌学。
{"title":"Analysis of the structural relationship emotional regulation, academic procrastination, and academic burnout","authors":"A. J. Setiyowati, Indriyana Rachmawati, B. Wiyono, Henny Indreswari, Eko Pramudya Laksana","doi":"10.11591/ijere.v13i3.26778","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26778","url":null,"abstract":"Academic burnout (AB) is a problem that many students are currently facing since the online learning policy was implemented. This research aims to analyze the structural relationship between emotional regulation (ER), academic procrastination (AP), and student AB. This research used ex post facto causal relationship explanatory design. The research subjects were 417 high school students in East Java. The sampling was cluster random sampling technique. The data analysis technique used the Rasch model and structural equation modelling (SEM). The results showed that there was a significant relationship between ER and AP and AB. The implication of findings on the school guidance and counselling program is that the counsellors must pay attention to the factors that contribute to student AB so that counselling services can be designed to prevent student AB.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"2 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229752","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.v13i3.27421
Maneerat Sa-ngiemjit, Ángel Vázquez-Alonso, M. A. Manassero Mas
People are continuously confronted with difficulties, which are situations that they do not understand yet strive to solve anyway. Researchers employed root cause analysis (RCA) in this study to analyze students’ problem-solving in chemistry and the students’ flaws and challenges in answering the subject. This research included 89 pupils from the secondary school’s science-mathematics department. Students determined strategies to calculate pH and the color of the blended solution after each indicator was dropped. This study’s qualitative method incorporates focus groups and content analysis. The majority of students properly identified the difficulty, and more than half correctly understood the problem. 100% of the pupils fared well in all processes since they were able to recognize and write all of the data. Using the RCA problem-solving technique, they were successful in identifying all of the data as potential causation aspects and the root causes of the problem. However, 37% of the pupils were unable to complete the problem. Investigating problem-solving flaws, it was determined that the students' defects in this problem-solving were application, analysis, practice, remembering, and time. Furthermore, researchers want to investigate the implementation of addressing the flaws in students’ problem-solving to better prepare them for efficient problem-solving.
{"title":"Problem-solving skills of high school students in chemistry","authors":"Maneerat Sa-ngiemjit, Ángel Vázquez-Alonso, M. A. Manassero Mas","doi":"10.11591/ijere.v13i3.27421","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27421","url":null,"abstract":"People are continuously confronted with difficulties, which are situations that they do not understand yet strive to solve anyway. Researchers employed root cause analysis (RCA) in this study to analyze students’ problem-solving in chemistry and the students’ flaws and challenges in answering the subject. This research included 89 pupils from the secondary school’s science-mathematics department. Students determined strategies to calculate pH and the color of the blended solution after each indicator was dropped. This study’s qualitative method incorporates focus groups and content analysis. The majority of students properly identified the difficulty, and more than half correctly understood the problem. 100% of the pupils fared well in all processes since they were able to recognize and write all of the data. Using the RCA problem-solving technique, they were successful in identifying all of the data as potential causation aspects and the root causes of the problem. However, 37% of the pupils were unable to complete the problem. Investigating problem-solving flaws, it was determined that the students' defects in this problem-solving were application, analysis, practice, remembering, and time. Furthermore, researchers want to investigate the implementation of addressing the flaws in students’ problem-solving to better prepare them for efficient problem-solving.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"8 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cases of cyberbullying among high school students have become the center of attention of educational institutions as a new form of bullying using information technology. Many studies examine cyberbullying as a new form of bullying. However, studies on school climate, social support, and social self-efficacy in reducing cyberbullying behavior among high school students are still limited. Therefore, this study investigates the effect of school climate, social support, and social self-efficacy on cyberbullying behavior. This study involved 290 high school students in three schools in Kupang City, Indonesia. We used a simple random sampling technique to determine which respondents were involved. SPSS version 20 and Amos 18 software were used to analyze the data for this study. Data analysis in this study used structural equation modeling (SEM) analysis. The study’s results revealed that school climate and social self-efficacy significantly negatively affected high school students’ cyberbullying behavior. Meanwhile, social support has no direct influence on students’ cyberbullying behavior. Social self-efficacy has also been shown to mediate the effect of school climate on high school students’ cyberbullying behavior. An in-depth discussion is presented in this paper to provide an overview of the critical implications for educational practitioners.
{"title":"Beware of cyberbullying! Evidence from high school students in Indonesia","authors":"Fredik Lambertus Kollo, Zulkarnain Zulkarnain, Tuatul Mahfud, Matang Matang","doi":"10.11591/ijere.v13i3.26686","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26686","url":null,"abstract":"Cases of cyberbullying among high school students have become the center of attention of educational institutions as a new form of bullying using information technology. Many studies examine cyberbullying as a new form of bullying. However, studies on school climate, social support, and social self-efficacy in reducing cyberbullying behavior among high school students are still limited. Therefore, this study investigates the effect of school climate, social support, and social self-efficacy on cyberbullying behavior. This study involved 290 high school students in three schools in Kupang City, Indonesia. We used a simple random sampling technique to determine which respondents were involved. SPSS version 20 and Amos 18 software were used to analyze the data for this study. Data analysis in this study used structural equation modeling (SEM) analysis. The study’s results revealed that school climate and social self-efficacy significantly negatively affected high school students’ cyberbullying behavior. Meanwhile, social support has no direct influence on students’ cyberbullying behavior. Social self-efficacy has also been shown to mediate the effect of school climate on high school students’ cyberbullying behavior. An in-depth discussion is presented in this paper to provide an overview of the critical implications for educational practitioners.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"8 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.27195
Cinthia Annisa Vinahapsari, H. Ibrahim, Jeniboy Kimpah
The main purpose of this study is to investigate whether or not emotional labor strategy (i.e., naturally felt emotions) significantly predicts work engagement (i.e., vigor, dedication, absorption) among academicians in a higher education setting. It also evaluates the role of perceived organizational support (POS) as the moderating variable between naturally felt emotions (NFE) and work engagement. This study employs a survey questionnaire, and data collected from private universities in Central Java, Indonesia. To analyze the data and test the proposed model, the partial least squares structural equation modelling approach was employed. The findings demonstrate that: i) NFE are significantly and positively related to all work engagement dimensions; and ii) POS is proven insignificant to moderate the relationship between NFE and work engagement dimensions. The results of this study complement the literature by addressing associations between NFE and work-related outcomes (i.e., work engagement), especially in the Indonesian academic context. In addition, this study also confirms the insignificant role of POS which is based on norms of mutuality between the organization and employee. Finally, the study offers recommendations and conclusions to achieve long-term objectives for higher education institutions.
{"title":"Naturally felt emotions, work engagement: the moderating role of perceived organizational support","authors":"Cinthia Annisa Vinahapsari, H. Ibrahim, Jeniboy Kimpah","doi":"10.11591/ijere.v13i3.27195","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27195","url":null,"abstract":"The main purpose of this study is to investigate whether or not emotional labor strategy (i.e., naturally felt emotions) significantly predicts work engagement (i.e., vigor, dedication, absorption) among academicians in a higher education setting. It also evaluates the role of perceived organizational support (POS) as the moderating variable between naturally felt emotions (NFE) and work engagement. This study employs a survey questionnaire, and data collected from private universities in Central Java, Indonesia. To analyze the data and test the proposed model, the partial least squares structural equation modelling approach was employed. The findings demonstrate that: i) NFE are significantly and positively related to all work engagement dimensions; and ii) POS is proven insignificant to moderate the relationship between NFE and work engagement dimensions. The results of this study complement the literature by addressing associations between NFE and work-related outcomes (i.e., work engagement), especially in the Indonesian academic context. In addition, this study also confirms the insignificant role of POS which is based on norms of mutuality between the organization and employee. Finally, the study offers recommendations and conclusions to achieve long-term objectives for higher education institutions.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"5 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.27718
Andrian Saputra, L. Tania
This study aimed to examine the validity of the Indonesian version of the short attitude toward mathematics inventory (ATMI). The adapted inventory was also used for further analysis to explore mathematics attitude of pre-service chemistry teachers across gender. The original ATMI was translated into Bahasa and distributed to 328 participants via the online survey. After preliminary checking for multivariate outliers, all the data were used to analyze the construct validity of structural model using confirmatory factor analysis (CFA). Furthermore, multigroup analysis with structured mean modelling was conducted to explore the gender effect toward mathematics attitude. All item means, standard deviations and correlation matrix were also explored. The result found that the short form supported the four-factor solution as the original ATMI. Modification indices, standardized regression weight, and squared multiple correlations were used to determine which items to be removed or retained during analysis until standard criteria for model fit reached. This items deletion produced a shorter version of ATMI (19 items) with fairly good internal consistency, both for all items inventory (α=0.92) or for individual subscale (mean α=0.86). Moreover, the t-test on the latent mean value showed no significant difference of attitude toward mathematics between male and female.
{"title":"An Indonesian-version of the short attitude toward mathematics inventory: a voice from pre-service chemistry teacher","authors":"Andrian Saputra, L. Tania","doi":"10.11591/ijere.v13i3.27718","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27718","url":null,"abstract":"This study aimed to examine the validity of the Indonesian version of the short attitude toward mathematics inventory (ATMI). The adapted inventory was also used for further analysis to explore mathematics attitude of pre-service chemistry teachers across gender. The original ATMI was translated into Bahasa and distributed to 328 participants via the online survey. After preliminary checking for multivariate outliers, all the data were used to analyze the construct validity of structural model using confirmatory factor analysis (CFA). Furthermore, multigroup analysis with structured mean modelling was conducted to explore the gender effect toward mathematics attitude. All item means, standard deviations and correlation matrix were also explored. The result found that the short form supported the four-factor solution as the original ATMI. Modification indices, standardized regression weight, and squared multiple correlations were used to determine which items to be removed or retained during analysis until standard criteria for model fit reached. This items deletion produced a shorter version of ATMI (19 items) with fairly good internal consistency, both for all items inventory (α=0.92) or for individual subscale (mean α=0.86). Moreover, the t-test on the latent mean value showed no significant difference of attitude toward mathematics between male and female.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"32 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.26651
M. I. Kholili, Adi Dewantoro, Naharus Surur, Novita Tri Hapsari
This study aims to develop a 21st century skills scale for prospective school counselor. The method used is the research and development. The data were analyzed using content analysis/expert judgment with many-facet Rasch model (MFRM). Three facets were employed: scale, item, and measurement criteria. The initial version of the scale comprises 129 items measuring four aspects: way of thinking, way of working, tools for working, and living in the world. However, 78 items were deemed valid following the expert judgment analysis result. The inter-rater agreement opportunity shows raters’ similarity score of 10,836, implying that experts in this study tend to give similar assessments. This research results in a 21st century skills scale for prospective school counselors with a total of 78 valid items. The purpose of this study was to develop a 21st century skills scale for prospective school counselors that had been fulfilled, the instrument had been tested for validity and reliability based on expert judgment. The current research recommends that further research be carried out to develop a 21st century skills scale instrument for prospective educators in other scientific fields.
{"title":"The 21st-century skills scales: many facet Rasch measurements","authors":"M. I. Kholili, Adi Dewantoro, Naharus Surur, Novita Tri Hapsari","doi":"10.11591/ijere.v13i3.26651","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26651","url":null,"abstract":"This study aims to develop a 21st century skills scale for prospective school counselor. The method used is the research and development. The data were analyzed using content analysis/expert judgment with many-facet Rasch model (MFRM). Three facets were employed: scale, item, and measurement criteria. The initial version of the scale comprises 129 items measuring four aspects: way of thinking, way of working, tools for working, and living in the world. However, 78 items were deemed valid following the expert judgment analysis result. The inter-rater agreement opportunity shows raters’ similarity score of 10,836, implying that experts in this study tend to give similar assessments. This research results in a 21st century skills scale for prospective school counselors with a total of 78 valid items. The purpose of this study was to develop a 21st century skills scale for prospective school counselors that had been fulfilled, the instrument had been tested for validity and reliability based on expert judgment. The current research recommends that further research be carried out to develop a 21st century skills scale instrument for prospective educators in other scientific fields.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"40 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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