This study aims at investigating the impact of implementing digital storytelling as a method to be utilized to help pupils acquire active listening skills and creative thinking skills, including fluency, flexibility, and originality, in the Arabic language classes of the primary third grade. The sample consists of (200) pupils in a mixed-gender type and divides into two equal groups; one is the experimental group, and the other is the control one. Both groups expose to two posttests, the first test is a post active listening test and the second is a creative thinking test; the validity and reliability of these tests have assured. The results showed significant differences in (p ≤ 0.05) between means scores of the control and experimental groups students in the posttest of active listening skills in favor of the students who studied through storytelling. The results also showed that the storytelling strategy affected the experimental group students’ acquisition of one skill of the three creative thinking skills, which is fluency.

A positive learning environment can be achieved if all the school members follow the principal's learning process. The paper aims to study and analyze the principal's implementation of innovation and entrepreneurial leadership in creating a learning environment. The research is conducted qualitatively through a case study. The research subjects were determined using purposive sampling, while the data were collected through interviews, observation, and documentation study. The data were then analyzed descriptively qualitatively using the Atlas.ti software. The results show that the principal has implemented the entrepreneurial leadership employing two main principles to create a learning environment. First, the principal regulates organizational growth through optimization, communication, motivation, monitoring, controlling, role model, and empowerment. The principal makes some innovation through several steps: vision building, staff development, and restructuring. This kind of leadership can create a comfortable and fun learning environment. As a result, all school members can follow the learning process and create innovative products, as well as making some progress in academic and non-academic achievements. The research findings imply a recommendation for the school's program in that a principal's entrepreneurial and innovative leadership is one of the critical factors in learning.

The present study aimed to provide a digital story development experience for pre-service science teachers in the “instructional technologies and material development” course and to determine the impact of these experiences on their views on digital storytelling. Simultaneous parallel design, one of the mixed methods in which both quantitative and qualitative data were collected, was used in the study. Quantitative and qualitative findings are presented in different sections and both were interpreted in the discussion section. The quantitative study data were collected from 50 pre-service teachers, while the qualitative data were collected from 16 pre-service teachers. Quantitative data were collected by a survey and the qualitative data were collected in interviews. Descriptive/inferential statistics were employed in the analysis of the survey data. The steps of the analysis, coding, and categorization were adopted in the study for qualitative data. The positive effect of digital storytelling on the 21st-century skills of pre-service teachers was revealed by both quantitative and qualitative data. Furthermore, it was determined that pre-service teachers considered digital storytelling as advantageous since it provided meaningful and permanent learning, was fun and motivational; however, it also had disadvantages since it was time-consuming and required technological knowledge. It was revealed that they experienced certain difficulties in scriptwriting, finding the related images/videos and photographs, and finalizing the recording, and they considered that most, if not all, topics in the science course were suitable for digital storytelling. For pre-service teachers to acquire 21st-century skills, digital storytelling should be employed in several courses including the teaching practice course, and pre-service teachers should gain experience in preparing the students for digital storytelling.

Teaching about biodiversity and its conservation could be an effective way to teach the importance of different species and human dependence on ecological support systems. This study compares the effectiveness of a digital and a paper-based dichotomous identification key for teaching pre-service teachers about plant species diversity. Twenty-four Slovenian teachers in pre-service training used a digital version of the key on tablet computers and twenty-nine used a paper-based version to identify woody species in the garden near their university faculty. Both keys contained the same species, identical photographs and the same sequence of steps to identify the species. The accuracy and time taken to identify the five species were measured. The participants also completed a questionnaire about the usability of the identification key. Overall, both versions of the key were equally good for determining species names. The digital version of the key was found to be more time-effective than the paper version only when multiple identification steps were required to identify species. The results confirm that those who scored better on the identification tasks have a better general opinion about the usability of the key; especially students using digital version of the key. Implications for teachers using or creating identification keys are discussed in the conclusion.

Considering the low achievement of Indonesian students in international studies (PISA), which measures Higher-Order Thinking Skill (HOTS) in solving the problem, improving the quality of mathematics learning in Indonesia is very important. The purpose of this research was conducted to explore the variations in students’ learning strategies and students’ Self–Regulated Learning (SRL) in solving mathematical HOT problems. The study employed a mixed-method, namely quantitative and qualitative methods were applied through five tests and seven interviews for over eight weeks. Two types of instruments were employed in this study, and they include tests and interviews. At the initial stage, we randomly selected 30 students from all those in grade 10 (Senior High School ), after which 12 were chosen purposively after the pre-test for an interview, having satisfied all complete group, middle group, and lower group. All of them were treated using metacognitive questions. Data analysis techniques used were percentage, data reduction, presentation, and conclusion. The quantitative results showed the students could generally use orientation, organization, and elaboration learning strategies as observed with 68.3%, 60%, and 56.7% for complete, middle, and lower groups. Moreover, the students were also observed to have conducted three cognitive processes in selecting the rules for solving the mathematical HOT problem, namely using models and drawing, written texts, and combining both. Furthermore, their final solution failures were affected by their misconceptions and errors in creating the mathematical model. The interview results on designing the learning procedures, monitoring the progress, and evaluating the outcomes, show that the students’ SRL level is good for complete (89.3%), middle (75%), and lower groups (60.7%).

The progressive integration of mobile technology in the classroom is generating new scenarios to innovate teaching methods. The aim of this study was to analyse the perceptions of university students toward the use of Socrative and its implications in gamified learning situations. This is a descriptive-survey investigation, complemented with content analysis techniques. The data were collected using a questionnaire designed ad hoc by Quiroga-Estévez et al. and structured interviews. The sample consisted of undergraduate students (n=472) of the degree of Primary Education from the Faculty of Education Sciences of a Spanish university. The results show significant changes in the learning process of the students, in social relations and in the teaching methodology.

This study examines the basic underlying structure of burnout experiences among teachers in Malaysia by discovering the challenges which lead them to experience burnout. Using interpretative phenomenological analysis, the current study explores the coping strategies that these teachers used to remain in their profession. Ten teachers from two public high schools participated in the study. The data was collected through in-depth semi-structured interviews and analysed using the constant comparison method. The findings revealed challenges that cause teachers to experience burnout, which are student misbehaviour, insufficient parental collaboration, occupational stress in the teaching environment, and negative emotions. The themes related to the coping strategies used to remain in the teaching profession are understanding teaching and learning, positive approach, individual factors, and support system. This paper lists some recommendations for managing the issue of teacher burnout and facilitate teacher retention is proposed, which includes providing training and development activities for teachers, increasing salaries, helping teachers develop coping strategies, and creating adequate support systems.

Creative thinking is the highest level of the kind of high order thinking. In observations at the schools in Indonesia, teachers overly equate all levels of achievement of students' creative thinking to obtain higher order thinking skill improvements in mathematics learning. This condition results in an imbalance in learning practices. Therefore, this research fills the gap of this imbalance by describing the student’s creative thinking profile as a high order thinking skill in the improvement of mathematics learning. These results can contribute knowledge to educators to manage teaching strategies that can improve mathematics learning which refers to high order thinking skill for all levels of their creative thinking. This research is qualitative descriptive research. The subject were junior high school students in Malang, Indonesia. Data collection methods are tests, observations, and interviews. Data analysis is conducted by reducing data, present data, and conclusions. These research results are descriptions of student’s creative thinking profiles as a high order thinking in mathematics learning improvement, namely students have problems planning problem solving; students take a break to make plans; identify the essence of the problem, provide original ideas, provide alternative problem-solving plans, combine previous ideas with problem questions; operate and implement their plans by creating various original solutions.

This research explores how and what strategy is applied for preparing sustainable English teachers' professional development. This study utilizes lesson study strategy-based clinical supervision and quality assurance. Lesson study is a kind of action research based on a cycle base. This study is also recognized as research and development. Based on conceptual and empirical study, it is found that three grand principles of adding quality lesson study implication. Those are cycle reflection in accelerating the teachers’ competencies in English language teaching, clinical supervision nuance, a quality assurance principle by implementing the plan, do, check, and act strategy. This research successfully finds a model for preparing a prospective and sustainable professional teachers development based on lesson study, blended with the clinical supervision and a quality assurance implementation. The outputs consist of connection among professional English teachers; accelerating realization learning and teaching quality based on reflection implication; forming the open attitude and reflecting discussion and depth analysis; building a self-responsibility and awareness as professional teacher attitude; helping one each other in the professional teacher community for accelerating teaching quality by utilizing clinical supervision. Finally, the outcome is obtaining candidates of English professional teachers, prospectively and sustainably, with high-quality EFL teaching performance in national competitiveness.

Science, technology, engineering and mathematics (STEM) education is regarded as one of the formulas to embracing many of our imminent challenges. STEM education benefits the learners by encouraging interest in STEM disciplines. This daunting task needs everyone’s concerted efforts in creating and innovating mathematics teachers’ classroom practices Therefore, a systematic review was conducted to identify best practices for STEM education following the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) by Moher et al. (2015). The reviewed articles were published from 2016 to 2020 and accessed using the Scopus and Web of Science (WoS) databases. Three themes for best practices were identified namely (a) core competencies encompassing 21st-century teaching skills; (b) instructional designs; and (c) requisite STEM execution. Results of PRISMA determined the dominant STEM practices were critical thinking, communication, collaboration, problem-solving, research-based pedagogy, problem-based learning and project-based learning, technological integration, accessibility, professional development and learning support, evidence of effectiveness, access to materials and practitioner support, and scalability. Mathematics teachers should determine the best STEM practices to employ even though there is a lack of studies on integrated STEM domains. When more students are interested in venturing and exploring into the field of STEM, the high demand for STEM related careers could be met by the younger generation.

The aims of the recent study were; analyzing the effect of creative and online learning using Instagram on the ability to create new products in the technology and learning media course, and determining the level of users’ experience in processing visual media through the Canva application on android. Quantitative approach with this research was carried out through a quasi-experimental research model because it measured the post-test was applied to 58 students as the respondents in two experimental and control classes. This study used two instruments; the cognitive learning outcome questionnaire according to the subject to get the students’ ability to create new products, and the second instrument was taken from ueq-online.org in the Indonesian version to know the users' experience in processing visual media. The data were analyzed using one-way ANOVA, mean and standard deviation assisted by IBM SPSS Statistics 24.0. The results demonstrated that the effect of creative and online learning using Instagram on the ability to create new products in The Technology and Learning Media course was found significant at 0.028 <0.05 which meant it could be applied well. Meanwhile, the level of users' experience in processing the visual media application Canva on Android had the highest score on the Stimulation scale at 1.59, categorized "Very Good" and the lowest score was on the Novelty scale at 0.93, categorized "Above Average". With the strong creative encouragement to create new products, the students were able to process their own visual media which were tailored to the agreed digital visual designs and were published on Instagram.

The quality of the educational process within the humanistic concept and holistic-developmental approach is interpreted as the optimal adaptation to the individual needs and abilities of children, while inclusiveness presupposes equal inclusion and participation of all children. This article explores the opinions of teachers as bearers of pedagogical-educational process. The aim of this research was to determine how much importance teachers attach to certain dimensions of the educational process, and the procedures of inclusive practice. Empirical research included teachers in 5 preschool institutions (N=146). The research instrument was constructed based on relevant literature. Teachers in this sample recognize the importance: of individualized support to all children; of respecting the diversity; of collaboration with parents, and personal professional development. At the same time, the level of formal education and in-service teacher training is positively correlated with the assessment of importance towards child-oriented practice, and respect for diversity. Teachers with a higher level of education significantly value the importance of additional vocational training in the field of developmental and social risks, the use of community resources, and involvement of parents in planning individual support for children.

Academic optimism has an essential role in the adjustment of students in school. This study aimed to examine a model of academic optimism formed from democratic parenting, school climate, internal locus of control, and students’ self-concept. This a cross-sectional non-experimental design research design involved 335 Junior High School students in Kediri. The data collection tool was a scale while the data analysis technique was Structural Equation Modeling (SEM) analysis. The results showed that the theoretical model for developing academic optimism in Junior High School students was in line with the research data and obtained empirical support (X2 = 246.056 < 255.6018; p = 0.110 > 0.05), so this model is feasible and can be used in samples that have been studied. In general, this study adds knowledge about positive psychology studies and supports democratic parenting, school climate, self-concept, and internal locus of control as ultimate factors for creating students’ academic optimism.

Spatial thinking has roles to facilitate learners to remember, understand, reason, and communicate objects and the connections among objects that are represented in space. This research aims to analyze the spatial thinking process of students in constructing new knowledge seen from the field-independent cognitive style learners based on Action-Process-Object-Schema (APOS) theory. APOS theory is used to explore spatial thinking processes which consist of mental structures of action, process, object, and schema. This research is qualitative research with an exploratory method. It provided the students' opportunity to solve problems alternately until the method found the most appropriate subjects for the research objectives. The subjects were 2 students of Mathematics Education in the fourth semester of Universitas Muria Kudus Indonesia. The data collection techniques were started by distributing the validated and reliable spatial thinking questions, the cognitive style question, and the interview. The applied data analysis consisted of data reduction, presentation, and conclusion. The findings showed (1) spatial thinking process of holistic-external representation typed learners were indicated by the representative thinking element, abstract-illustrative figure expression to communicate and complete the tasks correctly, (2) spatial thinking process of the holistic-internal representation typed learners were indicated by the representative means, having ideas, connecting with the previous knowledge in the forms of symbols and numbers, and finding the final results correctly although incomplete.

Critical thinking skills are one of the thinking skills needed to live in the 21st century and the era of the Industrial Revolution 4.0. This study aims to develop a Virtual Classroom Critical Thinking (VC2T) Model, which is valid, practical, and effective to improve students' critical thinking skills. VC2T model has six steps: problem orientation, formulation, group discussion, analysis, result discussion, and reflection. This study is a Research & Development (R & D) involving 33 high school students in Surabaya, Indonesia. Before being tested, the VC2T Model was designed based on the theory of Plomp and Nieveen and then validated by 3 (three) experts in physics education. Data were analyzed using validity by experts, implementation of teaching with the VC2T Model, paired t-test, calculation of n-gain, effect size and percentage of student responses. The results showed that the VC2T Model is: (1) valid with an average validity score of 4.14 in the high validity category; (2) practical with an average score of implementations teaching of VC2T Model 4.26 in the outstanding category; and (3) effective as indicated by increasing of students' critical thinking skills scores which are statistically significant at alpha .05, the average n-gain is .38 in the medium category, the effect size of 6.93 is in a strong category and the average students' response is 87.59 % with outstanding category.

Scientific culture has been a concern for decades in the developed world, giving rise to conceptual changes known as paradigms. The first one is the longstanding literacy paradigm, defined by the skills and knowledge acquired at the education institution. It has been followed by the public understanding of science paradigm, related to the scientific understanding and an allegedly subsequent positive attitude towards science. Lastly, the engagement with science paradigm or science and society paradigm involves people's implications about the science-technology controversies with significant social impact. This article reflects how science teaching has evolved along the years in line with the scientific culture's conceptual shifts. It is concluded that this triad of paradigms is thus of a school nature, given that educational fields have suffered from transformation processes under the same vision of the world (world view), which has also changed the concept of scientific culture. Individuals in a research community learn ways of thinking, feeling and acting and therefore cannot help feeling a liking for what is short-lived and has not taken roots, both inside and outside the school in our postmodern age

In this research, the influence of the Coronavirus disease (COVID-19) pandemic on 9th grade students’ mathematics achievement is analyzed through quantitative and qualitative methods. A posttest only with control group design was used to compare the mathematics marks of 9th grade students from the previous school year (before the pandemic, control group) and the current school year (during the pandemic, experimental group). Seventy-three students from a public high school in Spain attending class on alternate days participated in the study. Three focus group sessions were held with students, and five semi-structured interviews were conducted—two with teachers and three with students’ families. Results show statistically significant differences in students’ mathematics achievement, with students enrolled in 9th grade the previous (pre-pandemic) year outscoring their peers currently enrolled in 9th grade (during the pandemic) by 22.17%. An overall negative effect size of Hedge’s g = -1.11 was reported. Although significant statistical differences between groups were reported for both male and female students, the effect was 42.31% larger for male students (Hedge’s g = -1.11) than for females (Hedge’s g = -0.78). The qualitative information supported the quantitative results. Changes in educational settings, students’ lack of motivation, monotony, and students’ level of responsibility were qualitatively reported as factors that may explain this phenomenon. The main conclusion of this study is that the COVID-19 pandemic may be significantly and negatively affecting 9th grade students’ mathematics achievement.

The purpose of the present study is to examine the contribution of professional learning community of pedagogical instructors, training teachers, and teaching students in clinical model for teacher education to their professional development. The prior is carried out through examining a variety of categories: namely, collaborative learning, personal responsibility, collective responsibility, reflective pedagogical discourse and action research, knowledge development and learning processes. Thirty-three members of the learning community constituted the study community. The research tool is a multiple-choice questionnaire that was developed for the requirements of the research and personal feedback on open-ended questions. The quantitative data collected by the questionnaire indicated that the learning community of the clinical model for teacher education contributed greatly to the professional development of all participants regardless of field of knowledge, role in the training process, and the curricular activities offered by colleges and schools. The findings revealed a negative relationship between the field of teacher education among the participants on the one hand, and professional development on the other hand.

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.

The purpose of this study was to look into teachers' perceptions of code-switching functions and effects in English as a foreign language classroom. In the study, a descriptive survey design and an interview were used to investigate the functions and effects of code-switching in English as a foreign language (EFL) classroom. 46 people responded to the survey questionnaire about code-switching functions and their impact in the classroom. Seven teachers participated in the group interview. The interview findings revealed six functions and four effects of code-switching. According to the survey findings, the majority of teachers supported the use of code-switching in their classrooms because it served a useful purpose in the process of teaching and learning English. The findings also revealed that teachers believed code-switching provided a clear purpose and had a positive impact on instruction and language development in EFL classrooms by creating a sociable environment. It was also demonstrated that code-switching to teachers was effective in EFL classrooms and played an important role in English learning and teaching. The implications of the findings for EFL teachers and language learning settings were discussed.