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30,938 Article Results

Visualizing complexity: an interactive web tool for mastering transformer equivalent circuits in engineering education

10.11591/ijere.v15i3.37666
Mohamad Y. Abou Shahine , Hassan M. Karaky , Abdel-Mehsen A. Ahmad
The analysis of transformer equivalent circuits remains a conceptually challenging topic in undergraduate electrical engineering, where students often struggle to connect abstract mathematical models with empirical data from open-circuit and short-circuit tests. This study aims to bridge this pedagogical gap by designing, developing, and evaluating a unified, web-based “transformer equivalent circuit and analysis tool” that facilitates real-time visualization of circuit parameters and voltage regulation. The research design employed an exploratory mixed-methods approach, utilizing a constructivist learning framework. The tool was integrated into an undergraduate curriculum where 25 electrical engineering students utilized the platform to process laboratory data. Evaluation was conducted using a structured questionnaire (Cronbach’s α=0.92) that assessed usability, conceptual understanding, and feature effectiveness, alongside qualitative feedback. Results indicated high perceived usability and a significant consensus that the tool clarified the relationship between theory and application. The implications of this study suggest that accessible, browser-based simulations serve as powerful supplementary resources that reduce extraneous cognitive load. By automating complex calculations and providing dynamic visual feedback, these tools effectively foster active learning and confidence in mastering complex engineering subjects, eliminating the barriers associated with traditional, high-complexity simulation software.
Volume: 15
Issue: 3
Page: 1952-1962
Publish at: 2026-06-01

The impact of anxiety-management strategies on EFL students’ anxiety levels and vocabulary acquisition

10.11591/ijere.v15i3.39082
Eliana Pinza-Tapia , Paul Gonzalez-Torres , Jimmy A. Aleman , Karla V. Romero
Foreign language anxiety (FLA) remains a significant barrier to vocabulary acquisition in English as a foreign language (EFL) classroom, particularly among young learners who fear negative evaluation, public speaking, and academic failure. Although the relationship between anxiety and poor lexical performance is well established, limited research has examined how coordinated classroom-based anxiety-management strategies influence both vocabulary development and students’ emotional experiences within regular instructional practice. This mixed-methods study examined the impact of six anxiety-management strategies implemented over six weeks with 50 A1-level secondary EFL students in Ecuador. The intervention integrated lengthened wait time, improved questioning techniques, acceptance of varied responses, peer collaboration, content-focused instruction, and positive teacher–student relationships into vocabulary lessons. Data were collected through an adapted anxiety scale, pre- and post-tests, questionnaires, interviews, and classroom observations. Results revealed a statistically significant improvement in vocabulary scores, with a large effect size, alongside increased confidence, participation, and engagement. Strategies fostering psychological safety, particularly content-focused instruction, peer collaboration, and strong teacher–student rapport, were perceived as most effective. The findings suggest that integrating affective support with cognitive scaffolding is associated with reduced anxiety-related behaviors and enhanced vocabulary development, positioning anxiety management as a central component of effective EFL pedagogy rather than a supplementary practice.
Volume: 15
Issue: 3
Page: 2539-2553
Publish at: 2026-06-01

Instructional design and pilot validation of an interdisciplinary cooperative problem-based learning module for STEM higher education

10.11591/ijere.v15i3.38978
Mengfan Zhang , Kamisah Osman , Siti Nur Diyana Mahmud
Current instruction in Chinese higher science, technology, engineering, and mathematics (STEM) education often relies on traditional lecture formats, which can limit students’ development in collaborative problem-solving (CPS) and self-efficacy (SE). To address this gap, this study applied the Dick and Carey instructional design model to develop and validate a cooperative problem-based learning (CPBL) module. Structured around an engineering design task, the module integrates cooperative elements into problem-solving workflows and includes mechanisms to support equitable participation, such as mandatory role rotation. A multidisciplinary expert panel (N=6) assessed the module’s content validity, and a pilot study with undergraduate students (N=33) evaluated instructional feasibility and instrument reliability. Results showed high scale-level content validity index (S-CVI=.98) and strong internal consistency for the adapted CPS and SE scales (Cronbach’s α>.80). These findings confirm the module’s validity, feasibility, and reliability. Ultimately, this CPBL module offers a validated pedagogical framework for interdisciplinary STEM instruction to concurrently cultivate the technical and transversal skills required in higher education.
Volume: 15
Issue: 3
Page: 2526-2538
Publish at: 2026-06-01

The digital shift in parental strategies for heritage language maintenance among expatriate families in Saudi Arabia

10.11591/ijere.v15i3.37729
Musa Alghamdi , Said Muhammad Khan , Shazia Hamid , Saira Abbas
Around two-fifths of the population living in Saudi Arabia consists of expatriates. However, there is limited research on how these families maintain their heritage languages (HLs) in a digital world with limited institutional support. Maintaining HLs is important for identity, cultural continuity, and a sense of belonging across generations, especially for families living far from home. This qualitative study explores how expatriate parents in Saudi Arabia use digital tools to help their children maintain HLs, using Fishman’s reversing language shift (RLS) framework and family language policy (FLP) theory. Researchers interviewed 36 expatriate parents from 15 different national and linguistic backgrounds and analyzed the data with reflexive thematic analysis in NVivo. The results show that families are moving from exclusively home-based language practices to a mix of digital strategies, such as apps, video calls, and online learning spaces, which help strengthen cross-border connections and increase language exposure. However, these new practices also increase mothers’ workload, as they take on most of the planning, mediation, and emotional support. The study suggests policy and practical steps that fit with Saudi Arabia’s Vision 2030, such as providing subsidized multilingual digital resources and family-focused support programs. The clear research design makes the study easy to replicate, and future research should include lower-income families, children’s views, and long-term studies of digital family language practices.
Volume: 15
Issue: 3
Page: 2716-2728
Publish at: 2026-06-01

Assessing integrated social-emotional and cognitive competencies in pre-service teachers: scale development

10.11591/ijere.v15i3.38305
Joy D. Talens
Developing integrated social-emotional and cognitive (ISEC) competencies is essential for pre-service teachers (PST), yet these competencies are often underemphasized in teacher education programs. This study aimed to develop and provide preliminary evidence for a reliable, structurally sound instrument to measure ISEC competencies among PST. Using a design and development research approach, PST-ISEC learning competency scale was developed and examined for internal structure and reliability. An initial pool of 74 items, refined through literature review, and expert validation, was administered to purposively selected PST from higher education institutions in one Philippine region (n=370 for exploratory factor analysis (EFA); n=405 for confirmatory factor analysis (CFA)). EFA with Varimax rotation reduced the scale to 22 items across five dimensions: collaborative spirit (CS), hopeful mindset (HM), mindful confidence (MC), emotional resilience (ER), and responsible decision-making and accountability (RD). CFA confirmed five-factor structure with acceptable fit, and internal consistency indices indicated adequate reliability. Convergent and discriminant validity analyses supported construct distinctiveness. The PST-ISEC scale provides a theoretically grounded tool for formative assessment, program evaluation, and targeted interventions. Future studies should examine criterion-related and predictive validity, measurement invariance, and cross-context applicability to strengthen its utility.
Volume: 15
Issue: 3
Page: 2588-2596
Publish at: 2026-06-01

Cognitive and metacognitive learning strategies as correlates of university students’ mathematics proficiency

10.11591/ijere.v15i3.36934
Polemer M. Cuarto , Enya Marie D. Apostol
Mathematics remains one of the most difficult disciplines in the school curriculum. As such, strategies to address these difficulties are being implemented by educators over the years. This study aimed to determine the influence of the cognitive and metacognitive learning strategies on the mathematics proficiency of university freshmen. Specifically, it sought to assess how students’ use of various cognitive and metacognitive strategies relates to their performance in mathematics. A descriptive-correlational research design was employed to describe the prevailing levels of these learning strategies and examine their association with mathematics proficiency. Data were gathered from 80 randomly selected freshmen students through a validated researcher-made questionnaire and record analysis of their mathematics grades. Results revealed significant positive correlations between control, elaboration, rehearsal, planning, monitoring, and evaluation strategies with mathematics proficiency. The study recommends providing additional mathematics support to struggling students such as remedial and tutorial classes and integrating cognitive and metacognitive learning strategies into the mathematics syllabi. These findings imply that strengthening students’ cognitive and metacognitive awareness can significantly improve their ability to learn and perform in mathematics. Furthermore, integrating these strategies into instructional design may help develop more independent, reflective, and effective learners, leading to higher mathematics achievement.
Volume: 15
Issue: 3
Page: 2338-2347
Publish at: 2026-06-01

Practices and strategies of informal assessments on grammar rules among second language learners

10.11591/ijere.v15i3.37717
Jason V. Chavez , Rolly G. Salveleon , Ma. Theresa L. Eustaquio , Haydee G. Adalia , Ma. Pilar T. Rosaldo , Joseph B. Quinto , Salita D. Dimzon , Sar-Ana M. Abdurasul , Rasmil T. Abdurasul , Ivy M. Nazareth
While informal assessment offers authentic insights into second language (L2) grammar acquisition, the specific strategies and implementation challenges remain underexplored. This study investigated the practices employed by L2 educators in conducting informal grammar assessments and the obstacles they encounter. Using a qualitative exploratory design, 20 purposively selected language educators from diverse linguistic regions in the Philippines participated in semi-structured interviews. Data were analyzed using reflexive thematic analysis. The findings revealed a pedagogical shift from static testing to stealth monitoring, characterized by contextualized micro-checks, gamified strategies to lower affective filters, and peer-scaffolded evaluation. However, significant challenges emerged, specifically the tension between assessment validity and reliability, as well as cognitive overload due to the dual burden of instruction and real-time data recording. The study concluded that while educators prioritize the authenticity of low-stakes assessment, effective implementation requires enhanced assessment literacy and structural support to mitigate subjectivity and operational fatigue.
Volume: 15
Issue: 3
Page: 2379-2389
Publish at: 2026-06-01

A qualitative study of mathematical content knowledge and pedagogical content knowledge and self-perception in Moroccan context

10.11591/ijere.v15i3.36923
Jamal Ahmichane , Mostafa El Mallahi , Youness Hadder
Pre-service teachers’ (PSTs) tertiary training is essential to their development as competent educators and to their professional readiness. Teachers must acquire the ability to communicate mathematical material in a variety of ways. Teachers of excellence must be proficient in the relevant mathematics content knowledge (MCK) and possess a strong foundation in interacting successfully with students. This study on education has two objectives: looking into how secondary PSTs who take part in a mathematics teaching unit view themselves as they interact with and solidify their MCK, and investigating how these PSTs view and understand their “readiness” to take on such a task. 25 PSTs participating in postgraduate teacher preparation programs were given the pre-unit survey (Phase 1), whose answers were subject to an extensive analysis through a high level of evaluation using a framework assisting the researcher in identifying relationships among social phenomena, based on the similarities and differences that connect these phenomena. Self-reflections of participants revealed different levels of readiness to teach lower secondary students in mathematics. All participants emphasized the need to enhance their pedagogical content knowledge (PCK) and their MCK, and a very limited number of studied participants said they felt comfortable teaching mathematics. The study implies a significant issue with professional readiness and self-efficacy, and it recommends a need for earlier and more intensive practical experience integrated with strong mentorship. A number of implications for either policy or teacher training practice are proposed. This study will cover the main outcomes of Phase 1 in light of the body of current studies on preparing PSTs of mathematics.
Volume: 15
Issue: 3
Page: 2261-2270
Publish at: 2026-06-01

Evaluating socioemotional skill interventions for preschool children with autism spectrum disorder: a systematic review

10.11591/ijere.v15i3.38875
Richard Rickie Akat , Suziyani Mohamed , Nurul Khairani Ismail
This study aims to systematically review and synthesize recent empirical evidence on socioemotional skill interventions for preschool children with autism spectrum disorder (ASD) from an educational evaluation perspective. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, a systematic search of Scopus and Web of Science (WoS) identified 15 peer-reviewed studies published between 2019 and 2025. The included studies were thematically analyzed and appraised using the mixed methods appraisal tool (MMAT). The findings revealed three dominant intervention themes: i) relationship-based and developmental interventions; ii) structured and skill-focused interventions; and iii) creative, expressive, and technology-supported approaches, demonstrating overall positive effects on socioemotional outcomes. However, the strength of evidence remains moderate due to methodological heterogeneity, small sample sizes, and limited longitudinal designs. These findings highlight the importance of developmentally appropriate and flexible intervention designs in inclusive early childhood education. The review offers practical implications for educators, curriculum developers, and policymakers. Specifically, it emphasizes the need for evidence-based socioemotional programs to strengthen inclusive preschool practices for children with ASD.
Volume: 15
Issue: 3
Page: 2021-2032
Publish at: 2026-06-01

Illuminative evaluation of mathematics curriculum implementation in improving students’ numeracy achievement

10.11591/ijere.v15i3.39078
Jose Bonatua Hasibuan , Deni Darmawan , Suhendra Suhendra , Deni Kurniawan
Persistent evidence from national and international assessments indicates that students’ numeracy achievement remains low, suggesting a gap between intended curriculum goals and classroom implementation. This study conducts an illuminative evaluation of secondary mathematics curriculum implementation as an instructional system, examining how curriculum enactment relates to students’ numeracy achievement in the Indonesian secondary context. Employing a sequential explanatory mixed-methods design, the quantitative phase assessed the numeracy performance of 288 secondary students across content domains, cognitive levels, and item formats, while the qualitative phase investigated instructional practices, assessment culture, and the school learning milieu to explain the observed achievement patterns. The findings indicate uneven numeracy achievement, with performance concentrated at procedural levels and declining from knowing to applying and reasoning. Students perform relatively better on objective formats but demonstrate a limited ability to justify solutions in open-ended tasks. Qualitative evidence further indicates a misalignment between reasoning-oriented curriculum intentions and efficiency-driven classroom practices that emphasize procedural accuracy. These findings provide evidence-based insights into aligning curriculum design, classroom instruction, and assessment practices to strengthen reasoning-oriented numeracy learning.
Volume: 15
Issue: 3
Page: 2608-2617
Publish at: 2026-06-01

Academic engagement and artificial intelligence platform behaviors in grammar achievement

10.11591/ijere.v15i3.37822
Wang Yadan , Soon Singh Bikar Singh , Connie Shin , Zheng Juncai , Zhang Qianqian
This study is among the first to use archival institutional records to test the incremental validity of artificial intelligence platform behaviors (AI_index) in predicting grammar achievement (GA). Using data from 405 non–English-major freshmen enrolled in a compulsory grammar course at a private Chinese university, we examined whether AI_index predicts end-of-semester grammar exam performance beyond course-embedded behavioral academic engagement (AE_index). AE_index was derived from grade-book quizzes and class interactions, whereas AI_index was constructed from institutional platform logs capturing coursework completion and assigned video viewing. Indices were scaled to a 0–100 range, and GA was measured by a unified final exam. Descriptive statistics, correlations, and hierarchical regression analyses showed that AE_index was a small but significant predictor of exam performance, whereas AI_index was weak and non-significant and added no incremental predictive value beyond AE_index. Together, the two indices explained a modest proportion of variance in GA. These findings suggest that completion-based platform metrics are unlikely to reflect effortful learning unless platform tasks align with summative assessment demands (e.g., translation and proofreading). The findings caution against using completion-based AI metrics as high-stakes indicators without demonstrated task–assessment alignment.
Volume: 15
Issue: 3
Page: 2690-2699
Publish at: 2026-06-01

Evaluation of oral tradition-based reading instruction on secondary students reading competence

10.11591/ijere.v15i3.38722
Teófilo Félix Valentín Melgarejo , Clodoaldo Ramos Pando , Pablo Lolo Valentín Melgarejo , Fidel Alberto García Yale , William Cesar Santos Hinostroza , Rober Wesmel Sánchez Trinidad , Ulises Espinoza Apolinario , Rosa Luz Gómez Segura , Tito Armando Rivera Espinoza , José Rovino Alvarez López , Julio César Carhuaricra Meza , Flaviano Armando Zenteno Ruiz
Reading competence is a developmental and multidimensional construct that is often evaluated through mean score comparisons that may obscure structural learning changes. This study examined the effectiveness of a culturally grounded oral tradition–based intervention on primary students’ reading competence in Pasco, Peru. A quantitative quasi-experimental pretest–posttest design with a control group was implemented using intact classrooms (experimental n=19; control n=14; N=33). The eight-week intervention integrated local myths, legends, and folktales into guided reading, inferential questioning, and evaluative discussion activities. Reading competence was assessed using narrative texts scored with an analytic rubric classifying students into four ordered achievement levels (initial, in process, expected, and outstanding). Data were analyzed using ordinal mobility analysis, distributional dominance testing, and dynamic-systems indicators. Results showed complete structural stability in the control group, whereas 89.5% of students in the experimental group demonstrated upward mobility and all reached expected or outstanding levels at posttest. These findings indicate that culturally responsive oral-tradition instruction can produce substantial structural improvements in reading competence. This study contributes to educational evaluation by demonstrating how ordinal mobility and dynamic-systems indicators reveal instructional effects that may remain hidden in traditional mean-based analyses.
Volume: 15
Issue: 3
Page: 2632-2647
Publish at: 2026-06-01

Transparent insights: explainable AI with machine learning classifiers for early stage of depression classification

10.12928/telkomnika.v24i3.27651
S. M. Rakibul; University of Frontier Technology Islam , Shaykh; University of Frontier Technology Yunus , Rashiduzzaman; Daffodil International University Shakil , Fatema Tuz; University of Frontier Technology Johora , Aditya; University of Frontier Technology Rajbongshi , Sujon Chandra; University of Frontier Technology Sutradhar
Depression is a widespread mental health condition characterized by enduring feelings of persistent sadness, loss of interest, and impaired daily functioning. Untreated depression can result in significant implications, such as academic failure, social isolation, and even suicide. This study presents a machine learning (ML)–based framework for classifying depression severity among university students using the Zahir depression scale dataset, comprising 478 responses categorized into mild, moderate, severe, and profound depression. In order to address the issue of class imbalance, we utilized the synthetic minority over sampling technique (SMOTE) on the dataset. In addition, seven different ML algorithms are employed to classify the severity of depression, and each algorithm’s efficiency is determined by four performance evaluation metrics. Among the applied ML classifiers, extra tree classifier outperformed with an average accuracy of 97.85% and 95.75% precision, 95.76% recall, and 95.75% F1-score. To enhance interpretability, the shapley additive explanations (SHAP) method was integrated to identify influential features, providing transparency and insight into the model’s decision process. The proposed framework demonstrates that combining explainable artificial intelligence (XAI) with traditional ML can support healthcare professionals in early depression screening and data driven mental health interventions.
Volume: 24
Issue: 3
Page: 915-925
Publish at: 2026-06-01

Hybrid GA–SA optimization for eMBB-oriented spectrum allocation in 5G device-to-device communication

10.12928/telkomnika.v24i3.27394
Mohd Azrulazwan; Universiti Kebangsaan Malaysia Jusoh @ Mohd Yusoff , Nor; Universiti Kebangsaan Malaysia Fadzilah Abdullah , Asma’ Abu; Universiti Kebangsaan Malaysia Samah
The explosive growth of enhanced mobile broadband (eMBB) services in fifth generation (5G) networks presents new challenges in maintaining quality of service (QoS), particularly under dense deployments with device-to-device (D2D) communication. Interference caused by spectrum reuse among D2D pairs and cellular users can significantly degrade signal-to-interference-plus-noise ratio or signal-to-interference-plus-noise ratio (SINR), throughput, and fairness. This paper addresses the underexplored problem of optimizing spectrum allocation in eMBB-specific D2D scenarios by proposing a hybrid metaheuristic framework combining genetic algorithm (GA) and simulated annealing (SA). The proposed hybrid GA–SA algorithm leverages GA’s global exploration and SA’s local exploitation to improve allocation quality while ensuring robustness. Simulation results reveal that the hybrid approach achieves up to 25% improvement in SINR, an 18% increase in aggregate throughput, and a 22% reduction in interference compared to standalone GA and SA algorithms. Furthermore, the framework achieves improved fairness performance while maintaining competitive SINR and throughput under dense eMBB-oriented deployment scenarios. The algorithm demonstrates efficient convergence behavior and scalability to larger user populations, making it suitable for real-time or large-scale deployments. These results affirm the significance of tailored hybrid optimization in interference-aware spectrum management for future 5G networks.
Volume: 24
Issue: 3
Page: 765-778
Publish at: 2026-06-01

Educational support for disadvantaged students in Vietnamese higher education

10.11591/ijere.v15i3.38585
Quoc Cuong Nguyen Dinh , Van Vu Hong
This study aims to examine how social inequality is shaped; to determine the scope and evaluate the effectiveness of educational support programs for disadvantaged students in Vietnamese higher education. The study employs a mixed-methods design, combining document analysis, a questionnaire survey with 227 participants from 10 universities, and semi-structured interviews with 16 administrators, faculty members, and students. Quantitative data were processed using descriptive statistics, while qualitative data were analyzed thematically to clarify educational institutions’ practices and implementation gaps. The results show that support activities remain primarily focused on scholarships and financial aid, while academic support, psychological counseling, and capacity-building services are fragmented and not fully integrated into the management systems of higher education institutions. The study also indicates that inequality exists not only through economic disadvantage but also through deficiencies in cultural capital, learning skills, social support, and access to educational resources. From a theoretical perspective, the findings further clarify the theory of social reproduction and equity-oriented educational governance by showing that inequality is also reproduced through fragmented support governance. The conclusion is that support for disadvantaged students needs to be managed as an integrated, multidimensional, and systemic equity mechanism, rather than as isolated welfare interventions.
Volume: 15
Issue: 3
Page: 2082-2095
Publish at: 2026-06-01
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