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Psychology, Evaluation, and Technology in Educational Research
Published by Research and Social Study Institute
ISSN : -     EISSN : 26225506     DOI : -
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences
Psychology, Evaluation, and Technology in Educational Research is a peer reviewed open-access journal which publishes educational research articles in psychology, evaluation, and technology. Every submitted manuscript will be reviewed by at least two peer-reviewers using double blind review method.
Arjuna Subject : -
Articles 6 Documents
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Search results for , issue "Article in Press" : 6 Documents clear
E-learning and higher order thinking: Impact of STEM-based approach Abdul Rahman; Yayat Suharyat; Tomi Apra Santosa; Efendi Abdullah; Pahmi Rizal
Psychology, Evaluation, and Technology in Educational Research Article in Press
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v6i1.173

Abstract

Please Many studies have described meta-analysis on the overall effect of e-learning influence in learning. However, there has been no meta-analysis of the overall effect of STEM-based e-learning on Higher Order Thinking Skills (HOTS). The purpose of this study investigates the effect of STEM-based e-learning on students' critical thinking skills in Indonesia. This type of research is a Systematic Literature Review (SL) and meta-analysis. Data sources came from 12 national and international journals published in 2018-2023. The process of searching for data sources through Google Scholar, ScienceDirect, Wiley, Eric, and Springer. Data analysis used the Hedge formula to calculate effect size with the help of the JSAP application. The findings show that the effect size value (ES = 0.84) is very high. This explains that STEM-based e-learning provides a very high positive impact and is effective in improving students' Higher Order Thinking Skills (HOTS). Furthermore, HOTS characteristics do not cause heterogeneity in the results of STEM-based e-learning research on students' Higher Order Thinking Skills. The findings suggest that educators should choose STEM-based e-learning as one of the learning models to improve students' Higher Order Thinking skills in Indonesia
The impact of classroom context on learners’ achievement in the post-basic school English curriculum in Burundi Alfred Irambona; Anne Syomwene
Psychology, Evaluation, and Technology in Educational Research Article in Press
Publisher : Research and Social Study Institute

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Abstract

In Burundi, the academic performance in English for post-basic school leavers is wanting. Many researchers attribute poor academic achievement to the quality of teaching but fail to investigate the role the classroom context plays in learners’ academic achievement. This paper is a report of part of a study undertaken in 2023 on evaluating the instructional influences of the post-basic school English curriculum for learners’ achievement in Burundi.  The paper specifically reports on the impact of classroom context on learners’ achievement in Burundi's post-basic school English curriculum.  The study used a convergent mixed methods design and was guided by Communicative Language Teaching and Social Learning theories. For data collection, learners’ questionnaires, teachers’ interviews, and classroom observations were used. The research participants were sixteen teachers of English and three hundred and thirty post-basic school learners in the second and third years of the languages section in the Bujumbura Municipality. The research participants were selected through stratified and simple random sampling techniques. Data was analysed using descriptive and thematic analyses. The study revealed that teachers provided a welcoming learning atmosphere in their respective classrooms and promoted peer assistance. It was also established that teachers motivated learners to speak English differently, enhancing the learning process. It was revealed that teachers inspired learners in matters of using the English language (mean = 4.29, SD =.883). Moreover, the results showed that the classroom surroundings were generally perceived as noisy (mean = 2.95, SD = 1.327), and most of the classes were overcrowded (mean = 2.81, SD = 1.360). The study established that the classroom learning context greatly influenced learners' academic achievement (mean = 3.405, SD =.5030). The study recommended that the government should improve the classroom context for learners’ optimal academic performance in English.
Mathematical communication skills in the context of linear equations: A study on students' proficiency and self-esteem Krida Singgih Kuncoro; Betty Kusumaningrum; Denik Agustito; Fajar Meirani; Ega Sri Lestari
Psychology, Evaluation, and Technology in Educational Research Article in Press
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v6i1.178

Abstract

This research aimed to analyze the mathematical communication skills of eighth-grade students in junior high school regarding the topic of linear equations. The population of this study consisted of eighth-grade students in one of the schools in Yogyakarta. Prior to selecting the subjects, a self-esteem questionnaire was administered, and then 6 students were randomly chosen, with 3 students having high self-esteem and 3 students having medium self-esteem. The selected students were then given a written test on mathematical communication skills and an interview. The data collected for this study included the results of the written test and the interviews. Based on the data analysis conducted, it was found that among the six selected students, SP1 was able to answer the questions using written text, drawing, and mathematical expressions, but their communication of the answers was not accurate. SP2 exhibited higher mathematical communication skills compared to the other subjects. SP3 had low mathematical communication skills, SP4 had moderate communication skills, SP5 had low mathematical communication skills, and SP6 could be considered to have moderate communication skills. Therefore, it is expected that teachers can provide students with the freedom to solve problems according to their own understanding and ideas.
Empowering special students: Attitudes towards english for communication using "I-Pick" methods Norizan Saed Ahmad; Norshidah Abu Husin; Fatimah binti Mustaffa
Psychology, Evaluation, and Technology in Educational Research Article in Press
Publisher : Research and Social Study Institute

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Abstract

The aim of this study was to identify the attitude of students with special educational needs (MBPK) towards learning based on the I-pick method in English for Communication.  Pictorial Illustration (I-pick) is an innovative teaching method used in this study to improve English vocabulary proficiency among students with special educational needs (MBPK). This study uses the quantitative form of the survey method using questionnaires as an instrument of study. The data was analyzed on a descriptive basis, and the t-test test was used to strengthen the study data. Samples are intended to be used in this study. A total of six MBPK slow learner categories who attended the KSSMPK Form 1 class at SMK Jalan Paya Besar were selected as respondents. The findings showed that MBPK's attitude in the implementation of I-pick-based learning is positive (mean=4). 02, S.D.= 0. 909). This proves that the I-pick method has successfully increased MBPK's interest in learning English for Communication better. Finally, it can be concluded that a positive attitude towards English for Communication learning based on I-pick increased interest and improved English language ability among MBPK. 
Verbalizer-visualizer preferences of engineering students: Validity and reliability Citra Kurniawan; Punaji Setyosari; Waras Kamdi; Saida Ulfa
Psychology, Evaluation, and Technology in Educational Research Article in Press
Publisher : Research and Social Study Institute

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Abstract

Learning content has several forms of presentation, both visual and verbal, but students have different characteristics in processing information depending on their learning preferences. Some students have difficulty processing information without knowing what to do. This happens because students do not yet understand the characteristics of their learning styles. This research aims to study the VVQ instrument used by engineering students by measuring the validity and reliability of the VVQ instrument used. This research uses a statistical quantitative method approach to measure the validity and reliability of the instrument. The instrument development process goes through three stages: analysis and formulation of a literature review, development of the VVQ instrument, and measurement of the validity and reliability of the VVQ instrument. Development of question items based on pre-arranged and customized content categories. The development of VVQ in this study shows the validity value of rcount > rtable, rcount > 0.1966 for each item, and the Person Moment (rxy) correlation is moderate (0.40 < rxy < 0.60) and high (0.60 < rxy < 0.80 ). This research instrument is reliable because the data shows Cronbach's Alpha value rcount > rtable; 0.817 > 0.6319, and the difficulty level is proportional (medium and high). The VVQ instrument achieves validity and reliability based on the analysis items that have been measured. The implications of this research have a significant impact on adjusting learning content to be more personalized based on student learning preferences.
Analysis of early childhood education teacher preparedness in implementing the Merdeka Curriculum Dessy Putri Wahyuningtyas; Isyna Ainim Mahya; Rofidah Nur Fitria; Dewi Lestari
Psychology, Evaluation, and Technology in Educational Research Article in Press
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v6i1.186

Abstract

Early childhood education (ECED) plays an important role in forming the basis of children's intellectual, emotional, and social development in the early stages of their lives. In Indonesia, one of the important initiatives in improving the quality of education is the Merdeka Curriculum. This curriculum aims to give teachers the freedom to develop innovative and relevant learning methods. Malang City, as one of the education centers in Indonesia, has also adopted the Merdeka Curriculum in an effort to improve the quality of early childhood education. However, the successful implementation of the Merdeka Curriculum largely depends on the extent to which ECD teachers understand, plan, and implement learning in accordance with the demands of the curriculum. Therefore, educational researchers and practitioners need to conduct an in-depth analysis related to the readiness of ECD teachers to face this curriculum change. This study used a survey research method through questionnaires given to 158 teachers from 70 RA schools in Malang city. The survey results were then analyzed using descriptive statistical methods. Based on the indicators in this study, researchers found that 88% of teachers already have readiness in lesson planning. 81% of teachers already have readiness in learning implementation, and 74.1% of teachers are capable or have readiness in evaluating learning in the Merdeka Curriculum. Teachers understand the Merdeka curriculum but in implementation or implementation and conducting assessments that are not in accordance with the nomenclature of the Merdeka Curriculum, especially for Early Childhood Education Institutions (PAUD). So, there needs to be a Joint Effort between various parties to increase teachers' understanding of the curriculum, obtain support for the integration of values in learning relevant training, and introduce holistic assessment methods.

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