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27,404 Article Results

Nusantara capital city sentiment analysis using support vector machine and logistic regression

10.11591/ijeecs.v38.i3.pp1708-1721
Valencia Eurelia Angelie Tania , Raymond Sunardi Oetama
The decision to move position the capital city of Indonesia to East Kalimantan has drawn people’s opinions, both pro and con, among the public, especially ahead of the presidential and vice-presidential elections. Discussions relevant to the relocation and construction of the capital city are increasingly crowded on social media, especially Twitter or X. This research aims to determine public sentiment regarding the development of the national capital to help the government and policymakers improve communication strategies, evaluate existing policies, and make more informed decisions based on public feedback. Public sentiment related to developing the Capital city of the Nusantara, including the presidential palace, toll road, and government offices, is analyzed. Support vector machine (SVM) and logistic regression (LR) algorithms are utilized for the sentiment classification. The results reveal that the SVM performs better in classifying sentiments in X data relevant to developing the Capital city of Nusantara, achieving an average accuracy of 91.97%.
Volume: 38
Issue: 3
Page: 1708-1721
Publish at: 2025-06-01

The impact of innovative technology on shaping digital design skills in primary school students: a case study of Kazakhstan

10.11591/ijere.v14i3.32777
Saltanat Anapiyayeva , Gulnar Uaisova , Almash Turalbayeva , Sabira Nishanbayeva
The trajectory of digital progress in Kazakhstan has highlighted several challenges within the primary education system. A critical component of developing digital design skills (DDS) lies in the impact of innovative educational technologies on these skills. Despite the potential of such technologies to enhance DDS and engage students in digital literacy, the existing literature falls short in exploring this area comprehensively. The study aims to examine students’ DDS and examines how innovative educational learning technology affects these skills. This study used a quantitative research approach to measure innovative educational learning technology's impact on primary school students’ DDS. The experiment involved 120 participants and uncovered several key insights. The deficiency in DDS and lack of motivation revealed by the study called for systematic changes in how digital literacy is taught. These changes included restructuring curricula, enhanced teacher training, access to digital resources, and more engaging, practical learning environments. The study demonstrated substantial improvements in students’ DDS following the introduction and testing of the author's academic program with the experimental group (EG) participants. The findings from this study can serve as a foundation for developing strategies to enhance DDS in primary school and provide a methodological basis for adapting educational programs to support DDS development.
Volume: 14
Issue: 3
Page: 2389-2399
Publish at: 2025-06-01

Pioneering educational frontiers: South Korea-ASEAN synergy in big data integration and future innovations

10.11591/ijere.v14i3.31828
Catherine Joy T. Escuadra , Ella Joy Avellanoza Ponce
This study examines the evolving trends in publication collaboration and research topics related to big data and education in South Korea and the Association of Southeast Asian Nations (ASEAN) region, analyzed through the lens of international relations (IR). Using scientometric methods, the study analyzed 2,427 publications from Web of Science (WoS) through R Studio and VOSViewer, highlighting a marked increase in publication volume, citation, and collaboration in recent years. The research focuses on key areas such as the integration of big data in teaching and performance assessment, the intersection of big data with artificial intelligence (AI), and the varying implementation frameworks across different countries. The findings reveal that while significant progress has been made, there is a need for more structured collaborative efforts. To enhance future research output and collaboration, the study recommends establishing international research networks, organizing joint projects, facilitating exchange programs, and investing in necessary infrastructure. Additionally, it suggests developing policy frameworks and securing funding to support these initiatives. Engaging industry partners and expanding collaborative networks are crucial for advancing the field and optimizing the application of big data in education.
Volume: 14
Issue: 3
Page: 2007-2017
Publish at: 2025-06-01

Addressing fraction comprehension: global perspectives and Malaysian educational strategies

10.11591/ijere.v14i3.33092
Syed Azman Syed Ismail , Siti Mistima Maat , Fariza Khalid
Understanding fractions is a significant challenge in mathematics education globally, including in Malaysia, where students often struggle with core concepts. These difficulties hinder their progression into advanced areas like ratios, proportions, and algebra. This paper proposes a conceptual framework to enhance students’ understanding of fractions, with a focus on the Malaysian education system. Drawing on literature and practices from international contexts, this paper emphasizes the importance of visual models, manipulatives, technology integration and real-world applications in teaching fractions. As a concept paper, it synthesizes key insights from educational theories to develop strategies for improving fraction education. The framework highlights the need for alignment with both local and international curriculum. Key findings suggest that the use of manipulatives, visual models and technology can significantly improve fraction comprehension. By comparing global strategies, this paper offers insights into how these methods can be adapted to diverse learning environments, including low-resource settings. The framework implies that curriculum reforms, professional development for teachers and revised assessments are crucial to enhancing student outcomes in fraction education.
Volume: 14
Issue: 3
Page: 2107-2117
Publish at: 2025-06-01

Effect of self-efficacy sources and attitude on pronunciation learning strategies among EFL learners in China

10.11591/ijere.v14i3.32861
Shuli Zou , Paramjit Kaur Karpal Singh
Pronunciation learning is a crucial yet often neglected aspect of second language acquisition, particularly for English as a foreign language (EFL) learner. However, the factors influencing effective pronunciation learning strategies (PLS) remain underexplored. This study aims to address this gap by investigating the effects of self-efficacy sources (mastery experiences, vicarious experiences, social persuasion, and physiological/emotional states) and attitude (cognitive, conative, and affective components) on the adoption of PLS among EFL learners in China. To explore these relationships, a quantitative approach was employed, using structural equation modeling to analyze data from 320 EFL students. The results reveal that self-efficacy sources, namely, mastery experiences and vicarious experiences, have a positive and significant effect on PLS, while verbal persuasion and psychological state have an insignificant impact on PLS. Moreover, findings indicate that cognitive and conative attitudes were found to have a positive and significant impact on PLS, whereas affective attitudes had no significant effect on PLS. This study contributes to the growing body of research on pronunciation learning by providing insights into how psychological factors can shape EFL learners’ strategy use, offering implications for language educators to support students in improving their pronunciation skills.
Volume: 14
Issue: 3
Page: 2461-2472
Publish at: 2025-06-01

An efficient implementation of credit card fraud detection using CatBoost algorithm

10.11591/ijeecs.v38.i3.pp1914-1923
Vadhri Suryanarayana , Kuruva Maddileti , Dune Satyanarayana , R Leela Jyothi , Kavuri Sreekanth , Praveen Mande , Raghava Naidu Miriyala , Oggi Sudhakar
Transaction fraud has grown to be an important issue in worldwide, banking and commerce security is easier access to trade information. Every day, there are more and more incidents of transaction fraud, which causes large financial losses for both consumers and financial professionals. The ability to identify transaction fraud is getting closer to reality due to improvements in computer science's machine learning (ML) and data mining areas. So, one of them that is becoming dangerous is credit card fraud (CCF). Millions of people are experiencing financial loss and identity theft as a result of these malicious operations. The CCF of many illegal activities that fraudsters are always using new methods to carry out. One major problem facing financial services sector is CCF. To overcome this, categorical boosting (CatBoost) algorithm is explained as a solution to these problems. Fraud or fraudulent transactions are identified using this effective CatBoost algorithm implementation for identification of CCF. Thus, in terms of accuracy, precision, and detection rate this method gives better performance.
Volume: 38
Issue: 3
Page: 1914-1923
Publish at: 2025-06-01

Perceptions of the generative AI-enabled cognitive offload instruction in English writing

10.11591/ijere.v14i3.33138
Hui Hong , Poonsri Vate-U-Lan , Chantana Viriyavejakul
This study examines the students’ perceptions of the generative artificial intelligence (AI)-enabled cognitive offload instruction and its effectiveness in improving their critical thinking skills in writing English essays. This qualitative research collects data from 120 students through focus group discussions and is analyzed by Word Clouds to generate a visual representation of the word frequencies. The findings reveal that generative AI-enabled cognitive offload instruction had: i) an impact on critical thinking and writing skills; ii) effective features of Skywork, ability to generate relevant prompts and provide constructive feedback; iii) use of Skywork in developing stronger arguments; iv) promoting critical examination of different perspectives; v) interactive nature and motivation; vi) enhanced analytical skills; vii) impact on essay structuring and organization; viii) feedback and revision process; and ix) transferability of critical thinking skills. This study concludes that the highest frequency was Skywork, ability, writing, feedback, evidence, skills, thinking, arguments, essays, and peers. Students recommend in-depth explanations for complex topics, advanced tutorials, regular updates, collaboration features, advanced modules, and personalized learning paces to enhance Skyworks’s integration into instruction.
Volume: 14
Issue: 3
Page: 1761-1769
Publish at: 2025-06-01

Autonomy support and motivation in private music students: the role of basic psychological needs

10.11591/ijere.v14i3.33168
Qin Xiong , Mohamad Fitri Mohamad Haris
The objective of this research was to measure the impact of autonomous support and expectancy beliefs on autonomous motivation of students. The study investigated the impact of basic psychological needs on autonomous support. Furthermore, the mediating role of basic psychological needs is also analyzed. Using simple random sampling, the study collected cross-sectional data from 305 students on a Likert scale questionnaire at private music schools located in Nanchang, China. SPSS 26 and Smart PLS 4 are used for descriptive and inferential statistics and findings. The study found that autonomy support, expectancy beliefs and basic psychological needs have a significant impact on autonomous motivation. The study also found that autonomy support and expectancy beliefs also have significant influence on basic psychological needs. While the study found that basic psychological needs mediate the impact of autonomy support and expected beliefs on autonomous motivation. In addition, measuring the dimension of autonomous support, the study found that parental support and teachers’ support have a significant impact on autonomous motivation. While the study found that parental support and teachers’ support also have a significant impact on basic psychological needs. The study further confirmed that basic psychological needs positively mediate the impact of parental support and teachers’ support on autonomous motivation.
Volume: 14
Issue: 3
Page: 2018-2030
Publish at: 2025-06-01

Unraveling the predictors of research utilization among Thai educators: evidence from PLS-SEM analysis

10.11591/ijere.v14i3.31468
Phuchit Laowang , Suntonrapot Damrongpanit
This groundbreaking study unveils critical factors driving research utilization (RU) among Thai educators, offering vital insights for educational policymakers and administrators. Employing an advanced partial least squares structural equation modeling (PLS-SEM) approach, we examined data from 688 teachers under the office of the basic education commission. Our findings reveal a complex interplay of factors influencing RU, with organizational support (SUPP) emerging as the most potent driver (beta=0.570), followed by knowledge and research skills (KNOWS) (beta=0.539), organizational leadership (LEAD) (beta=0.472), and attributes of research (ATTR) (beta=0.391). Interestingly, ATTR showed the highest direct effect (DE) (beta=0.391), while LEAD had the strongest indirect impact (beta=0.429). Surprisingly, organizational climate (ORGA) showed no significant effect, challenging conventional wisdom. The study explains 52.5% of the variance in RU, providing a robust foundation for evidence-based educational reforms. Delve into our analysis to discover how these relationships between knowledge, leadership, and organizational dynamics shape educational RU in Thailand, and explore our recommendations for enhancing research integration in educational practices.
Volume: 14
Issue: 3
Page: 1684-1694
Publish at: 2025-06-01

Research capability of Filipino teacher educators: insights from a criterion-referenced test

10.11591/ijere.v14i3.32849
Jay-cen T. Amanonce , Conchita M. Temporal , Rudolf T. Vecaldo , Jhoanna B. Calubaquib , Antonio I. Tamayao , Maribel F. Malana , Ria A. Tamayo , Marie Claudette M. Calanoga
The research capability of Filipino teacher educators has been found to be lacking, which limits their ability to contribute effectively to academic research. This study aims to assess their foundational knowledge in research, as understanding their capability is essential for improvement. A quantitative approach was employed, evaluating 100 teacher educators from a state university in Northern Philippines using the research capability test (RCT), a validated criterion-referenced tool. Results showed that teacher educators generally possess average research capability, with significant differences based on educational attainment, field of specialization, and research teaching experience. Those with doctoral degrees, specializations in natural sciences and mathematics, and experience teaching research demonstrate higher capability. These findings suggest that, while basic research knowledge exists, there is a critical need for focused professional development programs to address specific gaps. Strengthening research capability not only improves the teacher educators’ performance but also enhances the overall quality of research outputs in the Philippine education system, ensuring long-term academic growth and global competitiveness.
Volume: 14
Issue: 3
Page: 1706-1716
Publish at: 2025-06-01

The effectiveness of edutainment in teaching cell cycle and transport mechanisms

10.11591/ijere.v14i3.30810
Emman A. Litera , Minie L. Bulay
Traditional lecture-based teaching methods prevalent in Philippine schools often lead to passive learning. By contrast, this study investigates the active engagement and enhanced conceptual comprehension facilitated by edutainment through Classcraft v.4.2.6, focusing on the least learned competencies of cell cycle and transport mechanisms. Expert evaluation of edutainment content affirmed its potential as a valuable educational tool. Students exposed to the edutainment method showed significantly improved learning outcomes compared to those taught via traditional lecture method, as validated by statistical analyses. However, challenges such as technological barriers and distractions were acknowledged. To optimize edutainment’s benefits, strategic design considerations and support mechanisms are recommended, including purposeful design, progressive complexity, and educator training. This study significantly updates knowledge in educational practices by highlighting edutainment’s efficacy. By challenging lecture-based teaching, it advocates for more engaging instructional approaches in Philippine secondary education, promising enhanced learning experiences and outcomes.
Volume: 14
Issue: 3
Page: 2400-2408
Publish at: 2025-06-01

Enhancing preservice teachers’ collaborative problem solving through STEM project-based learning

10.11591/ijere.v14i3.27725
Rita Fitriani , Hadi Suwono , Ibrohim Ibrohim , Betty Lukiati
This study aimed to determine the effect of science, technology, engineering, and mathematics project-based learning (STEM-PjBL) on the collaborative problem solving (CPS) of preservice teachers (PSTs). The pretest-posttest non-equivalent control group design was employed. A total of 72 PSTs enrolled in plant physiology course participated in this study. Self-assessment and project were used to evaluate PSTs’ CPS skills. Self-assessment scores were analyzed by analysis of covariance (ANCOVA), while project scores were analyzed by the Mann-Whitney U test. The results of self-assessment indicated that STEM-PjBL enhances CPS skills, particularly in social regulation, task regulation, and knowledge building. The results of the team’s problem-solving skills in completing the project did not differ between the two groups. But the result of integrated STEM skills showed that the STEM-PjBL group was better at integrating STEM disciplines into their project. This study highlights the importance of interdisciplinary projects in a PjBL environment that can be adopted by teacher preparation programs for enhancing PSTs’ CPS skills as well as gaining knowledge of STEM integration.
Volume: 14
Issue: 3
Page: 2278-2289
Publish at: 2025-06-01

Multiple-cutoff regression discontinuity designs in educational evaluation

10.11591/ijere.v14i3.31081
HyeonJin Yoon , Keith Zvoch , Keith Smolkowski , Ben Clarke
The regression discontinuity design (RDD) can be used for evaluating cut-score based educational interventions. The design enables researchers and evaluators to estimate the local causal effect of an intervention provided to those who are most at-risk. In certain educational evaluations, an RDD with multiple cutoffs can also be applied, where different cutoffs across classrooms or schools are used to assign students to the intervention condition. The availability of multiple cutoffs allows estimation of a pooled average treatment effect across cutoffs and/or individual estimates at each cutoff location, allowing for the possibility of heterogeneous treatment effects. The purpose of this paper is to demonstrate the design and analysis of the multiple-cutoff regression discontinuity (MCRD) design for the evaluation of need-based educational programs. Using data obtained from a kindergarten mathematics intervention for low achieving students, we illustrate the utility of the MCRD design for examining the average and potential variability of the regression discontinuity (RD) treatment effect. Implications for evaluation research and practice in education are discussed.
Volume: 14
Issue: 3
Page: 1597-1607
Publish at: 2025-06-01

Local knowledge in inclusive education: a systematic literature review

10.11591/ijere.v14i3.30218
Dwitya Sobat Ady Dharma , Mumpuniarti Mumpuniarti , Ariefa Efianingrum , Ibnu Syamsi
This article presents a comprehensive literature review on the role of local knowledge in inclusive education. Employing a systematic review methodology, the study involved goal setting, article selection through abstract and keyword analysis, thorough reading, data abstraction, and subsequent analysis using Publish or Perish 8, Mendeley, and VOSviewer. The review focused on articles published in Scopus-indexed journals between 2020 and 2023. Initial searches identified 259 articles, which were refined to 68 based on their relevance to the research questions. The analysis of these 68 articles revealed three principal findings: i) the diversity of local knowledge in the implementation of inclusive education; ii) global support for integrating local knowledge within inclusive education frameworks; and iii) strategies for incorporating local knowledge into educational practices. These findings underscore the potential of local knowledge to enhance inclusive education through culturally relevant and contextually sensitive approaches, fostering more holistic and responsive educational practices. The review emphasizes the necessity of adapting educational strategies to local contexts to better meet the needs of diverse student populations. It advocates for further research to explore local knowledge in greater depth, aiming to develop more effective and contextually appropriate strategies to improve inclusivity and responsiveness in education globally.
Volume: 14
Issue: 3
Page: 1651-1660
Publish at: 2025-06-01

The practical reality of learning assessment in initial teacher training from the perspective of students vs teachers

10.11591/ijere.v14i3.32957
Francisco Gallardo-Fuentes , Bastian Carter-Thuillier , Sebastian Peña-Troncoso , Luis Añazco-Martínez , Jorge Gallardo-Fuentes
A central issue in the initial training of physical education teachers lies in the dominance of traditional assessment systems that fail to fully support student learning and engagement. This study addresses this issue by identifying the assessment systems used in four university campuses in the southernmost region of Chile, comparing the perspectives of teachers and students. A sample of 538 students (M=21.8, SD=2.9) and 60 teachers (M=42.9, SD=12.3) was surveyed using the “Questionnaire for the study of the assessment system in the initial training of physical education teachers”. The results revealed significant differences between students and teachers in their perception of the importance of cognitive abilities and the coherence of syllabus elements. Traditional assessment tools were used more frequently, and students attributed failed assessments to issues with teaching methods. Additionally, students perceived having less influence on grading processes. These findings suggest a need for reform in assessment practices, emphasizing more formative and participatory approaches to better align with student needs and improve the learning process in physical education teacher training. The practical applications of the study facilitate implementing formative assessment in physical education with active feedback and training teachers in shared assessment.
Volume: 14
Issue: 3
Page: 2409-2418
Publish at: 2025-06-01
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