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}
Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.25018
Mohammad Mubarrak Mohd Yusof, N. F. Shaafi, Nur Atiqah Farzana Zaini
The research focused on the National Planetarium Kuala Lumpur’s education programs, investigating the types and target audiences. It examined the educational theories and strategies used, including multiple intelligence theory and cooperative learning. The study also explored the alignment of astrophysics in Pearson Edexcel International General Certificate of Secondary Education (IGCSE) Physics with the Planetarium’s programs. Document analysis and participant observation were employed. The results revealed two program types: on-site and online. The programs showed alignment with IGCSE Physics and utilized theories like social cognitive theory. The National Planetarium positively impacted students through multi-intelligence theory, sociocultural theory, experiential theory, and constructivism. Gamification and group activities enhanced the learning experience. The Planetarium’s ability to simulate astronomical events made it an effective medium for instructional science institutions. Overall, the study highlighted the diverse education programs of the National Planetarium Kuala Lumpur, their alignment with IGCSE Physics, and their positive impact on students’ personal, physical, and social contexts.
{"title":"Planetarium pedagogy and technical learning experience: an investigation from instructional perspectives","authors":"Mohammad Mubarrak Mohd Yusof, N. F. Shaafi, Nur Atiqah Farzana Zaini","doi":"10.11591/ijere.v13i3.25018","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.25018","url":null,"abstract":"The research focused on the National Planetarium Kuala Lumpur’s education programs, investigating the types and target audiences. It examined the educational theories and strategies used, including multiple intelligence theory and cooperative learning. The study also explored the alignment of astrophysics in Pearson Edexcel International General Certificate of Secondary Education (IGCSE) Physics with the Planetarium’s programs. Document analysis and participant observation were employed. The results revealed two program types: on-site and online. The programs showed alignment with IGCSE Physics and utilized theories like social cognitive theory. The National Planetarium positively impacted students through multi-intelligence theory, sociocultural theory, experiential theory, and constructivism. Gamification and group activities enhanced the learning experience. The Planetarium’s ability to simulate astronomical events made it an effective medium for instructional science institutions. Overall, the study highlighted the diverse education programs of the National Planetarium Kuala Lumpur, their alignment with IGCSE Physics, and their positive impact on students’ personal, physical, and social contexts.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"35 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232913","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.v13i3.27811
M. Dalimunthe, Reza Aditia, Ainul Mardhiyah, Riza Indriani, Rosmala Dewi
This study aims to analyze how the preservice teacher internship program influences students’ perception of the teaching profession by examining the variables of reaction, learning experiences, behavior, and the mediating role of results. By examining these variables, the study synthesizes findings from multiple studies and incorporates them. Using a survey conducted among students at a university in Medan, Indonesia, the study collected data electronically through the distribution of a questionnaire via Google Forms. The sample consisted of 252 students, and partial least square structural equation modeling (PLS-SEM) was employed to analyze the data. The outer models (measurement) and inner model (structural relations among latent variables) were validated and evaluated. The results indicate significant positive direct effects of reaction, learning, and behavior on results. Moreover, the results from the preservice teacher internship program have a significant positive effect on students’ perceptions. The study also reveals that results act as a partial mediator in the relationships between behavior and perception, learning and perception, and reaction and perception.
{"title":"Exploring the impact of preservice teacher internship programs on students’ perception of the teaching profession","authors":"M. Dalimunthe, Reza Aditia, Ainul Mardhiyah, Riza Indriani, Rosmala Dewi","doi":"10.11591/ijere.v13i3.27811","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27811","url":null,"abstract":"This study aims to analyze how the preservice teacher internship program influences students’ perception of the teaching profession by examining the variables of reaction, learning experiences, behavior, and the mediating role of results. By examining these variables, the study synthesizes findings from multiple studies and incorporates them. Using a survey conducted among students at a university in Medan, Indonesia, the study collected data electronically through the distribution of a questionnaire via Google Forms. The sample consisted of 252 students, and partial least square structural equation modeling (PLS-SEM) was employed to analyze the data. The outer models (measurement) and inner model (structural relations among latent variables) were validated and evaluated. The results indicate significant positive direct effects of reaction, learning, and behavior on results. Moreover, the results from the preservice teacher internship program have a significant positive effect on students’ perceptions. The study also reveals that results act as a partial mediator in the relationships between behavior and perception, learning and perception, and reaction and perception.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"17 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141235656","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.v13i3.26849
Viona Adelia, R. Putri, Z. Zulkardi
Numeracy is the essential skill for life situations that involve mathematical elements and developing students’ numeracy skills is considered a primary goal of mathematics education. Despite its importance, numeracy can be challenging to teach, and it is not a guaranteed result of classroom mathematics learning. Through a systematic literature review, 35 studies about supporting students in becoming numerate in classrooms or courses are explored, this literature review also explained abilities included as numeracy, recommendations for teachers are given as well as some examples was given, also opportunities and directions for further research are identified, including guidelines for enhancing students’ numeracy competence.
{"title":"A systematic literature review: how do we support students to become numerate?","authors":"Viona Adelia, R. Putri, Z. Zulkardi","doi":"10.11591/ijere.v13i3.26849","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26849","url":null,"abstract":"Numeracy is the essential skill for life situations that involve mathematical elements and developing students’ numeracy skills is considered a primary goal of mathematics education. Despite its importance, numeracy can be challenging to teach, and it is not a guaranteed result of classroom mathematics learning. Through a systematic literature review, 35 studies about supporting students in becoming numerate in classrooms or courses are explored, this literature review also explained abilities included as numeracy, recommendations for teachers are given as well as some examples was given, also opportunities and directions for further research are identified, including guidelines for enhancing students’ numeracy competence.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"4 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229536","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.v13i3.26877
Min Hui Leow, Norshahida Hassan, Sabrina Adia Mohd Sharizal, R. Razak
Current literatures of active learning widely address pedagogies/approaches and their outcomes, but it does not appear to be a pedagogical consensus regarding the active learning pedagogies/approaches. This situation makes it difficult to gauge the prevalence and practicability of active learning pedagogies/approaches in specific educational levels. This systematic review is aimed to find the consensus of active learning pedagogies/approaches applied in pre-school to tertiary education on the basis of constructivist philosophy and student-centered notion, determine the desirable pedagogical dimensions, discover pedagogical gaps, and offer attention for bridging the gaps. We located seven pedagogical dimensions from teachers’ perspectives of pedagogical features, in terms of pedagogies/approaches and theories/concepts, from 148 publications that were eligible for inclusion after filtered through PRISMA. The learning outcomes or evidence of effectiveness were determined across various pedagogies/approaches in relation to pedagogical dimensions’ manifestation. Content analysis was employed in this work to encode, categorize, and develop themes. As a result, this study highlights the pedagogical gaps between desirable pedagogical dimensions’ manifestation and actual pedagogy attainment at various educational levels and provides suggestion for bridging the gaps to ensure smooth pedagogical transition. The study may serve as a foundation for future active learning pedagogical designs and enrich student-centered learning initiatives.
{"title":"Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps","authors":"Min Hui Leow, Norshahida Hassan, Sabrina Adia Mohd Sharizal, R. Razak","doi":"10.11591/ijere.v13i3.26877","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26877","url":null,"abstract":"Current literatures of active learning widely address pedagogies/approaches and their outcomes, but it does not appear to be a pedagogical consensus regarding the active learning pedagogies/approaches. This situation makes it difficult to gauge the prevalence and practicability of active learning pedagogies/approaches in specific educational levels. This systematic review is aimed to find the consensus of active learning pedagogies/approaches applied in pre-school to tertiary education on the basis of constructivist philosophy and student-centered notion, determine the desirable pedagogical dimensions, discover pedagogical gaps, and offer attention for bridging the gaps. We located seven pedagogical dimensions from teachers’ perspectives of pedagogical features, in terms of pedagogies/approaches and theories/concepts, from 148 publications that were eligible for inclusion after filtered through PRISMA. The learning outcomes or evidence of effectiveness were determined across various pedagogies/approaches in relation to pedagogical dimensions’ manifestation. Content analysis was employed in this work to encode, categorize, and develop themes. As a result, this study highlights the pedagogical gaps between desirable pedagogical dimensions’ manifestation and actual pedagogy attainment at various educational levels and provides suggestion for bridging the gaps to ensure smooth pedagogical transition. The study may serve as a foundation for future active learning pedagogical designs and enrich student-centered learning initiatives.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"12 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230478","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.v13i3.27175
Muhamad Murtadlo, Hasan Albana, Muhammad Irfan Helmy, Yuyun Libriyanti, Nurul Qolbi Izazy, Gazi Saloom
Gotong royong is a significant character for Indonesian generation Z (Gen-Z), based on traditional values, to unite this multicultural nation. However, the rapid development of digital media has the potential to alter traditional values. Gen-Z has the ability to quickly adapt to this technology. However, there is a concern that the gotong royong character may decline with the rise of digital media. This research investigates the perception of Gen-Z towards the gotong royong character and explores the way to preserve this value. This is qualitative descriptive research, whose population is made up of 108 students from six excellent schools in three Indonesian cities with different religious backgrounds and educational systems. The results show that Gen-Z still considers the gotong royong value is important. However, they also acknowledge that it can be threatened by the advancement of digital technology. With this awareness, Gen-Z can explore ways to adopt digital technology to preserve this character value, such as utilizing digital learning in club study and digital fundraising. This research recommends optimizing the school institution to take a more active role in fostering character through online character-building learning.
{"title":"Preserving the gotong royong character for Indonesian Gen-Z in the digital era","authors":"Muhamad Murtadlo, Hasan Albana, Muhammad Irfan Helmy, Yuyun Libriyanti, Nurul Qolbi Izazy, Gazi Saloom","doi":"10.11591/ijere.v13i3.27175","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27175","url":null,"abstract":"Gotong royong is a significant character for Indonesian generation Z (Gen-Z), based on traditional values, to unite this multicultural nation. However, the rapid development of digital media has the potential to alter traditional values. Gen-Z has the ability to quickly adapt to this technology. However, there is a concern that the gotong royong character may decline with the rise of digital media. This research investigates the perception of Gen-Z towards the gotong royong character and explores the way to preserve this value. This is qualitative descriptive research, whose population is made up of 108 students from six excellent schools in three Indonesian cities with different religious backgrounds and educational systems. The results show that Gen-Z still considers the gotong royong value is important. However, they also acknowledge that it can be threatened by the advancement of digital technology. With this awareness, Gen-Z can explore ways to adopt digital technology to preserve this character value, such as utilizing digital learning in club study and digital fundraising. This research recommends optimizing the school institution to take a more active role in fostering character through online character-building learning.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"31 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234787","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.v13i3.27448
Ahmad Juhaidi, Analisa Fitria, Noor Hidayati, Ridha Fadillah
Indigenous tribe students have difficulty in their education. Only a few of them managed to complete the tertiary level. This study aims to explore and understand deeply the efforts made by these first scholars in obtaining educational economic, social and cultural capital. This research is qualitative research with a phenomenological approach to understand deeply the economic, social and cultural capital of scholars from the Dayak Meratus Tribe. The data were collected through interviews with 17 participants such as first- generation scholars in the family, their parents, and teachers. The results showed that economic capital was built by parents through great effort on gardening, farming, and trading. Meanwhile, the social and cultural capital built by parents was very limited. Social capital and cultural capital are provided by the extended family, communities and non-profit institutions. Role of school is very limited to build social and cultural capital. The study recommends school administrators implement professional development programs for teachers and counsellors to improve their competence in building student social and cultural capital. Government should decide a policy to support indigenous tribe education not just financial support, but social and cultural capital support, and job opportunity for them in their community.
{"title":"First-generation scholar in Indonesian indigenous family tribe: economic, social, and cultural capital","authors":"Ahmad Juhaidi, Analisa Fitria, Noor Hidayati, Ridha Fadillah","doi":"10.11591/ijere.v13i3.27448","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27448","url":null,"abstract":"Indigenous tribe students have difficulty in their education. Only a few of them managed to complete the tertiary level. This study aims to explore and understand deeply the efforts made by these first scholars in obtaining educational economic, social and cultural capital. This research is qualitative research with a phenomenological approach to understand deeply the economic, social and cultural capital of scholars from the Dayak Meratus Tribe. The data were collected through interviews with 17 participants such as first- generation scholars in the family, their parents, and teachers. The results showed that economic capital was built by parents through great effort on gardening, farming, and trading. Meanwhile, the social and cultural capital built by parents was very limited. Social capital and cultural capital are provided by the extended family, communities and non-profit institutions. Role of school is very limited to build social and cultural capital. The study recommends school administrators implement professional development programs for teachers and counsellors to improve their competence in building student social and cultural capital. Government should decide a policy to support indigenous tribe education not just financial support, but social and cultural capital support, and job opportunity for them in their community.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141235134","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.v13i3.26485
Dian Rachmawati, S. Sahid*, Mohd Izwan Mahmud, N. Buang
This study intends to discover the elements that impact student career readiness growth, analyze the components that dominate that growth, and identify the factors that dominate student career readiness. The methods used to review selected articles are discussed including publication standards, databases, eligibility and exclusion criteria, stages of the review process (identification, screening, feasibility) as well as abstraction and analysis of data. By following the guidelines of item preferred reporting items for systematic reviews and meta-analyses (PRISMA) to produce this review. Based on the commonalities and traits of the first identified components, these factors have been separated into two categories, internal and external. Self-efficacy factors for internal factors and job training factors for external factors are the two factors with the maximum frequency and dominance over the others. Pursuing formal and non-formal education relevant to the chosen career field, making short-term and long-term career plans, establishing a strong professional network, and seeking relevant work experience through internships, part-time jobs, or volunteer work are all components of a career readiness strategy. Develop the necessary skills for an industry or career field, improve your communication skills, think positively, and be willing to confront career challenges. Maintain a balance between personal and professional life.
{"title":"Enhancing student career readiness: a two-decade systematic literature review","authors":"Dian Rachmawati, S. Sahid*, Mohd Izwan Mahmud, N. Buang","doi":"10.11591/ijere.v13i3.26485","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26485","url":null,"abstract":"This study intends to discover the elements that impact student career readiness growth, analyze the components that dominate that growth, and identify the factors that dominate student career readiness. The methods used to review selected articles are discussed including publication standards, databases, eligibility and exclusion criteria, stages of the review process (identification, screening, feasibility) as well as abstraction and analysis of data. By following the guidelines of item preferred reporting items for systematic reviews and meta-analyses (PRISMA) to produce this review. Based on the commonalities and traits of the first identified components, these factors have been separated into two categories, internal and external. Self-efficacy factors for internal factors and job training factors for external factors are the two factors with the maximum frequency and dominance over the others. Pursuing formal and non-formal education relevant to the chosen career field, making short-term and long-term career plans, establishing a strong professional network, and seeking relevant work experience through internships, part-time jobs, or volunteer work are all components of a career readiness strategy. Develop the necessary skills for an industry or career field, improve your communication skills, think positively, and be willing to confront career challenges. Maintain a balance between personal and professional life.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"53 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232307","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.v13i3.27777
A. H. Masnan, Nurul Khairani Ismail, Wayhidah Usop, Diani Mardiana Mat Zain
Education is vital for a person’s development, especially from an Islamic perspective, where the first goal is to foster a servant attitude, talent, personality, and outlook on life. Preschool education is crucial in nurturing a child's nature, emotions, and cognitive and social skills in the first five years. However, the significance of a good school environment, particularly in moral formation, varies among institutions. Therefore, this article aims to build consensus among experts on the role of school environment and classroom management in preschoolers’ moral development. Eleven-panel members validated the survey instrument with items and analyzed it using the Fuzzy Delphi method (FDM). According to the study, the experts agree that the physical school environment and classroom management are essential for promoting healthy moral development. Expert consensus was obtained on 19 out of 20 items in the physical school environment and classroom management dimension with an expert agreement level greater than 75% with an average (d) value less than 0.2. The undeniable consensus is that the school environment and classroom management play a crucial role in fostering the moral development of preschool children.
{"title":"Predicting preschool moral development with school climate: Fuzzy Delphi approach","authors":"A. H. Masnan, Nurul Khairani Ismail, Wayhidah Usop, Diani Mardiana Mat Zain","doi":"10.11591/ijere.v13i3.27777","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27777","url":null,"abstract":"Education is vital for a person’s development, especially from an Islamic perspective, where the first goal is to foster a servant attitude, talent, personality, and outlook on life. Preschool education is crucial in nurturing a child's nature, emotions, and cognitive and social skills in the first five years. However, the significance of a good school environment, particularly in moral formation, varies among institutions. Therefore, this article aims to build consensus among experts on the role of school environment and classroom management in preschoolers’ moral development. Eleven-panel members validated the survey instrument with items and analyzed it using the Fuzzy Delphi method (FDM). According to the study, the experts agree that the physical school environment and classroom management are essential for promoting healthy moral development. Expert consensus was obtained on 19 out of 20 items in the physical school environment and classroom management dimension with an expert agreement level greater than 75% with an average (d) value less than 0.2. The undeniable consensus is that the school environment and classroom management play a crucial role in fostering the moral development of preschool children.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"72 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234615","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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