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Blended learning in mathematic: the fusion of GeoGebra and Edmodo for enhanced problem-solving abilities

10.11591/ijere.v14i1.27713
Anton Nasrullah , Mimih Aminah , Umalihayati Umalihayati , Kurniati Rahmadani , Sri Adi Widodo , Mohamad Husni
This research investigates the effectiveness of problem-based mathematics learning through blended learning with the help of Edmodo and GeoGebra in improving problem-solving skills in mathematics learning. The primary motivation of this research is to develop a learning approach that can overcome challenges in solving mathematical problems. The method used in this study used a quantitative approach, and a quasi-experimental pre-test and post-test control group design was applied. This study involved 72 students in two semesters from a university in Banten, Indonesia, with 36 students in the experimental class (11 male and 25 female) and 36 in the control class (10 male and 26 female). Data was collected through problem-solving tests before and after the learning intervention—data analysis using paired t-tests and independent t-tests. The group using Edmodo-GeoGebra (BL-UEG) and the group Edmodo without GeoGebra (BL-EWG) experienced an increase in the moderate category. In conclusion, problem-based mathematics learning through blended learning with the help of Edmodo and GeoGebra can be an effective alternative learning model for improving students’ problem-solving abilities in mathematics. Therefore, this approach deserves further exploration in learning settings.
Volume: 14
Issue: 1
Page: 423-432
Publish at: 2025-02-01

A page rank-based analytical design of effective search engine optimization

10.11591/ijai.v14.i1.pp73-82
Vinutha Mysore Srinivas , Padma Muthalambikasheta Halli Cheluvae Gowda
Search engine optimization (SEO) is an important internet marketing strategy and process that facilitates maximizing an intended website’s visibility with search engine results. It is widely employed nowadays to improve traffic volume or quality from search engines to a particular website. Even though a significant number of publications imply the essential aspects of SEO, only a few provide generalized ideas to deal with the complex structure of the web. Also, the critical issues of content quality, site popularity, keyword density, and publicity factors were not much considered in the traditional ranking algorithms during SEO processes. This has negatively influenced the retrieval rate in the existing SEO techniques, and consequently, inadequate search results were obtained through search engines. Hence, the study considers web page ranking as a theoretical basis for the research and addresses these limitations in the existing system. It further improves SEO performance by introducing a unique web-page ranking strategic design to gain higher page rank results. The results of the investigational study show that the proposed system effectively contributes towards SEO with an improved page ranking strategy and also provides higher accuracy in calculating the importance score of web pages which is comparable with popular ranking algorithms such as hyperlink-induced topic search (HITS) and PageRank.
Volume: 14
Issue: 1
Page: 73-82
Publish at: 2025-02-01

Acceptance of 21st century elements education among teachers in Malaysia

10.11591/ijere.v14i1.24863
Nasir Nayan , Hanifah Mahat , Mohmadisa Hashim , Yazid Saleh , Edi Kurniawan , Nurul Khotimah
Malaysia’s education development plan 2013-2025 promotes 21st-century learning. Instruction, learning, and school assistance are the key focus. This study selected Rompin State instructors to assess their 21st-century education ability, perspective, and application. The questionnaire was the main data-gathering tool in this quantitative investigation. Standard random sampling chose 152 school teachers. This study used Pearson correlation and t-test for descriptive and inferential analysis. The results showed reasonable knowledge, attitude, and practices (mean=2.95, standard deviation=0.22, 2.94, 0.23, 2.90, 0.29). The t-test showed significant differences in knowledge (t=-2.11, df=157, p 0.05) and attitude (t=-2.26, p 0.05) but not in practice (t=-1.81, p>0.05). Using Pearson correlation analysis, knowledge, and behaviors were moderately positively correlated (r=0.677, p<0.01), whereas attitudes and practices were strongly positively correlated (r=0.837, p<0.1). Teachers have modest knowledge, attitudes, and practices. Teachers must frequently take short courses to improve their 21st-century education. Mandatory authorities and scholars will help instructors professionally grasp 21st-century education. This study found that teachers with 21st-century education literacy can improve their knowledge, attitude, and practice and regularly apply it to their teaching.
Volume: 14
Issue: 1
Page: 250-259
Publish at: 2025-02-01

Students’ perspectives on application of AI-powered technology in learning English pronunciation: a case of reading progress

10.11591/ijere.v14i1.31381
Pham Duc Thuan , Nguyen Thi Hong Hanh
Artificial intelligence (AI) is increasingly dominating several aspects of human existence, including the realm of English pronunciation instruction. Reading progress is an AI-driven application created by Microsoft in Microsoft Teams to aid language learners in honing their pronunciation skills. Nevertheless, there is a scarcity of research accessible about this use. The objective of this research is to examine students’ assessments of the tool’s effectiveness in facilitating the acquisition of English pronunciation. This study used a questionnaire consisting of five questions, created using Google Forms, to collect data from 123 students who are enrolled in different English classes at a university located in northern Vietnam. The focus of the research is on the students’ pronunciation skills. The study results suggest that learners have a favorable opinion of and see reading progress as a valuable tool for honing their pronunciation skills. This outcome enhances the body of research on the implementation of reading progress in the context of teaching English pronunciation in Vietnam and globally. Thus, learners and English instructors may consult and implement it in order to enhance the efficiency of learning and teaching.
Volume: 14
Issue: 1
Page: 731-738
Publish at: 2025-02-01

Large language models-based metric for generative question answering systems

10.11591/ijai.v14.i1.pp151-158
Hazem Abdel Azim , Mohamed Tharwat Waheed , Ammar Mohammed
In the evolving landscape of text generation, which has advanced rapidly in recent years, techniques for evaluating the performance and quality of the generated text lag behind relatively. Traditionally, lexical-based metrics such as bilingual evaluation understudy (BLEU), recall-oriented understudy for gisting evaluation (ROUGE), metric for evaluation of translation with explicit ordering (METEOR), consensus-based image description evaluation (CIDER), and F1 have been utilized, primarily relying on n-gram similarity for evaluation. In recent years, neural and machine-learning-based metrics, like bidirectional encoder representations from transformers (BERT) score, key phrase question answering (KPQA), and BERT supervised training of learned evaluation metric for reading comprehension (LERC) have shown superior performance over traditional metrics but suffered from a lack of generalization towards different domains and requires massive human-labeled training data. The main contribution of the current research is to investigate the use of train-free large language models (LLMs) as scoring metrics, evaluators, and judges within a questionanswering context, encompassing both closed and open-QA scenarios. To validate this idea, we employ a simple zero-shot prompting of Mixtral 8x7 B, a popular and widely used open-source LLM, to score a variety of datasets and domains. The experimental results on ten different benchmark datasets are compared against human judgments, revealing that, on average, simple LLMbased metrics outperformed sophisticated state-of-the-art statistical and neural machine-learning-based metrics by 2-8 points on answer-pairs scoring tasks and up to 15 points on contrastive preferential tasks.
Volume: 14
Issue: 1
Page: 151-158
Publish at: 2025-02-01

Families’ involvement at schools: the perspective of the psychosocial duos

10.11591/ijere.v14i1.28290
Andrea Precht Gandarillas , Yasna Anabalón Anabalón
This article aims to investigate the perspective on family involvement of social workers and school psychologists. Based on a qualitative study, we analyzed a corpus of four interviews with psychosocial duos from state-subsidized public schools. We analyzed these interviews by conducting a thematic analysis. The results show that for these professionals, family involvement would ensure the educability of students in a framework of individual parental responsibility, understanding the efforts of schools as a support to the work of parents and guardians. The consequences and relationships of these perspectives for the work with school communities in the framework of public education are discussed.
Volume: 14
Issue: 1
Page: 433-441
Publish at: 2025-02-01

Impact of self-esteem and overall life satisfaction on perceived social competence in university students

10.11591/ijere.v14i1.30056
Muhammad Kamran , Marwa Saab , Urooj Niaz , Sarfraz Aslam , Amjad Islam Amjad
Positive psychology is transformative in developing individuals’ self-esteem, life satisfaction, subjective happiness, and social competence. The objectives of the present study were to investigate the impact of self-esteem and overall life satisfaction on perceived social competence in university students while measuring subjective happiness as a mediator and gender differences across variables. A sample of 1,168 participants was selected using purposive and random sampling techniques across universities in Pakistan. The study design was correlational with a quantitative method. Four scales, the Rosenberg self-esteem scale (RSE), satisfaction with life scale (SWLS), subjective happiness scale (SHS), and perceived social competence scale (PSCS), were administered to measure the variables. Pearson correlation and mediation models were used to test the hypotheses. The analysis indicated that subjective happiness mediated the relationship between self-esteem, perceived social competence, life satisfaction, and perceived social competence. Moreover, the results showed that males scored higher than females in terms of levels of self-esteem. No significant gender difference existed in life satisfaction, subjective happiness, and perceived social competence. These findings may significantly enrich the literature on positive psychology in Pakistani university students and can assist universities in their mental health programs and sustain students’ healthier well-being.
Volume: 14
Issue: 1
Page: 310-318
Publish at: 2025-02-01

Theoretical framework used in parental involvement research: a scoping review

10.11591/ijere.v14i1.29392
Novia Solichah , Nur Ainy Fardana , Samian Samian
Theoretical perspectives are important in framing a research model of parental involvement. Despite numerous studies examining parental involvement, their findings continue to exhibit inconsistency when viewed through a theoretical lens. A literature review conducted in 2017 examined the theoretical frameworks employed in parental involvement studies conducted between 2007 to 2011. The primary objective of this study is to analyze and offer novel insights into the theoretical perspectives that underpin parental involvement research, adhering to PRISMA guidelines. We conducted an extensive study of literature published between 2012 to 2023 that met the following inclusion criteria: research papers, reports on parental involvement, and reports on theoretical framework. Our study encompassed a systematic search of electronic databases, including Scopus, EBSCO Sciences, Emerald, and Science Direct from July to September 2023 to identify relevant articles. A total of 366 articles were obtained, and 44 articles met the criteria. Four theories frequently utilized in parental involvement research emerged from this study, namely Bronfenbrenner’s Bioecological Theory; Bourdieu, Coleman, and Lareau’s social capital; Social Identity Theory; and Ajzen’s Theory of Planned Behavior. The findings of this research serve as a foundational resource for future research on parental involvement across diverse contextual settings.
Volume: 14
Issue: 1
Page: 758-767
Publish at: 2025-02-01

Character education content in science textbook for senior high school students

10.11591/ijere.v14i1.26389
Kintan Limiansi , Suranto Suranto , Paidi Paidi , Darmiyati Zuchdi
Student textbooks need to contain character education following curriculum objectives. This study aimed to describe the character content in high school science textbooks 10th-grade, analyze the distribution of character content on each topic, and identify similarities in each textbook. The research objectives were answered by inferential content analysis. The books analyzed were two textbooks (one published by the government and one published by a private company). The results showed that both textbooks contained dimensions of the Pancasila student profile presented explicitly and implicitly. The analysis showed that the character content in book 1 was 262 and in book 2 was 463. Book 1 is dominated by critical reasoning (39%) and book 2 is dominated by independence (34%). The distribution of characters on each topic in the two books is different, but both books contain all dimensions of the character profile of Pancasila students. The results of this study are considered for teachers to use various books and learning resources in learning. In addition, the results of this study also provide initial information for future researchers to develop a mechanism for measuring the profile of Pancasila students as a feature of the Independent Curriculum.
Volume: 14
Issue: 1
Page: 28-36
Publish at: 2025-02-01

Personality types persistency, occupational consistency, and occupational satisfaction of graduates

10.11591/ijere.v14i1.31471
Ann Gathigia Waruita , Ciriaka Muriithi Gitonga , Edwin Benson Atitwa
Personality type affects career path and can determine an individual’s job satisfaction or dissatisfaction after graduation. In Kenya, high graduate unemployment has forced many to seek jobs unrelated to their qualifications or personalities. The purpose of the current study was to examine persistency of Holland’s personality types, mediating effect of consistency of career choices, and the degree of occupational satisfaction, informed by Holland’s theory. Longitudinal cohort research design was adopted, to access participants involved in a study conducted in 2012, from which 76 participants were accessed and provided required data. Data was collected using Holland’s self-directed search 4th edition questionnaire and an interview schedule. Spearman’s rank correlation was used to determine correlation between persistency of personality types and occupational satisfaction. Logistic regression was used to check the mediating effects of consistency on the relationship between personality types and occupational satisfaction. Results of the study indicate that there was a positive significant relationship between persistency of personality types and occupational satisfaction at p<0.05; mediating effect of consistency on the relationship between personality types and occupational satisfaction was statistically significant at (β=0.254, p<0.05). This study highlights the importance of persistency of personality types and consistency of career choices in ensuring occupational satisfaction.
Volume: 14
Issue: 1
Page: 319-331
Publish at: 2025-02-01

Online teaching and learning in higher education institution in the Northern Philippines

10.11591/ijere.v14i1.30561
Rashid Ceazar Galanto Ormilla , May Grace Ogano Ongan
The study investigates the shift to online education in the Philippines due to the COVID-19 pandemic and its impact on the education system. Understanding this transition is vital as it signifies a significant adaptation affecting both faculty members and students. Conducted at Ifugao State University, Ifugao, Philippines, we employed a convergent parallel design using online surveys and interviews to determine the perceptions of 30 faculty members and 30 students and their experiences regarding pandemic driven online teaching-learning modes. Findings revealed varied satisfaction levels, with students emphasizing time management and comfort with online technologies for successful learning. The study offers insights into the diverse experiences within the online teaching-learning landscape during the pandemic. It highlights the need for faculty training, flexible class schedules, alternative dissemination methods, and institutional support to enhance online teaching-learning strategies.
Volume: 14
Issue: 1
Page: 505-515
Publish at: 2025-02-01

User sentiment dynamics in social media: a comparative analysis of X and Threads

10.11591/ijai.v14.i1.pp447-456
Rezki Khairunnas , Jeri Apriansyah Pagua , Ghina Fitriya , Yova Ruldeviyani
This research examines the dynamics of user sentiment and its correlation with the usage factors of applications in the context of the competition between X (formerly Twitter) and Threads, a social media application under the umbrella of Meta. Through sentiment analysis of user reviews on the Google Play Store and App Store, the study aims to identify the key factors contributing to a significant decline in user engagement with Threads and the return of users to X. The method employed in this research is the support vector machine (SVM) for sentiment classification of reviews. The study then correlates the classified sentiments with application usage factors: usability, features, design, and support. The research findings indicate user sentiment influences user engagement, especially in features and design. The research concludes with insights regarding implications for application developers and suggests directions for future research.
Volume: 14
Issue: 1
Page: 447-456
Publish at: 2025-02-01

Detection of location-specific intra-cranial brain tumors

10.11591/ijai.v14.i1.pp428-438
Shola Usharani , Rama Parvathy Lakshmanan , Gayathri Rajakumaran , Aritra Basu , Anjana Devi Nandam , Sivakumar Depuru
Mutations or abnormalities in genes can occasionally cause cells to grow uncontrolled, resulting in a tumor, which is very dangerous. These are the most prevalent cancer causes. They are caused by significant damage to genes in a specific cell during a person's existence. Brain tumors are increasing rapidly, majorly brain tumor cases in the US are projected to rise from 27,000 in 2020 to 31,000 in 2023 at an annual growth rate of 1.5%, all the cases are rising because of the detection of the tumors in the late phase. Thus, it needs the hour to create something which can solve this anomaly and help us detect the tumor rapidly and efficiently. While major research papers on brain tumor detection mainly focus on the detection and classification of the tumors, the presented research aims to first detect the tumor using pre-recognized photos using machine learning object detection models. Then after successful detection of the tumor, the study team plans to determine its precise coordinates and display the tumor and its location in the picture.
Volume: 14
Issue: 1
Page: 428-438
Publish at: 2025-02-01

Generic green skills: maturity level of vocational education teachers and students in Indonesia

10.11591/ijere.v14i1.29191
Farid Mutohhari , Putu Sudira , Pardjono Pardjono , Suyitno Suyitno , Warju Warju , Fajar Danur Isnantyo , Nuur Wachid Abdul Majid
Vocational education (VE) is one of the institutions that must answer environmental problems by providing green job skills to its students. However, VE in Indonesia still experience various obstacles in providing this provision, so the aim of this research aims to analyze the extent of the level of green skills (GS) in teachers and students in this country, which includes the dimensions of cognitive, interpersonal and intrapersonal competence as an illustration for developing a priority scale for improvement. In addition, examining the differences and correlations between dimensions and the contribution of dimensions to GS as a whole is an additional goal. The survey method was carried out using a generic GS questionnaire instrument in VE that have Adiwiyata status. Data were analyzed using three stages: descriptive analysis, ANOVA-post hoc Tukey test, and path analysis. As a result, students’ GS still show a low category, while teachers get a high category. Between dimensions show no significant differences. Finally, all competencies have a significant relationship and can construct overall GS. These results indicate that there is still a need to strengthen teacher competencies in GS-based learning management and strengthen collaboration with all levels of society.
Volume: 14
Issue: 1
Page: 179-187
Publish at: 2025-02-01

iFoodAR: augmented reality for high school food design technology

10.11591/ijere.v14i1.29702
Nur Ain Safura Azizoon , Wan Nurlisa Wan Ahmad , Qistina Ahmad Fizal , Tang Jing Rui , Mohd Yusof Kamaruzaman
Technology is advancing with the times. Augmented reality (AR) received great attention in education because it focuses on technology that connects the real and virtual worlds in real-time. The blending of AR technology and educational content aims to generate innovative thinking that can improve the effectiveness of teaching and learning for students in real-life scenarios. This study aimed to develop an AR module and application (apps.) for high school students to learn about food technology. Five phases of the analysis, design, development, implementation, and evaluation (ADDIE) model were used to develop food technology applications in the classroom based on AR technology. An interview was conducted to obtain the usability of the AR module from the selected expert. The results showed that iFoodAR fulfilled the requirement in line with the standard curriculum and assessment document (DSKP) of the Malaysian Ministry of Education and gained positive feedback on using AR in the classroom from the expert teachers. It is concluded that iFoodAR apps have the potential to cater the diversity learning styles, leading to a shift in teaching methods incorporating more interactive and visually stimulating learning experiences.
Volume: 14
Issue: 1
Page: 406-414
Publish at: 2025-02-01
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