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30,411 Article Results

Indonesian speech emotion recognition: feature extraction and neural network approaches

10.11591/ijece.v15i4.pp3769-3778
Izza Nur Afifah , Tri Budi Santoso , Titon Dutono
This study explored the challenges of emotion recognition in Indonesian speech using deep learning techniques, addressing the complex nuances of emotional expression in spoken language that posed significant difficulties for automatic recognition systems. The research focused on the application of feature extraction methods and the implementation of convolutional neural networks (CNN) and a hybrid convolutional neural networks-long short-term memory (CNN-LSTM) model to identify emotional states from speech data. By analyzing key features of speech signals, including mel frequency cepstral coefficient (MFCC), zero crossing rate (ZCR), root mean square energy (RMSE), pitch, and spectral centroid, the study evaluated the models’ ability to capture both spatial and temporal patterns in the data. Testing was conducted using an Indonesian dataset comprising 200 samples. The CNN model, utilizing four features (MFCC, ZCR, RMSE, and pitch), and the CNN-LSTM model, which used three features (MFCC, ZCR, and RMSE), both achieved an emotion classification accuracy of approximately 88%. The result showed that the CNN-LSTM model achieved comparable performance with a simpler feature set compared to the CNN model. This highlighted the significance of choosing the appropriate techniques in feature extraction and classification to enhance the accuracy of identifying emotions from speech data while also managing computational complexity.
Volume: 15
Issue: 4
Page: 3769-3778
Publish at: 2025-08-01

The evaluation analysis of gender vocational students on traumatic experience in educational context

10.11591/ijere.v14i4.32221
Firman Firman , Anne Hafina , Suwarjo Suwarjo , Yeni Karneli , Reza Tririzky , Robbi Asri , Lia Mita Syahri
Students, including vocational school students, are vulnerable to traumatic experiences (TE). Students still look normal but experience stress that interferes with learning activities. TE can be observed through positive psychological attributes such as self-love (SL), compassion, gratitude, and happiness. This study aimed to explore the gender-specific views of vocational school students regarding their TE to provide results that can be the basis for the implementation of gender-differentiated interventions in schools. A cross-sectional survey using quantitative methods was conducted and involved 498 vocational school students in West Sumatra, Indonesia. Data were collected using questionnaires with reliability from the range of 0.74-1 through reliability analysis and also analyzed in a multi-group setting through structural equation model (SEM) on SmartPLS 3 application. Importance-performance map analysis (IPMA) method was also used to assess the functionality of variables in the study. The results showed that positive psychological attributes interact, relate, and have a role in the TE of vocational students, including in the evaluation of gender analysis. The results of the study can be a reference to reduce the impact of TE for vocational students, especially by gender-specific vocational schools. For future research, TE can be studied with other positive psychological attribute variables over a longer period of time.
Volume: 14
Issue: 4
Page: 2686-2697
Publish at: 2025-08-01

Graduate competencies as predictors of the pre-service English teachers’ work-readiness

10.11591/ijere.v14i4.32609
Cristie Ann L. Jaca , Wilson D. Castañeda Jr.
This study examines the competencies that predict work readiness among the pioneering cohort of English graduates from a newly implemented curriculum. By evaluating graduates’ perceived competencies and work-readiness over the curriculum’s initial four years, the research addresses its relevance with the current demands of the teaching profession. Employing a descriptive-survey quantitative research design and regression analysis, the study evaluated all 43 graduates of bachelor of secondary education (BSEd) major in English. Respondents were assessed on work readiness and core competencies in content, pedagogy, and essential 21st-century skills, including 4Cs (communication, collaboration, critical thinking, and creativity). Findings revealed that, while graduates demonstrate confidence in pedagogy, creativity, and collaboration, there remains a need for a more balanced skill set, particularly in content knowledge and critical thinking. Regression analysis identified that pedagogy, communication, and critical thinking are key predictors of work-readiness, highlighting that these skills significantly enhance graduates’ preparedness for a dynamic workplace. These insights emphasize the need to refine program objectives to support future cohorts better, underscoring the importance of analyzing graduate competencies to improve curriculum design. This study contributes to adapting educational programs and preparing future English teaching professionals to meet the complexities of modern education and evolving workforce demands.
Volume: 14
Issue: 4
Page: 3211-3223
Publish at: 2025-08-01

IndoBART optimization for question answer generation system with longformer attention

10.11591/ijict.v14i2.pp478-487
Peter Andrew , Abba Suganda Girsang
The Incorporation of Question Answering system holds immense potential for addressing Indonesia’s educational disparities between the abundance of high school students and the limited number of teachers in Indonesia. These studies aim to enhance the Question Answering System model tailored for the Indonesian language dataset through enhancements to the Indonesian IndoBART model. Improvement was done by incorporating Longformer’s sliding windows attention mechanism into the IndoBART model, it would increase model proficiency in managing extended sequence tasks such as question answering. The dataset used in this research was TyDiQA multilingual dataset and translated the SQuADv2 dataset. The evaluation indicates that the Longformer-IndoBART model outperforms its predecessor on the TyDiQA dataset, showcasing an average 26% enhancement across F1, Exact Match, BLEU, and ROUGE metrics. Nevertheless, it experienced a minor setback on the SQuAD v2 dataset, leading to an average decrease of 0.6% across all metrics.
Volume: 14
Issue: 2
Page: 478-487
Publish at: 2025-08-01

The challenges of pre-calculus in times of change

10.11591/ijere.v14i4.30057
Maura A. E. Pilotti , Russina A. Eltoum , Hanadi M. Abdelsalam , Arifi Waked
Sustainable science, technology, engineering, and mathematics (STEM) education rests not only on gender equity in educational opportunities but also on the academic attainment of female students. In Saudi Arabia, women enrolled in engineering and computer science are both newcomers and a minority. The present study compared the performance of female undergraduate students in pre-calculus (a prerequisite for STEM programs) before and after the pandemic. It also examined changes in students’ perceived difficulty and value of pre-calculus, the stress experienced in it, and their determination to pursue STEM. In this study, pre-calculus performance declined after the pandemic. Furthermore, the course was perceived as more difficult and stressful, as well as less valuable. Nevertheless, students’ determination to continue in STEM was undeterred. After the pandemic, students reported mostly utilitarian motives for pursuing STEM degrees (i.e., career opportunities), and concerns about their ability to balance work and personal lives in STEM professions. The key challenge was a personal issue (i.e., balancing professional and personal lives) rather than a social issue (e.g., the persistent gender imbalance in STEM fields). These findings suggest that interventions supporting intrinsic motivation are key to students’ engagement and persistence in academic pursuits and thus to their ability to be academically and professionally successful in STEM.
Volume: 14
Issue: 4
Page: 3027-3041
Publish at: 2025-08-01

Psychological and pedagogical conditions for the formation of the image of the future special educator

10.11591/ijere.v14i4.33541
Gulshat Koshzhanova , Kairat Ibragim , Mukhamejan Tusseyev , Arzu Gurbanova
In contemporary educational paradigms, the formation of a positive image of teachers plays a crucial role in students’ learning. However, the psychological and pedagogical conditions that contribute to the formation of the professional image of teachers have not been sufficiently investigated. The use of innovative teaching methods and effective communication strategies, are key to improving the professional image of teachers and can significantly improve teacher training in higher education institutions. The objective of this study is to investigate the impact of psychological and pedagogical factors on the professional image of special educators, assess the effectiveness of innovative teaching methods in the training process of teachers. The study was experimental in nature and employed a mixed-methods approach, incorporating both quantitative and qualitative data collection methods, including interviews and surveys. The experiment involved 200 participants (180 students and 20 teachers), randomly selected from three universities in Kazakhstan. The results indicated that innovative teaching methods significantly improved teachers’ perceptions of their professional image, evidenced by an increase in the average score of participants from 68.5 to 85.4 (p<0.001). Data analysis also revealed a positive correlation between the teacher’s image and factors such as the use of interactive technologies and communication strategies.
Volume: 14
Issue: 4
Page: 3148-3161
Publish at: 2025-08-01

Evaluating electronic training programs in Jordanian universities in light of the Corona pandemic: a comparative study between public and private universities

10.11591/ijere.v14i4.32474
Eman Jamil Abdelrahman
This study aimed to evaluate the effectiveness of e-training programs in Jordanian universities during the COVID-19 pandemic, comparing public and private institutions. A descriptive-analytical approach was employed, utilizing both interviews and a questionnaire. The researcher developed a 20-item questionnaire and conducted interviews with faculty members to identify obstacles to e-training and suggest potential improvements. The study sample comprised 1,070 faculty members, with 765 from public universities and 305 from private universities. Additionally, intentional interviews were conducted with 50 faculty members. The results indicated that the overall effectiveness of e-training programs was rated as moderate, with no significant differences observed between public and private universities. The primary obstacle identified was insufficient funding for e-training, particularly during the pandemic. This study aims to assist university administrations in considering e-learning systems as effective alternative training methods. Furthermore, it seeks to explore new dimensions and skill sets for faculty members. Based on these findings, the research proposes strategies to enhance e-training, including improved budgeting and evaluation methods.
Volume: 14
Issue: 4
Page: 2812-2821
Publish at: 2025-08-01

Transforming early childhood education in Saudi Arabia: AI’s impact on emotional recognition and personalized learning

10.11591/ijere.v14i4.32660
Dalal Aldhilan , Shahid Rafiq
Artificial intelligence (AI) technologies are increasingly integrated into early childhood education (ECE) worldwide, promising to revolutionize learning experiences for young children. ECE in Saudi Arabia faces challenges in addressing diverse learning needs and fostering socio-emotional development. This qualitative study investigates the role of AI in enhancing emotional recognition, promoting socio-emotional development, and addressing associated challenges in the context of Saudi Arabian schools. A total of 55 ECE teachers in Jeddah were interviewed using purposive sampling, with data saturation achieved at 50 interviews. Themes emerging from the data highlight AI’s effectiveness in personalizing learning experiences based on individual needs and learning styles, fostering empathy and social interaction among children, and enhancing classroom management. Challenges identified include data privacy concerns, cultural adaptation of AI tools, and ensuring equitable access to technology. The study highlights the importance of comprehensive teacher training, ethical guidelines, and robust policy frameworks to support responsible AI integration in Saudi Arabian education. Implications for practice include enhancing educational practices through AI while emphasizing the human role of educators, and the need for ongoing research to inform future innovations in ECE.
Volume: 14
Issue: 4
Page: 2473-2486
Publish at: 2025-08-01

Improving algebraic problem-solving achievement of secondary level students by using graph-based visualization of three models

10.11591/ijere.v14i4.33347
Imdad Ali , Samiran Das
The study aims to investigate the algebraic problem-solving achievement (PSA) of secondary school students. The study is conducted to improve students’ algebraic PSA by using the graphical visualization of three models, which are integrated to analyze certain factors that contribute to algebraic PSA. The first model is constructed to analyze students’ intrinsic and extrinsic motivation in the prediction of algebraic PSA. The second model is constructed to analyze with the help of cognitive and affective self-concept. Also, the third model is constructed to analyze with the help of four factors, such as cognitive and affective self-concept, and intrinsic and extrinsic motivation. In this study, a descriptive survey design is used, in which 400 ninth-grade students are involved in the Morigaon District of Assam, India. The results of regression analysis in the first model explain 29.8% variance of algebraic PSA, the second model demonstrated that 64.9% variance of algebraic and the third model has highest 66.1% variance of algebraic PSA can be accounted by the linear combination of the four independent variables. The findings of this study can be utilized by secondary education institutions to improve students’ mathematical achievement as a whole.
Volume: 14
Issue: 4
Page: 3201-3210
Publish at: 2025-08-01

Practices and challenges of preservice teachers on flexible learning modality

10.11591/ijere.v14i4.33500
Leo L. Codilla Jr. , Jorelle R. Escote , Shenna H. Olavides , Ian S. Samosino
This study examined the level of the preservice teachers’ practices in terms of adaptability and time management and the extent of the challenges in terms of internet connectivity and learning environment on flexible learning modality in the post-pandemic time. The study further looked into the relationship between preservice teachers’ practices and their challenges. The study employed a descriptive-correlational approach to comprehensively understand the practices utilized by preservice teachers and the challenges they encounter in adapting to flexible learning modalities. The results reveal that the level of the practices the preservice teachers apply in flexible learning modality is high, and the extent of challenges is also high. Furthermore, the results indicate a significant relationship between the practices and preservice teachers’ challenges in flexible learning. This study contributes to the field of education by providing insights into the adaptability and resourcefulness of preservice teachers navigating flexible learning modalities in the post-pandemic context. Moreover, the findings gave educational institutions and policymakers a glimpse of possible support strategies to improve flexible learning frameworks.
Volume: 14
Issue: 4
Page: 2584-2592
Publish at: 2025-08-01

Transition to career for students with disability: lecturers’ readiness

10.11591/ijere.v14i4.31798
Syazwani Ahmad , Khairul Farhah Khairuddin
Career transition is a process of transition from school education to adulthood that involves various processes of needs, skills and knowledge to prepare students with disabilities to enter the world of work. However, the career transition program is not new, but there are still a few lecturers who do not understand the implementation of the program and lack preparation and knowledge in the management of the transition program. This study explores the readiness of lecturers in the implementation of career transition for students with special needs. A semi-structured interview session was conducted with six northern community college participants under the management of the special education department. Findings show that various factors influence the implementation of career transition management for students with disabilities. The knowledge of lecturers in managing career transition programs is still lacking. In addition, there are challenges in collaboration with stakeholders to understand the importance of the career transition of students with disabilities for future marketability. Finally, this study provides significant findings that need to be followed and used as reference material by other researchers in the future.
Volume: 14
Issue: 4
Page: 2869-2877
Publish at: 2025-08-01

Systematic literature review: future skills of teachers

10.11591/ijere.v14i4.32413
Nor Shamsidar Zainor , Mohd Isa Hamzah , Hafizhah Zulkifli
This systematic literature review (SLR) investigates the essential skills future teachers require to succeed in a rapidly evolving educational landscape, influenced by technological advancements and shifting pedagogical paradigms. It highlights the misalignment between the skills possessed by teachers and the demands of 21st-century education, which can result in teaching becoming irrelevant. Employing a qualitative approach in accordance with preferred reporting items for systematic reviews and meta-analyses (PRISMA) standards, this study analyzed two primary databases—Web of Science (WoS) and Scopus—alongside Google Scholar, focusing on empirical journal articles published in either Malay or English from 2019 to 2023. From an initial pool of 55,362 articles, only 14 were selected for analysis. The qualitative findings identified four key themes: i) digital technology skills; ii) communication skills; iii) lifelong learning skills; and iv) socioemotional skills. These insights emphasize the urgent need for teacher training programs to integrate these competencies into their curricula. By addressing these gaps, educational stakeholders can better equip teachers to meet the demands of 21st-century classrooms, ultimately enhancing educational outcomes and fostering student success. Future research should further assess the effectiveness of these training programs on teaching performance and student achievement.
Volume: 14
Issue: 4
Page: 2800-2811
Publish at: 2025-08-01

Scientific and methodological foundations of open educational platform employment in language teaching

10.11591/ijere.v14i4.33093
Raikhan Abnassyrova , Nazerke Mubarak , Khafiza Ordabekova , Zhanagul Turumbetova , Kuralay Mukhamadi
The objective of the research is to investigate the efficacy of these platforms in facilitating language acquisition, fostering student engagement, and personalizing learning experiences. A survey was conducted among 100 language teachers from higher educational institutions in Astana, Kazakhstan. The teachers were requested to evaluate the efficacy of open platforms in language instruction, taking into account factors such as student motivation, the individualization of learning, and the availability of resources. The research employed a descriptive design, utilizing a three-level response scale to collect data on the integration of the aforementioned platforms and the preparedness of educators to utilize them. The findings suggest that open platforms facilitate access to resources and enhance student motivation when integrated with interactive tools, such as GraphoLearn and Kahoot!. However, the study emphasizes the necessity for structured training to address the challenges encountered by educators in implementing these platforms effectively.
Volume: 14
Issue: 4
Page: 3315-3324
Publish at: 2025-08-01

The impact of school culture on the quality of education in Vietnamese teacher training colleges: a case study in the Red River Delta

10.11591/ijere.v14i4.32737
Vu Thi Quynh , Pham Ngoc Son
School culture is a system of beliefs, values, norms, habits, and traditions developed throughout the school’s evolution, recognized and followed by its members, and expressed in both material and spiritual forms. This unique identity shapes each educational institution. The school’s culture influences the behavior, attitudes, goals, and outcomes of its students. Based on the intrinsic nature and role of school culture, this study clarifies the correlation between culture and training quality in teacher training colleges in the Red River Delta, Vietnam. Through survey results, observations, and interviews, this research establishes a significant correlation between positive cultural elements and enhanced educational quality indicators, including student achievement, teacher satisfaction, and research productivity. Conversely, negative cultural aspects are found to adversely impact these indicators. The study emphasizes the vital role of school culture in shaping educational experiences and outcomes in Vietnamese teacher training colleges. Based on these findings, the research offers practical recommendations for fostering a positive school culture, thereby contributing to the improvement of teacher training quality in Vietnam.
Volume: 14
Issue: 4
Page: 3183-3192
Publish at: 2025-08-01

Rural science education during and beyond COVID-19: teachers’ strategies and prospects from a Philippine perspective

10.11591/ijere.v14i4.30446
Kristian Q. Aldea , Marites A. Dayawon
Distance learning during the COVID-19 pandemic challenged many aspects of the teaching and learning process. However, challenges with the virtual classes were arguably more intense in the rural areas of developing countries, considering technological and socio-geographic limitations. We argue that despite these limitations, rural areas provide opportunities (rural affordances), which may enhance teaching strategies. With the aim of expounding this perspective, we explored science teachers’ strategies derived from rural affordances (SDRA) and drawn teachers’ perceptions of learners’ engagement after the strategies’ intervention. Based on the results, three types of SDRA were utilized, namely: contextualization of educational materials for science activities (CEMSA), integration of citizen science in science activities (ICSSA), and integration of traditional knowledge in science activities (ITraKSA), wherein a significant learner engagement with the SDRA are perceived by teachers after the SDRA intervention. Prospects for the utilization of the strategies in post pandemic settings suggest their potential roles in future distance learning schemes as well as in face-to-face learning modality. A paradigm that outlines educational intervention may assimilate the advantages of the SDRA in science teaching. Science education may further communications with policy-makers and stakeholders for a curriculum that drives synergism between rural teaching strategies responsive to pedagogical limitations.
Volume: 14
Issue: 4
Page: 2846-2856
Publish at: 2025-08-01
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