This review explores research into the effects of collaborative learning interventions on critical thinking, creative thinking, and metacognitive skill ability on biological learning. The search was conducted from 2000 to 2021. We found 36 critical thinking studies, 18 creative thinking studies, and 14 metacognitive skill studies that met the criteria. The results showed that collaborative learning influences large categories (ES=4.23) on critical thinking, influences large categories (ES= 7.84) on creative thinking, and influences large categories (ES= 8.70) on metacognitive skill. The study's findings show that collaborative learning interventions have the highest impact on metacognitive abilities. Based on these findings, we provide insights for education research and practitioners on collaborative learning interventions that seem to benefit the empowerment of high levels of thinking at various levels of education to be combined with various other interventions in the future. The type of intervention, level of education, materials used, and study quality criteria were included in the study.

Systemic thinking skills are an increasingly important aspect of contemporary life for all students. Therefore, the first aim of the present study was to investigate the relationship between systemic thinking skills, epistemological beliefs, and mathematical beliefs in a sample of 120 secondary school students aged 16-18 years in Saudi Arabia. The second objective was to examine gender differences in these three variables. Participants answered scales measuring the Systemic Thinking Inventory (STI) and the Mathematical Beliefs Scale (MBS) created by the researcher. Additionally, participants answered the Epistemic Belief Inventory (EBI). Results showed a positive correlation between systemic thinking skills, epistemological beliefs, and mathematical beliefs. In addition, significant differences were found in favor of men on the systemic thinking skills on the holistic vision of the system and systemic synthesis skills subscales and females on the systemic analysis subscale. Significant differences were found in epistemological beliefs. A particular difference was innate knowledge and omniscient authority in favor of males, simple knowledge, certain knowledge, and rapid learning in favor of females. In addition, differences were found for mathematics teacher competence and self-efficacy beliefs in favor of males and the usefulness of learning mathematics, difficulty in mathematics, and enjoyment of mathematics in favor of females. The results are discussed in light of the relevant literature, and suggestions are made.

Learning activities are conducted to help students achieve optimal academic achievement. This research aims to optimize student academic achievement through a learning process that integrates comprehensive formative assessments, including formative tests, self-assessment, peer assessment, and the initiator of creating summaries or concept maps that are given to students in a structured manner at the end of every lesson. The research method used was a quasi-experimental method with a 2x2 factorial design. Students enrolled in the biology education program of the basic physics course for the 1st semester of the 2019 academic year participated in this study. The participants were 66 undergraduate students divided into two classes. Thirty-four students in the experimental group were in class A, while 32 students in the control group were in class B. Data were collected using a learning outcome test instrument to measure academic achievement, which was tested at the end of the semester. Data were analyzed using a two-way ANOVA. This study concluded that a learning process that includes comprehensive formative assessment significantly affects students' academic achievement. These findings support the theory that formative assessment provides feedback, correction, and improvement in student learning.

Learning evaluation is a complex task, and this study illustrates the Constructive Assessment of Learning as a complementary alternative to evaluate the computational cognition schema construction. The authors designed a mental representational task under the Chronometric Constructive Cognitive Learning Evaluation Model. Control and experimental groups performed a conceptual definition task based on the Natural Semantic Network technique (NSN). They defined ten target concepts related to computational cognition theory, using verbs, nouns, and adjectives as definers. Afterward, the participants rated the conceptual quality of each definer one by one, on a scale of one to ten; the higher the rating, the greater the quality of the definer to define the target concept. The results indicate that the NSN technique was sensitive to measuring and discriminating cognitive changes in knowledge structures produced by the specific learning of computational cognition theory. In contrast, the learning of broad psychology subjects produced general cognitive changes without organization related to the specific learning of the evaluated course. Data showed more sophisticated cognitive change patterns on the evaluated schema in the experimental group than in the control group. The findings of this study suggest that cognitive assessment techniques can be helpful in the formative assessment of learning and provide clear indicators of students' knowledge management skills.

Education for all and education equality has been an important issue to be payed attention to, especially in the rural areas in Indonesia. Education in rural areas is very underdeveloped due to the lack of the equitable distribution of education services. The main factors behind this problem are the pedagogic competence of teachers and inadequate infrastructure. These factors have a direct impact on the digital literacy of students in rural areas, even though digital literacy is very important in the era of the industrial revolution 4.0. This research is a development research that is aimed at developing a valid, practical and effective Lesson Study (LS)-based smart teaching model. The study was conducted at a junior high school in Jeneponto Regency, South Sulawesi, Indonesia. The results showed that the LS-based smart teaching model developed was valid, practical, and effective to promote students' digital literacy. The development of this teaching model is expected to improve the quality of educators' pedagogic competence in teaching and be able to form educators' creative innovations that can directly have an impact on improving the quality of learning in the classroom.

The current study investigates the psychometric characteristics of the Social Support Scale as an instrument for assessing social support for academics. The original version of the scale was adapted and translated into Indonesian and was administered to academics in Indonesia through a google form. The data were then analyzed to investigate the reliability, construct validity, and structure of factors of the instrument. Confirmatory factor analysis confirms that the three-dimension model was the best model regarding the internal structure. Our findings also advocate the Social Support Scale as a valid and reliable tool for assessing social support in Indonesian academics. Thus, it can be employed to examine lecturers’ social support level which helps the universities to build a supportive working climate, as well as improve the relationship quality between employees.

In the future, vocational students will face all changes and developments in technology and information. In this context, students' digital literacy skills need to be trained to adapt to the demands of the world of work. This article aims to present the results of a study on factors that can improve the digital literacy practice for vocational students as a roadmap for digital learning in the current era. The sampling technique used purposive random sampling of 8 Vocational Schools in East Java Province, Indonesia. The number of respondents in this study amounted to 355 second-year students. The study has found that online learning, motivation, and technology introduction are influenced by students' digital literacy practices, while teacher readiness and infrastructure must be mediated by online learning. The findings in this study indicate that collaboration from various parties is needed from teachers, school administrators, and policymakers in planning learning that focuses on students' digital abilities.

Although the central role of classical mechanics in physics teacher education is undisputed, divergent interests and perspectives from different disciplinary cultures might exist when thinking about how to best support pre-service teachers' professional development. In this article, we report the results of an exploratory mind map study to investigate which classical mechanics topics are regarded essential for physics teacher education according to N = 29 experts from different physics disciplines. The participants’ mind maps were analyzed using a category system and frequency analysis was applied. The results hint at similarities and differences in terms of key topics to be addressed in physics teacher education on classical mechanics according to experts from different physics disciplines, e.g., in terms of the depth of mathematics considered relevant for physics teacher education.

In recent years, educational robotics has gained ground in educational policy around the world, and primary education is no exception. However, there has not yet been a thorough synthesis of methodologically appropriate empirical research on the effects of robotics upon cognitive performance among primary school students, which this paper attempted to do. Following literature screening, a total of eight studies published between 2018 and 2022 with a sample size of 567 children met inclusion criteria and were meta-analyzed. Resultantly, a medium aggregate effect size in favor of robotics experiments emerged (standardized mean difference of .641), which was significantly higher compared to non-robotics learning (p <.01). No between-study heterogeneity was detected. Subgroup analysis revealed a slightly larger overall effect for interventions on first- to third-graders rather than those in grades 4-6. Additionally, the analysis indicates that in order to enhance cognitive abilities in primary students, robotics interventions should be no longer than four weeks and involve robot construction. Based on the findings, implications, and suggestions are outlined for future research and practice.

Advertising or promotion management analyses, plans, and monitors programs to create target market exchanges and achieve institutional goals. Early childhood education (ECE) is an educational institution needing advertising management. This study examines the implementation of ECE advertising management in terms of challenges, opportunities, and developments. This study showed two major areas: 1) practitioners were more innovative and creative in using technology to develop advertising management, and 2) the educational institution got better recognition from society, especially parents. This study uses the literature study method, assisted by the publish perish application, to find reference sources related to educational advertising management for ECE. The study showed that the ability of schools and teachers to provide services based on consumers’ demands influenced the implementation of organisational advertising management challenges. Meanwhile, advertising management developments were sometimes affected by the actions of the advertising media. Social media informed consumers about the institution without spending more money and effort.

This study aimed to explore the implementation and impact of the Flipped Learning Model (FLM) and STEM Approach in elementary education. The advancement of technology and the Covid-19 pandemic has increased the importance of e-learning, including in elementary schools. The literature review analyzed 193 academic works published in the past six years using NVivo, Mendeley, and VOSviewer software. The validity of the data was verified through the analysis of five online databases. The results showed that STEM research has been well-developed with innovative approaches that improve learning outcomes, while FLM research in elementary schools is limited. The study suggested that combining FLM with STEM Approach (FLM-SA) can optimize learning in the technological era. By integrating FLM-SA, students can engage in active learning experiences in class and acquire fundamental knowledge outside of class, offering a solution to e-learning challenges. The study emphasized the strong connection between FLM and STEM Approach and how they can support each other to enhance student learning.

The objective of this study is to create a tool for evaluating teachers’ effectiveness in boarding schools. Planning and preparation stages, instrument testing, and measurements were used in this study to implement research on the creation of the Mardapi model instrument. In order to generate instrument items, the planning and preparation stage tasks included a literature assessment of teacher performance appraisal manuals. Data were gathered utilizing documentation approaches, and descriptive and qualitative analysis was performed. Six specialists validated the built instruments, which were subsequently put through limited testing at two boarding schools and extensive trials at nine boarding schools in Surakarta residency area. The Aiken formula was used to examine the expert’s evaluation data, and confirmatory factor analysis was used to analyze the test results. The results of this study indicate that the instrument for assessing teacher performance in boarding schools meets the validity criteria. This is indicated by the existence of loading factor values ranging from .51 to .72 (>.4) and t-sign values ranging from 4.75 to 9.25 (>1.96) and meeting the requirements of a fit model since Chi-square = 1307.95 < 2524 (2*df), p-value = .17956 (>.05), and RSMEA value = .014 (<.08). The instrument items are reliable assessment packages, and this is shown by the reliability value of omega .967 > .70. Because there is a guarantee of validity and reliability, the test can be used to further assess teacher performance in boarding schools.

Online learning has become increasingly popular, making the learning process more attractive. One of the most popular learning media is artificial intelligence (AI). However, students do not accept this technology at all. Therefore, this study examined the factors influencing accounting students' acceptance of AI in learning. The survey was conducted with 147 higher-education students who use AI as a learning medium. The data were analyzed using SmartPLS 4.0 with the partial least square approach. The results showed that perceived usefulness influenced behavioral intention to use and satisfaction. However, perceived ease of use was only significant for satisfaction. Similarly, perceived confidence must be consistent with intention. Although it may influence perceived usefulness, other constructs, such as AI quality and personal innovativeness, can increase students' perceptions of the benefits and convenience of adopting AI in learning. Thus, this study contributes to the development of the technology acceptance model (TAM) and the information systems success model and is helpful to scholars, especially in applying AI in learning. They need to pay attention to the quality of AI, such as the accuracy of the information produced. Thus, the need to control the information from the AI only serves as a reference without requiring you to trust it completely.

Teacher well-being has gained significant prominence in academic publications indexed by Scopus in recent years. This study employs rigorous bibliometric analysis to trace the evolution of teacher well-being literature, examining 326 relevant publications from 1995 to 2022. Our findings reveal two crucial inflexion points in 2013, driven by the global economic downturn, and 2020, propelled by the widespread repercussions of the COVID-19 pandemic, including teacher unemployment. These inflexion points underscore the real-world events' profound impact on academic discourse in teacher well-being. Traditionally, authors from the United States, Australia, and the United Kingdom have shaped this discourse. Dutch scholars have also gained recognition, accumulating substantial citations. This paradigm shift is paramount as emerging nations like Iran, Ireland, China, and Austria increasingly contribute, challenging the dominance of Western authors. This shift underscores the evolving dynamics of scholarly contributions in teacher well-being research, emphasizing the need for a more diverse and inclusive academic dialogue. This study provides a panoramic view of the trajectory of teacher well-being research, shedding light on the interplay between global events and scholarly responses. It highlights nations' evolving roles in shaping this discourse, acknowledging established influences while recognizing the contributions emerging from voices in the field. These findings enrich the global dialogue surrounding teacher well-being and offer insights into the dynamic forces shaping this vital field of study, compelling the academic community to adapt, diversify, and foster a more inclusive conversation on teacher well-being.

Momentum-impulse requires critical thinking skills, and teaching should be encouraging for students. Critical thinking skills can be fostered through inquiry-based learning. During the COVID-19 pandemic, familiar learning media were used for students. Therefore, it is necessary to develop creative learning media. This developmental research aimed to create a momentum-impulse e-book based on inquiry supported by infographics (MIB -In-graph) to enhance students' critical thinking skills. The developmental model was a 4D model with field testing, i.e., a pretest-posttest control group design with three classes. Descriptive analysis showed that MIB-In-graph, an Android application, received a good average rating in content, worksheets, and forms. Students’ responses were very positive. Mixed design ANOVA showed that the mean score of students’ critical thinking skills increased significantly from the pretest to the posttest in each class and students’ critical thinking skills in the experimental class was more salient than control class 1 and control class 2. The highest difference in mean scores was in the experimental class. The differences were influenced by various factors such as learning approaches, media use, pictures, and collaboration.

The central focus of this study is exploring the potential of Artificial Intelligence (AI) Chatbots in enhancing digital dialogue for students. The study investigates the key attributes of Chatbots that can contribute to the feasibility of facilitating digital dialogue to improve students' communication skills through discussions and dialogues. The study employed a descriptive method using a questionnaire to gather the perspectives of 35 educational experts on the use of AI Chatbots in digital dialogue skills. This study revealed that using AI Chatbots plays a crucial role in enhancing digital dialogue skills and can be effectively integrated into instructional practices to facilitate meaningful dialogue among students. Finally, the study recommends that educational technology specialists leverage new technologies, such as Al Chatbots to help improve student performance and facilitate digital dialogue in education.

Today's college students relate directly to the information through which they learn. They are the ones who detect the information they need, search and evaluate it, and also use it to develop academic projects. Information literacy programs have increased in universities to support the development of these skills to students. The aim of this study was to provide an instrument that allows the measurement of information competency in higher level students and generate evidence of its validity and reliability. The Information Management Brief Inventory (IMBS) was developed, which consisted of 16 Likert type items. IMBS was applied to a sample of 1,937 students from a public university in northern Mexico. For the evaluation of the construct validity and identification of the factor grouping of the items, an exploratory factor analysis (EFA) was carried out. Confirmatory factor analysis (CFA) was carried out to explore the goodness of fit of the model. It was found that the 16 items were grouped into three factors: information management, access to information and information ethics. The psychometric properties of IMBS were adequate.

Higher education institutions have focused their efforts on promoting research seedbeds as a strategy for formative research. In this regard, the impact of such a strategy remains unknown due to the lack of models that enable its evaluation. Therefore, this study aimed to design an evaluation model for the academic productivity of research seedbeds based on the available evidence in the literature. To achieve this, a systematic review was conducted following the PRISMA model, analyzing 53 documents including articles, book chapters, and conference proceedings from the SCOPUS, ProQuest, Jstor, Scielo, and ScienceDirect databases. The results identified indicators that allowed for the design of a model based on six constructs: research training, institutional capabilities, bibliographic production, innovation and development, social appropriation of knowledge, and human resource training. It was concluded that the indicators evaluating research seedbeds seek greater scientific development involving students and improving the quality of research products, which directly impacts the institutional research mission.

STEM education is an irreplaceable movement of educational systems across the globe in the 21st century. Both Pre-K, K-12, and higher education institutions consider STEM as an innovative approach to integrate and reform the teaching and learning processes. The purpose of this paper is to examine the development of studies on STEM in the Early Childhood Education context from 1992 to 2022. We investigated a dataset of 308 scholarly works from the Clarivate Web of Science database and figured a diversified collection of research focuses on topics such as children’s readiness, outcomes, teachers’ competency in designing and implementing STEM activities, and the role of computational thinking and robotics. The findings of this paper revealed the dominant contribution of researchers from the USA regarding research quantity and impact, as well as their collaborations with researchers from Western countries. In addition, we also figured out the top influencing authors, documents, and journals as a suggestion for scholars who are new to this topic. However, we would like to note that our findings depended on the quality of the imported database from the WoS system, which covers top-tier journals only.

This research aimed to explore the influence of a robotic program using the robot kit "RoboBuilder RQ+110" on students' attitudes toward effective communication. The study used a quantitative research design and involved 475 grade 4 (10 years old) students from Malaysia's Selangor and Malacca states. A quasi-experimental research (pre-test & post-test) approach with control and experimental groups was adopted, and the data were analyzed with inferential statistical test and repeated measures analysis of variance (ANOVA) using SPSS 25 software at 0.05 significance level. Questionnaires were administered to collect data from the experimental and control groups. The results showed statistically significant changes (α ≤ .05) in attitudes toward effective communication for the experimental group that received a robotics program compared with the control group. The study results suggest that innovative technological tools or programs such as robotics programs are recommended as innovative science, technology, engineering, and mathematics (STEM) program rooted in constructivism to improve students' attitudes toward effective communication.