logo logo European Journal of Educational Research

EU-JER is a leading, peer-reviewed research journal that provides an online forum for studies in education by and for scholars and practitioners worldwide.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS

' graphical programming' Search Results



HOTS-AEP: Higher Order Thinking Skills from Elementary to Master Students in Environmental Learning

environmental learning higher order thinking skills hots-aep students

Ilmi Zajuli Ichsan , Diana Vivanti Sigit , Mieke Miarsyah , Ahmad Ali , Wiwin Pramita Arif , Trio Ageng Prayitno


...

Environmental learning in the 21st century requires students to have Higher Order Thinking Skills (HOTS). The purpose of this study was to measure HOTS students using Higher Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The research method used in this study was descriptive method with a total sample of 248 students consisting of Elementary School (ES), Junior High School (JHS), Bachelor Program (BP), and Master Program (MP). The results showed that students overall have a very low HOTS category. HOTS scores scale of 0-100 on ES (22.3) are still higher than JHS (20.2). Whereas at the university level, BP scores (19.9) are lower than MP (21.4). This showed that learning must be oriented towards increasing HOTS through various media development learning, learning materials, learning models, and strategies. This study concludes that the HOTS score of students was still very low and needs to be improved.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.8.4.935
Pages: 935-942
cloud_download 3721
visibility 6156
59
Article Metrics
Views
3721
Download
6156
Citations
Crossref
59

Scopus
74

...

The main objective of this research was to study the effects of instructional management models and nominal variables on the development of students’ creative thinking. The researchers used the research synthesis of 400 studies on the development of students' creative thinking by a meta-analysis of research according to Cohen. The meta-analysis results revealed that the average effect size of the instructional management model (d = 3.43; [3.10, 3.17]) was positive and had a very high effect size with statistical significance. The most significant influence on the creative thinking development model was creative development theory (d = 4.217; [3.32, 5.11]). In addition, effect sizes varied with the attribute variables of the research, particularly the attribute variable of the research on instruction with the highest effect consisted of research with the focus on language, at the primary level, applied Torrance's creativity theory, designed between one to six lesson plans. Moreover, there was less than one hour per plan, the instructional period including the experiment conducted more than 31 hours and there were four weeks of instruction. In addition, there were six steps for instruction, there had quiz as an assessment tool, number of exams varied between 30 and 39 questions, and knowledge sheets were used as instructional materials. In the context of the meta-analysis, the findings indicated that the teachers should apply creative development theory in developing the students’ creative thinking for more effective instructional management.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.11.4.2069
Pages: 2069-2085
cloud_download 745
visibility 2256
3
Article Metrics
Views
745
Download
2256
Citations
Crossref
3

Scopus
4

Effect of Computer Based Test on Motivation: A Meta-Analysis

computer-based test meta-analysis motivation r studio

Achmad Rante Suparman , Eli Rohaeti , Sri Wening


...

This meta-analysis study investigates the effect of computer-based tests on motivation. The random effect model is the basis for calculating the summary effect, and it is found that the 30 articles obtained through the PRISMA method, which consist of four parts, namely identification, screening, eligibility, and included, can be generalized. Data analysis was performed using R studio and OpenMEE. Based on the research results, the p-value <.05 was obtained, so it was concluded that using a computer-based test significantly affected motivation. In the moderator analysis, it was found that computer-based tests were most effective for intrinsic motivation for the motivation variable, university students for the participants variable, and the country of Iran for the region variable. Evaluation of publication bias using the funnel plot and regression method shows no publication bias, proving that the 30 articles analyzed represent all existing studies on computer-based tests.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.12.4.1583
Pages: 1583-1599
cloud_download 803
visibility 2106
0
Article Metrics
Views
803
Download
2106
Citations
Crossref
0

Scopus
2

...

This study investigates the effectiveness of scaffolded game development activities in enhancing computational thinking (CT) skills among young learners using a graphical programming environment. While prior research highlights the value of block-based programming in CT education, few studies explore how structured scaffolding supports learners in completing full game projects. Grounded in Vygotsky’s Zone of Proximal Development and Wing’s CT framework, this study involved 310 participants aged 10 to 15, including their teachers, in a tiered sequence of programming tasks using mBlock programming platform. Learners progressed from basic to more complex programming constructs, namely, loops, conditionals, variables, and debugging, which are included in the development of a complete Pac-Man or Snake game. Quantitative results demonstrated significant improvements in CT skills across all age groups. Qualitative data revealed increased learner engagement, reduced programming anxiety, and enhanced interest in computational problem-solving. The findings suggest that scaffolded game development is a promising strategy for early CT instruction, offering both cognitive and affective benefits. This work contributes to current literature by demonstrating how structured support and creative programming tasks can jointly promote CT proficiency and learner motivation in foundational computing education.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.14.4.1137
Pages: 1137-1149
cloud_download 24
visibility 46
0
Article Metrics
Views
24
Download
46
Citations
Crossref
0

Scopus
0

...