Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.26355
Fara Dayana Mohd Jufry, Nor Masharah Husain, Mohammad Naquiddin Tajul Ariffin
Wayang Kulit Kelantan (WKK) is a traditional performance that has a long process in the learning session. This covers various aspects such as the background of the performance, repertoire, gambalan (puppets), as well as musical instruments and songs. This knowledge requires at least a year to understand the skills and techniques used. Therefore, Wayang Edu is a digital application built based on the analyze, design, development, implementation, evaluation (ADDIE) model to save learning time with traditional practitioners. The majority of users acknowledge that Wayang Edu offers a wealth of information and enables them to gain in-depth knowledge. Consequently, utilizing visual elements to convey messages is more impactful compared to traditional learning methods. Apart from that, Wayang Edu can be used anywhere at the user’s convenience. With the interaction found in the application, Wayang Edu has been used by students as a platform to get additional information about WKK.
Wayang Kulit Kelantan（WKK）是一种传统表演，学习过程漫长。学习内容涉及表演背景、剧目、木偶、乐器和歌曲等各个方面。这些知识至少需要一年的时间才能理解所使用的技能和技巧。因此，Wayang Edu 是一款基于分析、设计、开发、实施、评估（ADDIE）模式的数字应用程序，可节省传统从业人员的学习时间。大多数用户都认为 Wayang Edu 提供了丰富的信息，使他们能够获得深入的知识。因此，与传统学习方法相比，利用视觉元素传递信息更具影响力。除此之外，Wayang Edu 还可以在用户方便的任何地方使用。通过应用程序中的互动，Wayang Edu 已被学生们用作获取更多有关 WKK 信息的平台。
{"title":"Wayang Edu: digital application for Wayang Kulit Kelantan","authors":"Fara Dayana Mohd Jufry, Nor Masharah Husain, Mohammad Naquiddin Tajul Ariffin","doi":"10.11591/ijere.v13i3.26355","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26355","url":null,"abstract":"Wayang Kulit Kelantan (WKK) is a traditional performance that has a long process in the learning session. This covers various aspects such as the background of the performance, repertoire, gambalan (puppets), as well as musical instruments and songs. This knowledge requires at least a year to understand the skills and techniques used. Therefore, Wayang Edu is a digital application built based on the analyze, design, development, implementation, evaluation (ADDIE) model to save learning time with traditional practitioners. The majority of users acknowledge that Wayang Edu offers a wealth of information and enables them to gain in-depth knowledge. Consequently, utilizing visual elements to convey messages is more impactful compared to traditional learning methods. Apart from that, Wayang Edu can be used anywhere at the user’s convenience. With the interaction found in the application, Wayang Edu has been used by students as a platform to get additional information about WKK.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"1 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230761","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}
During the COVID-19 period, pupils in primary schools have encountered various learning challenges. In Indonesia, this occurs in every primary school. This study intends to lighten the psychological aspect of distance learning challenges. This study employs a mixed-method methodology by integrating qualitative research, a case study technique, and quantitative description (n=414). Researchers looked at three primary school models in South Sumatra and Special Region of Yogyakarta: Model A, which used technology-based online learning; Model B, which integrated online and offline learning; and Model C, which only used WhatsApp group-based offline learning. Focus group discussions, observations, documentation, and interviews with teachers, parents, and students were all undertaken by the researchers. They also distributed open-ended and closed-ended questionnaires via Google Form. The interactive Miles, Huberman, and Saldana’s models were used to analyze data. The findings demonstrated that children in all three school models encountered similar learning challenges. Still, in Model C, the complexity of those challenges was more significant than in Model A and Model B. Learning challenges included issues with comprehending topics, struggling to solve the problems with completing tasks, and working with self-study. The lack of essential psychological needs, such as the ability to interact and actualize oneself, as well as the boredom or monotony of students when pursuing distance learning, are some of the causes of learning challenges. The findings of this study have consequences for teachers and psychologists, who should pay attention to children’s fundamental needs to improve learning motivation and academic progress in primary school pupils.
在 COVID-19 期间，小学生遇到了各种学习挑战。在印度尼西亚，每所小学都会遇到这种情况。本研究旨在减轻远程学习挑战的心理影响。本研究采用混合方法，综合了定性研究、案例研究技术和定量描述（n=414）。研究人员考察了南苏门答腊和日惹特区的三种小学模式：模式 A：使用基于技术的在线学习；模式 B：整合在线和离线学习；模式 C：仅使用基于 WhatsApp 群组的离线学习。研究人员对教师、家长和学生进行了焦点小组讨论、观察、记录和访谈。他们还通过谷歌表格发放了开放式和封闭式问卷。数据分析采用了迈尔斯、休伯曼和萨尔达纳的互动模型。研究结果表明，三种学校模式下的儿童都遇到了类似的学习挑战。然而，在模式 C 中，这些挑战的复杂性比模式 A 和模式 B 更为显著。学习挑战包括理解主题、努力解决完成任务时遇到的问题以及自学方面的问题。缺乏必要的心理需求，如互动和实现自我的能力，以及学生在进行远程学习时感到无聊或单调，是造成学习挑战的部分原因。本研究的结果对教师和心理学家具有启示意义，他们应关注儿童的基本需求，以提高小学生的学习动力和学业进步。
{"title":"Elementary school students’ learning difficulties on distance learning during COVID-19: the psychological approach","authors":"Aquami Aquami, Mifathul Husni, Dian Andesta Bujuri, Nyayu Khodijah, Kusumasari Kartika Hima Darmayanti, Amilda Amilda, Masnun Baiti, E. Anggraini, Marjon C. Malacapay","doi":"10.11591/ijere.v13i3.27476","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27476","url":null,"abstract":"During the COVID-19 period, pupils in primary schools have encountered various learning challenges. In Indonesia, this occurs in every primary school. This study intends to lighten the psychological aspect of distance learning challenges. This study employs a mixed-method methodology by integrating qualitative research, a case study technique, and quantitative description (n=414). Researchers looked at three primary school models in South Sumatra and Special Region of Yogyakarta: Model A, which used technology-based online learning; Model B, which integrated online and offline learning; and Model C, which only used WhatsApp group-based offline learning. Focus group discussions, observations, documentation, and interviews with teachers, parents, and students were all undertaken by the researchers. They also distributed open-ended and closed-ended questionnaires via Google Form. The interactive Miles, Huberman, and Saldana’s models were used to analyze data. The findings demonstrated that children in all three school models encountered similar learning challenges. Still, in Model C, the complexity of those challenges was more significant than in Model A and Model B. Learning challenges included issues with comprehending topics, struggling to solve the problems with completing tasks, and working with self-study. The lack of essential psychological needs, such as the ability to interact and actualize oneself, as well as the boredom or monotony of students when pursuing distance learning, are some of the causes of learning challenges. The findings of this study have consequences for teachers and psychologists, who should pay attention to children’s fundamental needs to improve learning motivation and academic progress in primary school pupils.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"8 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.26733
A. S. Robbani, Umi Baroroh, Tulus Musthofa, Sigit Purnama, Sugeng Sugiyono, Ahmad Zaki Annafiri
Challenges and oppositions related to language immersion implementation are still ongoing, although numerous types of research have shown the positive impact provided by this program in a wide range of aspects. One of the most bulging challenges is that language learners are restrained from conducting language immersion directly in the country where the target language is spoken. To responding such challenges, the researchers, through this systematic literature review, reveal many important aspects that one should consider in achieving successful language immersion and probe the right technology that could provide an immersive language-learning environment. The researchers explored 56 articles covered in this research scope based on the inclusion criteria to answer the existing formulation of problems. The result identified the importance of the environment, the leader and teacher’s vital role in establishing the immersion program’s objective, and translating parents’ expectations when registering their children for the program. Utilizing technology such as virtual reality and games in language learning can imitate an immersive language experience. Developing other kinds of technology is required to bring a vaster preference for the parents who want to apply language immersion through technology in their children’s language learning.
{"title":"The role of technology in language immersion: a systematic literature review","authors":"A. S. Robbani, Umi Baroroh, Tulus Musthofa, Sigit Purnama, Sugeng Sugiyono, Ahmad Zaki Annafiri","doi":"10.11591/ijere.v13i2.26733","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26733","url":null,"abstract":"Challenges and oppositions related to language immersion implementation are still ongoing, although numerous types of research have shown the positive impact provided by this program in a wide range of aspects. One of the most bulging challenges is that language learners are restrained from conducting language immersion directly in the country where the target language is spoken. To responding such challenges, the researchers, through this systematic literature review, reveal many important aspects that one should consider in achieving successful language immersion and probe the right technology that could provide an immersive language-learning environment. The researchers explored 56 articles covered in this research scope based on the inclusion criteria to answer the existing formulation of problems. The result identified the importance of the environment, the leader and teacher’s vital role in establishing the immersion program’s objective, and translating parents’ expectations when registering their children for the program. Utilizing technology such as virtual reality and games in language learning can imitate an immersive language experience. Developing other kinds of technology is required to bring a vaster preference for the parents who want to apply language immersion through technology in their children’s language learning.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140354578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.26448
Nurizky Handayani, Suranto Aw, Z. Zamroni, Myristika Imanita, Johan Setiawan, M. Fadli
Higher order thinking skill (HOTS) in social studies learning are still often ignored by teachers despite the need for students to acquire these skills. The purpose of this study is to develop her HOTS assessment in a social studies classroom to help teachers improve their students’ thinking skills. This kind of research is research and development with 4D models. Validation was performed by two social studies learning assessment specialists and three social studies teachers. The HOTS test was administered to 112 students in class VIII (second grade) of Yogyakarta junior high school. Data analysis consisted of validity, reliability, difficulty, selectivity, and distractor index. Explanatory factor analysis (EFA) pathway analysis was used for data analysis of small trials and confirmatory factor analysis (CFA) pathway analysis was used for large trials. The multiple-choice HOTS assessment tool consisted of 30 items, and the effectiveness results of this HOTS questions on material, structure, and language aspects by two social studies learning assessment experts where it was valid and suitable for our application. Effective results for three social studies teachers indicated that the assessment tool was valid and applicable. HOTS in social studies learning helps improve quality and learning outcomes, enabling students to examine information critically, develop creativity, and improve problem-solving skills.
{"title":"Development of higher order thinking skill assessment instruments in social studies learning","authors":"Nurizky Handayani, Suranto Aw, Z. Zamroni, Myristika Imanita, Johan Setiawan, M. Fadli","doi":"10.11591/ijere.v13i2.26448","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26448","url":null,"abstract":"Higher order thinking skill (HOTS) in social studies learning are still often ignored by teachers despite the need for students to acquire these skills. The purpose of this study is to develop her HOTS assessment in a social studies classroom to help teachers improve their students’ thinking skills. This kind of research is research and development with 4D models. Validation was performed by two social studies learning assessment specialists and three social studies teachers. The HOTS test was administered to 112 students in class VIII (second grade) of Yogyakarta junior high school. Data analysis consisted of validity, reliability, difficulty, selectivity, and distractor index. Explanatory factor analysis (EFA) pathway analysis was used for data analysis of small trials and confirmatory factor analysis (CFA) pathway analysis was used for large trials. The multiple-choice HOTS assessment tool consisted of 30 items, and the effectiveness results of this HOTS questions on material, structure, and language aspects by two social studies learning assessment experts where it was valid and suitable for our application. Effective results for three social studies teachers indicated that the assessment tool was valid and applicable. HOTS in social studies learning helps improve quality and learning outcomes, enabling students to examine information critically, develop creativity, and improve problem-solving skills.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"49 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140356191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.25973
Rizaldy Escobar Garcia, Monica Elaijan R. Macaballug, Edilberto I. Perez
This paper explores the teachers’ experiences of remote assessment in the Junior High School of Rizal Technological University. The qualitative study was used to determine the assessment methods used during the remote learning in terms of written and performance task and identify the most effective among other difficulties faced by the teachers in comparison with face-to-face. Data of the paper were obtained by conducting interviews that use open-ended questions from 10 participants who teach in the School Year 2021-2022. The analysis of the study was done according to themes and categories and participants’ answers were quotes excerpted from the transcripts. The study’s conclusion emphasizes the significance of carefully planning exams to guarantee academic integrity. With emphasis on the need to focus on cognitive, emotional, and psychomotor abilities when designing learning exams, especially for online learning, as well as the use of technology tools to monitor results and prevent dishonest behavior during online assessments. Finally, a complementary technique for evaluating students while they are engaged in online learning through teaching resources or learning management systems must be available.
{"title":"Remote assessment of learning during the pandemic: junior high school teachers’ experiences","authors":"Rizaldy Escobar Garcia, Monica Elaijan R. Macaballug, Edilberto I. Perez","doi":"10.11591/ijere.v13i2.25973","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.25973","url":null,"abstract":"This paper explores the teachers’ experiences of remote assessment in the Junior High School of Rizal Technological University. The qualitative study was used to determine the assessment methods used during the remote learning in terms of written and performance task and identify the most effective among other difficulties faced by the teachers in comparison with face-to-face. Data of the paper were obtained by conducting interviews that use open-ended questions from 10 participants who teach in the School Year 2021-2022. The analysis of the study was done according to themes and categories and participants’ answers were quotes excerpted from the transcripts. The study’s conclusion emphasizes the significance of carefully planning exams to guarantee academic integrity. With emphasis on the need to focus on cognitive, emotional, and psychomotor abilities when designing learning exams, especially for online learning, as well as the use of technology tools to monitor results and prevent dishonest behavior during online assessments. Finally, a complementary technique for evaluating students while they are engaged in online learning through teaching resources or learning management systems must be available.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"39 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140356408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.25372
Abdulaziz Sanosi, Mohammed Omar Musa Mohammed
Modern advancement in learning technologies and tools has presented innovative written corrective feedback (WCF) methods based on artificial intelligence (AI) and existing corpora. Research has shown that these tools are perceived as exciting and useful by students, yet studies on their effectiveness and impact on students’ writing are relatively insufficient. To this end, the present study investigated the effectiveness of Grammarly writing assistant as perceived by 98 undergraduates who used the tool for a 14-week semester. The study adopted a questionnaire based on a modified technology acceptance model (TAM). The gathered data was analyzed using SmartPLS 3 software. The results revealed that different factors predict students’ perceptions about Grammarly and their intention to use it. Some of these factors were not presupposed. The findings imply using Grammarly as an extra learning tool rather than a basic one. It is suggested that future research on the efficacy of Grammarly should adopt longitudinal and experimental approaches.
{"title":"The effectiveness of automated writing evaluation: a structural analysis approach","authors":"Abdulaziz Sanosi, Mohammed Omar Musa Mohammed","doi":"10.11591/ijere.v13i2.25372","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.25372","url":null,"abstract":"Modern advancement in learning technologies and tools has presented innovative written corrective feedback (WCF) methods based on artificial intelligence (AI) and existing corpora. Research has shown that these tools are perceived as exciting and useful by students, yet studies on their effectiveness and impact on students’ writing are relatively insufficient. To this end, the present study investigated the effectiveness of Grammarly writing assistant as perceived by 98 undergraduates who used the tool for a 14-week semester. The study adopted a questionnaire based on a modified technology acceptance model (TAM). The gathered data was analyzed using SmartPLS 3 software. The results revealed that different factors predict students’ perceptions about Grammarly and their intention to use it. Some of these factors were not presupposed. The findings imply using Grammarly as an extra learning tool rather than a basic one. It is suggested that future research on the efficacy of Grammarly should adopt longitudinal and experimental approaches.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"8 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140352996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.25638
Salfarina Ramli, Norsuhaila Rosmimi Rosli, Roziah Mohd Janor, Rohana Ahmad, L. Teh, Mohd Zaki Salleh, Sahol Hamid Abu Bakar, R. James
Personality traits and genetics are important factors in determining academic performance. Although there have been studies on the association between genetics and academic performance, there is limited data on the effect of personality traits and the catechol-O-methyltransferase (COMT) rs4680 polymorphism on academic performance, particularly among university students in Malaysia. The objective of this study was to correlate the relationship between personality traits, COMT rs4680 polymorphism, and academic performance among health sciences undergraduate students at a Malaysian university. The research design was a correlational study where 221 students were recruited based on the convenient sampling approach. The demographic and international personality item pool (IPIP) questionnaires were administered online, whereas the COMT rs4680 single nucleotide polymorphism (SNP) was determined using a tetra-primer allele-specific polymerase chain reaction (PCR). From the IPIP results, the conscientiousness trait was positively and significantly correlated with academic performance (r=0.141, p=0.036). Participants with homozygous Met/Met allele of the COMT rs4680 polymorphism tended to perform better in academics (p=0.009) as compared to participants with homozygous Val/Val and heterozygous Val/Met alleles. As a conclusion, students with a higher conscientiousness score and carriers of the homozygous Met/Met allele of COMT rs4680 showed better academic performance.
{"title":"Predictor of academic performance: personality traits and catechol-O-methyltransferase polymorphisms","authors":"Salfarina Ramli, Norsuhaila Rosmimi Rosli, Roziah Mohd Janor, Rohana Ahmad, L. Teh, Mohd Zaki Salleh, Sahol Hamid Abu Bakar, R. James","doi":"10.11591/ijere.v13i2.25638","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.25638","url":null,"abstract":"Personality traits and genetics are important factors in determining academic performance. Although there have been studies on the association between genetics and academic performance, there is limited data on the effect of personality traits and the catechol-O-methyltransferase (COMT) rs4680 polymorphism on academic performance, particularly among university students in Malaysia. The objective of this study was to correlate the relationship between personality traits, COMT rs4680 polymorphism, and academic performance among health sciences undergraduate students at a Malaysian university. The research design was a correlational study where 221 students were recruited based on the convenient sampling approach. The demographic and international personality item pool (IPIP) questionnaires were administered online, whereas the COMT rs4680 single nucleotide polymorphism (SNP) was determined using a tetra-primer allele-specific polymerase chain reaction (PCR). From the IPIP results, the conscientiousness trait was positively and significantly correlated with academic performance (r=0.141, p=0.036). Participants with homozygous Met/Met allele of the COMT rs4680 polymorphism tended to perform better in academics (p=0.009) as compared to participants with homozygous Val/Val and heterozygous Val/Met alleles. As a conclusion, students with a higher conscientiousness score and carriers of the homozygous Met/Met allele of COMT rs4680 showed better academic performance.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"1 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140353054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.26431
Muhammad Talhah Ajmain@Jima’ain, Ahmad Marzuki Mohamed, Aminudin Hehsan, Aminabibi Saidalvi, Badlihisham Mohd Nasir, Muhammad Sobri Faisal, Fareed Awae
The promotion of integrating higher order thinking skills (HOTS) in the Malaysian education system is pivotal to producing analytical thinkers to keep up with the rapid globalization of this era. Thus, the implementation of HOTS in learning and facilitation (PdPc) has been emphasized. However, little is known about the integration of HOTS in Islamic history and civilization (Sirah) lessons. Furthermore, teachers continue to use traditional methods and disregard incorporating HOTS in PdPc. Therefore, the current study conducted an in-depth investigation into the components of Sirah lessons to support the implementation of the Malaysian education development plan (PPPM) 2013-2015 by strengthening teaching techniques through the use of HOTS for a better understanding of Sirah lessons. Using an explanatory sequential mixed method design, the findings reveal that the teaching components of Sirah lessons with the integration of HOTS are at a moderate level in the conclusion stage of a lesson. Therefore, the current study proposes a model that integrates HOTS, i.e., the element of attitude, preparation and planning, teaching aids with relevant aspects of PAK21, knowledge of HOTS, mastery of the subject content, teaching techniques and approach, assessment, and evaluation.
{"title":"Embedding higher order thinking skills in Islamic history (Sirah) education in Malaysia","authors":"Muhammad Talhah Ajmain@Jima’ain, Ahmad Marzuki Mohamed, Aminudin Hehsan, Aminabibi Saidalvi, Badlihisham Mohd Nasir, Muhammad Sobri Faisal, Fareed Awae","doi":"10.11591/ijere.v13i2.26431","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26431","url":null,"abstract":"<span lang=\"EN-US\">The promotion of integrating higher order thinking skills (HOTS) in the Malaysian education system is pivotal to producing analytical thinkers to keep up with the rapid globalization of this era. Thus, the implementation of HOTS in learning and facilitation (PdPc) has been emphasized. However, little is known about the integration of HOTS in Islamic history and civilization (</span><em><span lang=\"EN-US\">Sirah</span></em><span lang=\"EN-US\">) lessons. Furthermore, teachers continue to use traditional methods and disregard incorporating HOTS in PdPc. Therefore, the current study conducted an in-depth investigation into the components of </span><em><span lang=\"EN-US\">Sirah</span></em><span lang=\"EN-US\"> lessons to support the implementation of the Malaysian education development plan (PPPM) 2013-2015 by strengthening teaching techniques through the use of HOTS for a better understanding of </span><em><span lang=\"EN-US\">Sirah</span></em><span lang=\"EN-US\"> lessons. Using an explanatory sequential mixed method design, the findings reveal that the teaching components of </span><em><span lang=\"EN-US\">Sirah</span></em><span lang=\"EN-US\"> lessons with the integration of HOTS are at a moderate level in the conclusion stage of a lesson. Therefore, the current study proposes a model that integrates HOTS, i.e., the element of attitude, preparation and planning, teaching aids with relevant aspects of PAK21, knowledge of HOTS, mastery of the subject content, teaching techniques and approach, assessment, and evaluation.</span>","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"10 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140353439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.25198
Noor Hidayah Che Lah, Mohamad Syakir Zulpadhli Mat Senu, Nurul Farhana Binti Jumaat, D. N. E. Phon, Suhaizal Hashim, Nurul Nadwa Zulkifli
Various technologies have been used in making teaching and learning sessions more effective, fun, and enjoyable. One of the ways to make teaching and learning interactive is by emphasizing the use of mobile augmented reality (MAR). Thus, this study has proposed using MAR for a chemistry subject, namely science exploration (SCIENEX). This study adopted design and development research (DDR) by employing the analysis, design, development, implementation, and evaluation (ADDIE) model. The phases involved in DDR are ADDIE. SCIENEX was evaluated based on its validity, usability, and effectiveness. Five experts validated SCIENEX after it had been completely developed. The samples for usability testing and effectiveness of SCIENEX were 30 secondary school students who were studying chemistry. The results of the evaluation of the experts’ validation revealed that SCIENEX is a valid and appropriate MAR application for the learning of topics in chemistry. The result also revealed that the majority of students strongly agreed that SCIENEX is appropriate for the usage of MAR in learning chemistry, as it is fun, easy to use, and helps students to understand their learning. Interestingly, SCIENEX could increase students’ performance in their learning (t=21.754; p=0.000). Thus, it can be concluded that SCIENEX is valid, can be used for learning chemistry, and can help students in their learning. The limitations of this study and future suggestions for research are also discussed.
{"title":"Mobile augmented reality in learning chemistry subject: an evaluation of science exploration","authors":"Noor Hidayah Che Lah, Mohamad Syakir Zulpadhli Mat Senu, Nurul Farhana Binti Jumaat, D. N. E. Phon, Suhaizal Hashim, Nurul Nadwa Zulkifli","doi":"10.11591/ijere.v13i2.25198","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.25198","url":null,"abstract":"Various technologies have been used in making teaching and learning sessions more effective, fun, and enjoyable. One of the ways to make teaching and learning interactive is by emphasizing the use of mobile augmented reality (MAR). Thus, this study has proposed using MAR for a chemistry subject, namely science exploration (SCIENEX). This study adopted design and development research (DDR) by employing the analysis, design, development, implementation, and evaluation (ADDIE) model. The phases involved in DDR are ADDIE. SCIENEX was evaluated based on its validity, usability, and effectiveness. Five experts validated SCIENEX after it had been completely developed. The samples for usability testing and effectiveness of SCIENEX were 30 secondary school students who were studying chemistry. The results of the evaluation of the experts’ validation revealed that SCIENEX is a valid and appropriate MAR application for the learning of topics in chemistry. The result also revealed that the majority of students strongly agreed that SCIENEX is appropriate for the usage of MAR in learning chemistry, as it is fun, easy to use, and helps students to understand their learning. Interestingly, SCIENEX could increase students’ performance in their learning (t=21.754; p=0.000). Thus, it can be concluded that SCIENEX is valid, can be used for learning chemistry, and can help students in their learning. The limitations of this study and future suggestions for research are also discussed.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"16 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140354192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.11591/ijere.v13i2.26345
Nur Azizah, Mumpuniarti Mumpuniarti, S. Rudiyati, David Evans
Pedagogical competency is one of four competencies that all teachers need to be proficient within the Indonesian National Teaching Standards. Yet, there is limited understanding of how these competencies relate to inclusive education practice. This study used a combination of survey and interview data to explore the pedagogical skills of elementary teachers working in inclusive schools. Survey data showed that teachers utilized a range of accommodations and modifications within their classrooms to assist them to be inclusive of all students. These accommodations and modifications were often associated with support from other persons (e.g., shadow teacher, parents, peers). While teachers expressed frustration with the learning of students, interview data found that teacher frustration was more about their perceived inability to meet the needs of students. Directions for on-going work to investigate and enhance teacher pedagogical competence within the context of inclusive education Indonesia are discussed.
{"title":"Elementary teachers’ pedagogical competencies in supporting students with learning difficulties","authors":"Nur Azizah, Mumpuniarti Mumpuniarti, S. Rudiyati, David Evans","doi":"10.11591/ijere.v13i2.26345","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26345","url":null,"abstract":"Pedagogical competency is one of four competencies that all teachers need to be proficient within the Indonesian National Teaching Standards. Yet, there is limited understanding of how these competencies relate to inclusive education practice. This study used a combination of survey and interview data to explore the pedagogical skills of elementary teachers working in inclusive schools. Survey data showed that teachers utilized a range of accommodations and modifications within their classrooms to assist them to be inclusive of all students. These accommodations and modifications were often associated with support from other persons (e.g., shadow teacher, parents, peers). While teachers expressed frustration with the learning of students, interview data found that teacher frustration was more about their perceived inability to meet the needs of students. Directions for on-going work to investigate and enhance teacher pedagogical competence within the context of inclusive education Indonesia are discussed.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"90 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140355258","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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