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27,404 Article Results

SVM algorithm-based anomaly detection in network logs and firewall logs

10.11591/ijeecs.v38.i3.pp1642-1651
John Benito Jesudasan Peter , Nitin Rakesh , Puttaswamy Rekha , Tammineni Sreelatha , Velusamy Sujatha , Surulivelu Muthumarilakshmi , Shanmugam Sujatha
The purpose of many advanced forms of cyberattack is to deceive the monitors, and as a result, these attacks often involve several kinds, levels, and stages. Existing anomaly detection systems often examine logs or traffic for indications of attacks, ignoring any additional analysis regarding attack procedures. This is done to save time. For example, traffic detection technologies can only identify the attack flows in a general sense. Still, they cannot reconstruct the attack event process or expose the present condition of the network node. In addition, the logs kept by the firewall are significant sources of evidence; nevertheless, they are still challenging to decipher. This paper introduces support vector machine algorithm-based Anomaly detection (SVMA) in network logs and firewall logs to provide robust security against cyberattacks. This mechanism consists of three modules: preprocessing, feature selection and anomaly detection. The genetic algorithm (GA) selects the better feature from the input. Finally, the support vector machine (SVM) isolates an anomaly powerfully. The investigational outcomes illustrate that the SVMA minimizes the required time to select the features and enhances the detection accuracy.
Volume: 38
Issue: 3
Page: 1642-1651
Publish at: 2025-06-01

ClearNet: auto-encoder based denoising model for endoscopy images

10.11591/ijeecs.v38.i3.pp1990-2000
Vikrant Shokeen , Sandeep Kumar , Vidhu Mathur , Amit Sharma , Indrajeet Gupta , Parita Jain
Gastrointestinal (GI) endoscopy images play a crucial role in the detection and diagnosis of diseases within the digestive tract. However, the development of effective computer vision models for automated analysis and denoising of endoscopy images faces challenges arising from the diverse nature of abnormalities and the presence of image artefacts. In this work, the utilization of an encoder-decoder network for denoising GI endoscopy images using the HyperKvasir dataset has been analyzed. This approach involves training a custom encoder-decoder model on this extensive multiclass endoscopy image dataset and assessing its performance across 23 prevalent classes of digestive tract issues. Here experiments showcase the model’s ability to learn robust visual representations from endoscopic data, enabling accurate disease prediction. The achieved promising results highlight the potential of encoder-decoder architectures as a foundational framework for computer-aided endoscopy analysis with a specific focus on denoising applications. Our model manages to increase the peak signal-tonoise ratio (PSNR) of original-noisy pair from 19.118954 to 69.892631 for original-reconstructed pair showcasing almost perfect reconstruction.
Volume: 38
Issue: 3
Page: 1990-2000
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

Enhancing educational outcomes using AlAfnan taxonomy: integrating cognitive, affective, and psychomotor domains

10.11591/ijere.v14i3.33147
Mohammad Awad AlAfnan
Following the introduction of AlAfnan’s taxonomy of educational objectives, this study offers a framework for educational development encompassing cognitive, affective, and psychomotor domains essential for nurturing well-rounded learners. The cognitive domain emphasizes knowledge acquisition, critical thinking, ethical reasoning, practical application, creativity, and lifelong learning skills. It prepares students to analyze, synthesize, and evaluate information effectively, fostering intellectual depth and adaptability in navigating complex challenges. The affective domain focuses on emotional intelligence, creativity, resilience, collaboration, and visionary thinking. By cultivating these attributes, educators create a supportive environment that encourages self-awareness, empathy, and ethical decision-making. This domain prepares students to excel academically and contribute meaningfully to society, emphasizing holistic personal development alongside academic achievement. The psychomotor domain enhances sensory perception, cognitive-motor integration, feedback responsiveness, creative motor expression, precision, and leadership through physical action. It equips learners with practical skills and dexterity, enabling them to effectively apply theoretical knowledge in real-world contexts. This domain emphasizes hands-on learning experiences that promote mastery, innovation, and leadership in various fields. The study emphasizes that integrating AlAfnan’s taxonomy into educational practices requires strategic alignment of instructional methods and assessment approaches tailored to each domain’s objectives. Educators are encouraged to utilize inquiry-based learning, collaborative projects, experiential activities, and reflective practices to foster comprehensive skill development across all learning styles. This shall foster students’ intellectual curiosity, emotional resilience, and practical competence. This framework promotes a balanced educational approach that prepares learners to thrive in diverse professional settings and contribute actively to global challenges.
Volume: 14
Issue: 3
Page: 2419-2437
Publish at: 2025-06-01

Addressing the challenges of overweight and obesity: strategies for promoting a healthier future

10.11591/ijphs.v14i2.24677
Irfan Chaudhuri , Md. Shahidul Islam
The prevalence of overweight and obesity among over 1 billion people worldwide constitutes a major public health concern. There is an increased risk for the onset of noncommunicable diseases such as type 2 diabetes, cardiovascular diseases, and various types of cancer, while productivity and life quality are diminished. The social, environmental, and behavioral influences on obesity and overweight can be mitigated through targeted interventions, as these conditions are largely avoidable. This study explores the latest findings on the causes, consequences, and remedies for overweight and obesity, with a global perspective. Additionally, it outlines several effective measures and strategies that have been put into place or are being considered in various contexts, including financial constraints, marketing limits, primary healthcare options, and school-based initiatives. To change the obesity epidemic and promote healthy eating and active living for everyone, the research calls for immediate action and a useful strategy that promotes healthy eating and diet, increased physical exercise, and modifications to environmental elements.
Volume: 14
Issue: 2
Page: 936-950
Publish at: 2025-06-01

TPACK-universal design for learning for Malaysian intellectual disability education: low-high tech integration

10.11591/ijere.v14i3.31801
Rosnani Saini , Zaimuariffudin Shukri Nordin , Mohd Hafizan Hashim , Mohamad Taha Abol
The integration of technological pedagogical content knowledge (TPACK) and universal design for learning (UDL) in special education remains challenging, particularly for intellectual disabilities (ID) learners in East Malaysia. This study investigated how special education teachers utilize technology tools and integrate UDL principles with TPACK frameworks to support ID learners, addressing the need for inclusive education aligned with sustainable development goal 4 (SDG 4). Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis from four purposively selected special education teachers in two East Malaysian secondary schools offering special education integration programs (SEIP). Thematic analysis revealed three key findings: i) low technology supports for accessibility and engagement; ii) high technology integration for personalization and empowerment; and iii) integrating of TPACK and UDL principles challenges due to limited understanding and resource constraints. The study concluded that while teachers show commitment to technology use, there is a pressing need for targeted professional development to enhance TPACK and UDL competencies. These findings align with SDG 4’s focus on quality education for all, emphasizing how enhanced teacher training and effective technology integration can significantly improve the quality and inclusivity of education for ID learners.
Volume: 14
Issue: 3
Page: 2099-2106
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

Validation of principal’s innovation leadership scale using factor analysis in Malaysian school context

10.11591/ijere.v14i3.30397
Dayang Rafidah Syariff M. Fuad , Khalip Musa , Mat Rahimi Yusof , Bernard Swart , Ting Pick Dew , Goh Kok Ming , Amrina Rosyada Abdullah
This study addresses the need for a standardized tool to assess innovation leadership in secondary education. Despite its importance, no established instrument exists for evaluating and developing innovation leadership among school administrators. The principal innovation leadership scale (PILS) was developed and validated to bridge this gap. The process involved a literature review, expert consultations, and an initial 58-item pool. Exploratory and confirmatory factor analysis (CFA) refined the scale to 18 items across five dimensions, demonstrating strong model fit (comparative fit index (CFI)=0.957, root mean square error of approximation (RMSEA)=0.080, incremental fit index (IFI)=0.958, normed fit index (NFI)=0.947, Tucker-Lewis’s index (TLI)=0.90). The fitted model indicated a satisfactory fit, confirming that the five latent constructs effectively measure the observed variables in the questionnaire. The PILS offers a standardized tool for assessing innovative leadership among school leaders, enabling targeted improvement strategies and informing professional development programs. This study significantly contributes to the discourse on innovation leadership in education by providing a valuable instrument for evaluating and enhancing school leadership practices.
Volume: 14
Issue: 3
Page: 1790-1803
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

Examining the research and academic writing needs of preservice elementary teachers: a mixed-methods study

10.11591/ijere.v14i3.29888
Bonjovi Hassan Hajan , Abubakar Jaddal Radjuni , Alhisan Utoh-asim Jemsy
In teacher education, research plays a central role in the preparation and professional development of preservice teachers. Preservice teachers’ knowledge of research and their academic writing skills serve as a pathway for successfully completing a research project. This sequential-explanatory mixed methods study was conducted to provide an in-depth understanding of the preservice elementary teachers’ needs on research and academic writing. A total of 80 preservice elementary teachers participated in the study. Data were collected online using a structured questionnaire and an interview guide. Drawing from both the quantitative and qualitative analyses, a multitude of the participants’ research and academic writing needs were uncovered. On the research component, the participants’ needs encompassed a wide range of areas, including knowledge of research methodology, access to quality data, expert support, among others. As for the academic writing, the participants’ needs varied from language use, structure and mechanics to the writing process. Based on the findings, the study outlines practical implications useful for teaching research writing within the context of teacher education.
Volume: 14
Issue: 3
Page: 2070-2078
Publish at: 2025-06-01

Designing a computational thinking module for STEM teachers: a design and development approach

10.11591/ijere.v14i3.32540
Sanura Jaya , Rozniza Zaharudin , Parvinder Singh s/o Amar Singh
This study investigates the necessity of computational thinking (CT) skills integration among science, technology, engineering, and mathematics (STEM) secondary school teachers, focusing on the development of the McodE pedagogical module for the topic of heat in solar still projects. Utilizing a design and development research (DDR) approach, the research aimed to design and develop a CT module tailored to enhance teachers’ pedagogical strategies in solar still project. The case study was employed with 32 STEM secondary school teachers, through purposive sampling participated in the study based on their experience in integrating technology into pedagogy. A pre-test and post-test design was employed during a two-day workshop to assess the participants’ CT skills before and after the intervention. An additional open-ended interview was conducted among three teachers to support the quantitative data. The results revealed significant improvements in various aspects of CT application. The findings demonstrated substantial increases in teachers’ abilities to integrate CT into their teaching practices. The mean for pre-test score was 43.25, which significantly increased to 67.37 in the post-test, indicating a marked enhancement in CT skills. The t-test statistics for the pre-test (t=31.04, df=31, p<.001) and post-test (t=49.94, df=31, p<.001) confirmed a highly significant differences between the pre-test and post-test scores. The open-ended interview also showed the strong interest and necessity of the CT module among the respondents. The study concludes that there is a critical need for CT module among STEM teachers to better prepare students for the demands of modern STEM education.
Volume: 14
Issue: 3
Page: 2197-2206
Publish at: 2025-06-01

Predictive modeling of electric vehicle loads through driving behavior analysis

10.11591/ijeecs.v38.i3.pp1431-1439
Debani Prasad Mishra , Rudranarayan Pradhan , Saksham Singh , Anurag Singh , Ayush Kumar , Surender Reddy Salkuti
Electric vehicles (EVs) can potentially be integrated into microgrids via vehicle-to-grid (V2G) technology, which enhances the energy system's stability and durability. This paper provides an in-depth examination and evaluation of V2G integration in microgrid systems. It analyses the present state of research as well as possible uses, challenges, and directions for V2G technology in the future. This article addresses the technological, economic, and regulatory aspects of implementing V2G and provides case studies and pilot projects to shed light on potential benefits and barriers associated with its adoption. The research highlights how V2G contributes to more efficient integration of renewable energy sources, grid stabilization, and cost savings for EV owners. It also addresses the latest developments in technology and proposed laws aimed at encouraging growing applications of V2G.
Volume: 38
Issue: 3
Page: 1431-1439
Publish at: 2025-06-01

Evaluating the influence of climate change knowledge on intention towards pro-environmental behavior

10.11591/ijere.v14i3.32173
Mee Yeang Chan , Lilia Halim , Nurfaradilla Mohamad Nasri
Pro-environmental behavior is essential for mitigating climate change, with climate change knowledge often considered a prerequisite for fostering intentions toward such behaviors. However, the specific types of climate change knowledge that most effectively promote pro-environmental behavior remain unclear, indicating a need for further investigation. This survey was conducted among 308 randomly selected Form Two students (average age 14) to respond to a questionnaire consisting of 24 items. The study aimed to explore the relationship between various types of climate change knowledge and students’ intention to engage in pro-environmental behavior. Using SPSS version 25.0 software, both descriptive and inferential analyses (correlation and multiple regression) were conducted. Findings revealed that students had the highest level of knowledge regarding mitigation actions, followed by knowledge of the causes and impacts of climate change respectively. All three types of knowledge were significantly and positively correlated with the intention to engage in pro-environmental behavior. Regression analysis showed that students’ knowledge on mitigation actions influence the most to the intention compared to the other types of climate change knowledge. The study recommends enhancing students’ understanding of the causes of climate change, which could, in turn, improve their knowledge of impacts and better guide their mitigation actions, ultimately fostering higher levels of pro-environmental behavior.
Volume: 14
Issue: 3
Page: 1567-1576
Publish at: 2025-06-01

A modified learning by design approach to support preservice teachers’ technology integration into teaching

10.11591/ijere.v14i3.32507
Tang Junhong , Jia Wei Lim , Meng Yew Tee
Integrating technology into instructional practices continues to pose a substantial challenge for preservice teachers, a challenge that has not been sufficiently addressed by existing teacher education programs. This study seeks to bridge this gap by implementing, evaluating, and refining a modified learning by design (mLBD) approach through a two-cycle design-based research (DBR) methodology. The research was conducted with 27 preservice teachers in the first cycle and 29 in the second cycle. Data were collected through semi-structured interviews, group lesson plans, micro-teaching sessions, peer feedback, and group discussions. The content analysis and constant comparative analysis identified two key impediments to effective technology integration: i) a superficial understanding of teaching methods and approaches and ii) a lack of targeted instructional guidance. Conversely, three facilitating factors were found to support preservice teachers’ technology integration: i) a deep understanding of teaching methods and approaches; ii) targeted guidance from the instructor; and iii) authentic experiences in collaborative curriculum design and redesign. These findings suggest that the mLBD approach offers valuable insights for enhancing teacher education programs’ capacity to support preservice teachers in effectively integrating technology into their instructional practices.
Volume: 14
Issue: 3
Page: 2079-2087
Publish at: 2025-06-01

Evaluating the effectiveness of intervention on professional and pedagogical skills among prospective physics teachers

10.11591/ijere.v14i3.31864
Dian Artha Kusumaningtyas , Moh. Irma Sukarelawan , Muhammad Syahriandi Adhantoro , Wahyu Nanda Eka Saputra
This study evaluates the effectiveness of a targeted intervention designed to enhance the professional and pedagogical skills of prospective physics teachers, addressing a key gap in teacher education. The research involved an experimental group that received the intervention and a control group that did not. The research subjects in the experimental and control groups were 120 each. To rigorously assess the impact, Whitney and Wilcoxon’s statistical tests were employed to compare pretest and posttest outcomes. Additionally, Wright map analysis was used to visualizes kill development. The results revealed a significant improvement in the professional and pedagogical skills of the experimental group compared to the control group, as indicated by Mann-Whitney test (U=1274.500, p<0.05 and U=421.500, p<0.05). The Wright map analysis further demonstrated that the experimental group experienced more consistent and substantial gains in pedagogical skills. This study contributes to the field by demonstrating the effectiveness of interventions in improving the skills of prospective physics teachers, offering educational policy recommendations, and filling important gaps in the literature. Moreover, it emphasizes the critical role of ongoing evaluation in the continuous development of teacher training programs. By addressing these areas, this research provides valuable insights that can inform the design and implementation of more effective teacher training strategies.
Volume: 14
Issue: 3
Page: 2290-2303
Publish at: 2025-06-01
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