Algebraic knowledge transfer is considered an important skill in problem-solving. Using algebraic knowledge transfer, students can connect concepts using common procedural similarities. This quasi-experimental study investigates the influence of algebraic knowledge in solving problems in a chemistry context by using analogical transformations. The impact of structured steps that students need to take during the process of solving stoichiometric problems was explicitly analyzed. A total of 108 eighth-grade students participated in the study. Of the overall number of students, half of them were included in the experimental classes, whereas the other half were part of the control classes. Before and after the intervention, contextual problems were administered twice to all the student participants. The study results indicate that the students of the experimental classes exposed to structured steps in solving algebraic problems and the procedural transformations scored better results in solving problems in mathematics for chemistry compared to their peers who did not receive such instruction. Nevertheless, the result shows that although the intervention was carried out in mathematics classes, its effect was more significant on students' achievements in chemistry. The findings and their practical implications are discussed at the end of the study.

In all years of the Program for International Student Assessment (PISA) in primary mathematics education, Finland ranked in the lower places (44-61) in the dispersion index (the difference in scores between the 95th percentile and the 5th percentile), while Israel ranked in the upper places (1-3) in the same index. In the last PISA test, Israel ranked first (among the 78 participating countries) in grade differences, while Finland ranked 61st. The score for dispersion in Israel is 356 points, the highest among the countries and economic entities of the Organization for Economic Cooperation and Development (OECD). Based on these results, this comparative study between Israel and Finland was conducted to investigate the most important sociological factor in the Pisa test that influences most student achievements in mathematics in Finland and Israel, as well as the reasons for the differences in achievement between mathematics scores. The results of this study show that the differences in achievement in Israel are due to students' socio-economic status and the sector. In contrast, Finland's first sociological factor influencing student performance is socio-economic status. Nevertheless, it has a more negligible influence than in Israel. The second factor is student motivation.

The decline in student character is the result of low student learning outcomes. The common student learning outcomes are influenced by several factors, and one of them is teacher-centered, monotonous learning model. For this reason, it is deemed necessary to conduct research that aims to determine the effect of project-based assessment on values clarification technique (VCT) learning on improving students’ learning outcomes by controlling the family environment. This study uses a 2x2 factorial experimental design. The sample was selected through multistage random sampling with 120 students. The two-way ANCOVA data analysis technique was used to analyze the data. The findings obtained after controlling the family environment are: 1) civics learning outcomes from the group of students who used value clarification techniques are higher than those using conventional learning models and 2) civics learning outcomes from the group of students who were given project-based assessments are higher than the group who are given conventional assessments. Thus, it can be recommended that civics education teachers used appropriate VCT and project-based assessments to improve learning outcomes.

Phonological awareness relates closely to listening and speaking skills. It also has an important role in learning to read in an alphabetic writing system. In the context of learning a new language, it is essential to figure out an appropriate strategy in accelerating the phonological awareness skill. The present study aims at investigating the effect of embedding phonological awareness training in adult English as a foreign language (EFL) learners’ phonological awareness skill. It involved 63 EFL students who were divided into two groups: Experimental and control. The data were taken by using a phonological awareness test and analyzed by using independent samples t-test. The overall comparison showed that the experimental group who received an embedded phonological awareness training for 4.5 hours (45 minutes of six meetings) surpassed the control group who joined a regular vocabulary class without phonological awareness training (p = .017). Thus, phonological awareness training effectively accelerates adult EFL learners’ phonological awareness skills.

Translanguaging enables students to communicate in multiple languages in an English-dominant classroom. It has received considerable attention from scholars in content and language integrated learning (CLIL). Its implementation in primary schools in European countries has been adopted in Asian countries, including Indonesia. This study employed a narrative inquiry investigating a teacher who taught first graders both content matter and English during the COVID-19 forced-remote learning. Furthermore, data were gathered using semi-structured interviews to guide the participant in narrating CLIL science teaching experiences. Virtual observations were carried out eight times to obtain evidence of translanguaging practiced. Due to forced-remote learning, the results indicated that the teacher had to find the most convenient ways to instruct the young students without adding to their burden. Furthermore, it was reported that scaffolding by translanguaging was planned systematically by valuing the students’ L1 and alternating it with English as the target language. The findings also discussed the practical implications of this study to maintain young learners' (YLs) engagement through translanguaging strategies.

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.

During didactic interactions, teachers and students employ competencies and skills that correspond functionally to one another, and several models propose to typify didactic performances in higher education. For this study, we chose the didactic performance interbehavioral model as the substantive theory to identify six pairs of didactic performance criteria through self-evaluations from graduate students. These included: Competency exploration–precurrent learning behaviors, Criteria explicitness–Criteria identification, Illustration–Participation, Practice supervision–Relevant practice, Feedback–Improvement, and Evaluation–Application.309 Peruvian students from an in-person postgraduate course in Education Sciences filled out two scales (via Google Forms) to assess teacher-student performance criteria during online classes. Convergent and divergent validity were obtained separately for six teacher/student performance constructs through a confirmatory analysis using LISREL 8. Moreover, differences according to sex were only significant for the Illustration teacher criterion (favoring men) and the Application student criterion (favoring women). Students rated Explicitness of criteria and Illustration as the teacher performance criteria most frequently seen during online classes. On the other hand, Criteria identification ranked the highest in terms of the students’ performance criteria, followed by Feedback–Improvement. Another conclusion was that the didactic performance interbehavioral model could be empirically supported by the two self-assessment questionnaires, which yielded good convergent and divergent validity of constructs.

Academic failure and school dropout, or early school leaving, are two of the situations that most concern countries and educational institutions worldwide, because of their prevalence and also their economic and social implications. Despite this prominent role that academic failure and school dropout have in societies, there seems to be no consensus on the literature on their conceptualization, definition, and relationship. Moreover, it is frequent to observe how both concepts are confused or overlap in the scientific literature and how many authors avoid defining these constructs, using them indistinctly. Therefore, this work analyses whether educational research considers them as two different concepts or if they are used indistinctly. For this purpose, 2,051 keywords from 450 articles were subjected to a systematic review and classified into the Education Resources Information Center (ERIC) thesaurus´ descriptors. The results reveal statistically significant differences in the descriptors according to the type of paper to which they correspond (academic failure or dropout). Thus, academic failure is associated with sociocultural, personal, and academic factors, while dropout is linked to employment and educational trajectories. These differences evidence that, although academic failure and school dropout refer to closely related educational problems, there are remarkable differences between them and between the treatment given to each of them in the scientific literature. Therefore, they should be considered as two different concepts. For all this, keyword analysis has proved to be a relevant element for the study of the structure of knowledge, allowing to clearly establish the differences between the two closely related concepts.

This mixed method case study examined potential influences of social agents or immediate environments on individuals’ metacognition. Via quantitative methodologies, 122 pre-service teachers’ metacognition was measured by the Turkish Metacognitive Awareness Inventory, and metacognitive components did not show any variations across majors, locations of previous studies, the highest degree of education in the family, frequently communicated friends, and regions. Regression analyses revealed that friends were a significant predictor for metacognition. Also, focus group interviews were analyzed thematically via deductive codes regarding the theory of metacognition. Findings confirmed that friends may support individual metacognition at all levels, metacognitive knowledge, regulation, and experiences through cooperation, modeling, reflections, discussions, feedback, and peer evaluation. Pre-service teachers’ engagement on the social media may also support their regulatory strategies due to models’ task performances or by their reflecting upon those performances. Teachers and family may support metacognitive knowledge, specifically career goals via expectations, anecdotes, and experiences. On the other hand, schools and the Turkish culture may impose some limitations on the youth, and they may engage in reflection and self-questioning to manoeuvre negative experiences or conflicts. Thereby, cross-national and longitudinal studies are highly suggested to explicate the social foundations of metacognition.

The study aims to identify how kindergarten teachers perform early literacy assessments in the classroom and the challenges these teachers have in performing such assessments. During the study, the data were gathered through an in-depth interview in the form of a forum group discussion (FGD). Then, the phenomenological data were attained from 30 public and private Kindergarten teachers. The researchers could illustrate how these kindergarten teachers assessed their children's early literacy through these data. Furthermore, the study results show that the teachers' literacy knowledge has been sufficient and that the literacy programs for the children have been variously designed in each school. The teachers' techniques in performing the early literacy assessment are observation and documentation (portfolio), and the measurement of literacy skills itself refers to the scope of literacy. Concerning the findings, numerous obstacles and expectations that kindergarten teachers have are also discussed within the study.

The research emphasized three main objectives: 1) to analyze the propensity score of the research effect size for developing students’ creative thinking, 2) to study the attribute variables effect of the research on the effect size of creative thinking before and after the propensity score adjustments, and 3) to compare the effect size between instructional methods to develop creative thinking before and after the propensity score adjustments. The data were obtained from 400 research studies on creative thinking development in Thailand. The research instrument for data collection included the research attribute record form. They were analyzed by calculating effect size, propensity score matching analysis, and fixed effect and random effect meta-regression analysis. The results indicated two research groups with propensity scores that develop students' creative thinking: the low effect size group of 256 research ( =1.345) and the high effect size group of 144 research ( =7.284) using 26 attribute variables of creative thinking development research. Moreover, the instructional methods with the creative activities had the highest effect size ( =3.88). After the analysis of propensity score matching, the effect of 12 research attribute variables was eliminated as follows: manufacturing research institutions, year of publication, educational institutions, curriculum, creative thinking indicators, instructional materials, types of research, research objectives, research groups, research protocols, statistics used in research, quality of research and it was found that integrated instructional model of knowledge using media and technology had the highest effect size ( =0.41).

The longitudinal changes of the average grades in four study semesters before and during the COVID-19 pandemic and distance learning are presented in the current study. 11th grade students’ (n=586; age M=17.38, SD=0.53) average grades were assessed, as well as their verbal and non-verbal reasoning abilities, and self-evaluations of problem-solving and self-management skills. The main findings of the study are: 1) There is a general pattern for the grades to increase during the four semesters from the autumn 2019 to the spring 2021; 2) The general tendency of changes in the grades is similar to various students’ groups based on their level of skills; 3) Higher level of students’ skills and cognitive abilities determined that students’ grades were higher and were more likely to increase during the “second wave of the pandemic”, compared to the middle and low-level skill groups. Results of the current study show a tendency for the average grades to increase during the pandemic and distance learning, however, there are group differences in the findings, relating the grade level to the individual level of students’ skills and abilities.

Successful teaching requires teachers' reflections and metacognitive awareness. However, few studies have investigated the impacts of reflections on teachers' metacognitive awareness in teaching. This study aimed to examine whether or not reflections can empower Indonesian pre-service English teachers' metacognitive awareness in teaching. Mixed-methods research was conducted to collect quantitative and qualitative data from 36 pre-service English teachers (PSETs) in two micro-teaching classes at the Undergraduate Program, Sanata Dharma University, Yogyakarta, Indonesia. Quantitative data from the pre-semester and post-semester were analyzed descriptively and statistically. Qualitative data from reflections and focus group discussions (FGD) focused on determining key issues related to PSETs' metacognitive awareness in teaching. Data analyses revealed that Indonesian PSETs' perceived metacognitive awareness in teaching increased post-semester. They also admitted the positive contributions of reflections in enhancing their metacognitive awareness in teaching. The increase was primarily attributable to the implementation of explicit reflections of the elements of metacognitive awareness in teaching. This research provides recommendations for teachers, lecturers, and future researchers.

The pandemic era has caused changes in the learning system. The situation demanded online learning and triggered students to have learning difficulties. The research aims to examine the impact of social media, social environment, and student learning potential on student learning difficulties. This study utilizes a quantitative approach. The respondents were university students experiencing online learning in West Java, Indonesia. A questionnaire validated by four experts was distributed to 539 of them. Accommodating structural equation modeling (SEM) by evaluating the measurement and structural models was used in data analysis. This study revealed that the instrument had good construct validity and reliability. A good instrument will produce a good measurement process so that the instrument can get the data needed. Hypothesis testing shows that high media activity can inhibit students from learning. However, social media activity directly influences learning difficulties. Meanwhile, the variables of learning potential and social environment positively influence student learning difficulties directly or indirectly. There are a few things to note on learning potential, social environment, and social media to delve into their influences on students' learning difficulties.

Learning literature is considered challenging for university students, especially in Indonesia, as they must perform assigned tasks and communicate with one another, in addition to receiving and transmitting comprehensible literature content knowledge from and to their lecturers. In many cases, students do not get sufficient feedback on what they are doing. The objective of this study was to investigate the use of feedback strategies by lecturers in English literature lectures in a higher learning institution in Indonesia. Using a qualitative approach, this study involved three lecturers of the English literature department. Meanwhile, data were collected through 300 minutes of video recordings of drama, literary criticism, and prose lectures. The results revealed that the lecturers generated both negative and positive feedback strategies during the lectures. In terms of negative feedback strategies, they criticized students’ responses. By contrast, in terms of positive feedback strategies, they accepted, appreciated, and praised as well as repeated and answered students’ responses. The results also indicated that the feedback strategies became effective tools to improve students’ language competence, literary knowledge, and participation. This study suggested that lecturers use more positive feedback followed by additional comments during lectures as these could foster students’ engagement and keep learning longer.

The skill to solve mathematical problems facilitates students to develop their basic skills to solve problems in daily life. This study analyzes students' problem-solving process with a reflective cognitive style in constructing probability problems using action, process, object, and schema theory (APOS). The explanatory method was used in this qualitative study. The participants were mathematics students at the Department of Mathematics, Universitas Negeri Semarang. The researchers collected the data with the cognitive style test using the Matching Familiar Figure Test (MFFT), used a valid problem-solving skill test, and the interview questions. The data analysis techniques used were processing and preparing the data for analysis, extensive reading of the data, coding all data, applying the coding process, describing the data, and interpreting the data. The results showed that (1) the problem-solving process of students with symbolic representation was characterized by the use of mathematical symbols to support the problem-solving process in the problem representation phase; (2) the problem-solving process of students with symbolic-visual representation was characterized by the use of symbols, notations, numbers, and visual representation in the form of diagrams in the problem representation phase.

Development research demands a improvement in the implementation of learning by developing products based on learning needs. The products of this development are teacher book and student book based on the realistic mathematic education (RME) approach for package A in statistics material. Validity testing in this study includes instrument validation, self-evaluation, expert validation, one-to-one evaluation. Aiken's V and Intraclass Correlation Coefficient (ICC) are used to determine the validity and reliability of the product. The result of research shows that the instruments and prototype are valid and feasible. Then, the ICC obtained moderate stability, it also categorize reliable. In terms of context and hypothetical learning trajectory (HLT) developed, the products should be revised to achieve meaningful learning.

Metacognitive, critical thinking and opinion expression are in high demand. This study aimed to investigate the effects of the blended project- based literacy that integrates school literacy movement strengthening character education (literasi berbasis proyek terintegrasi GLS dan PPK: Li-Pro-GP) learning model on students' metacognitive skills, critical thinking, and opinion expression. A post-test experimental design was used to answer the research question. The study was conducted from August to October 2021 at Government Junior High School 23 Malang. Seventh-grade students were selected as research participants. The participants included 30 students from class VII-2. The research instrument was five essay questions to measure critical thinking skills. Material and assessment experts validated the essay questions developed by the researcher. The items that were declared valid were tested for validity. The result showed five valid items with high reliability of .670. Metacognitive skills were measured using the Metacognition Awareness Instrument (MAI), which consists of 40 items. The questions declared valid were tested for validity with a very high reliability of .953 for 37 items, and only three items were invalid. The ability to express an opinion was measured with an observation questionnaire validated by experts with a valid instrument score. Data analysis was performed by path analysis using the SmartPLS software. The results showed that the Li-Pro-GP blended learning model significantly strengthened students' metacognitive skills, critical thinking, and opinion formation.

Research is considered a vital component for propelling progress and development. This study aims to investigate the effects of problem-based learning (PBL) in the teaching of research methodology and statistics courses on improving research writing skills and enhancing course achievement. It also projects an action plan model for the effective implementation of PBL in the instructional aspect. The study utilised a positivist research paradigm based on action research design using the technique of content analysis. Employing a universal rubric, 45 proposals of graduate programme students enrolled in the College of Education at Minia University in North Upper Egypt were subjected to content analysis to rate students’ skills in writing research proposals before and after the delivery of the course. The students volunteered to participate in the study after they were given a synopsis of the aims and procedures. Students’ achievement was assessed through a test consisting of 90 items, developed primarily for this purpose at the end of the second semester in the academic year 2018–2019. The post-content analysis revealed a significant improvement in scientific research skills, with a considerable difference between the pre- and post-achievement scores. It is imperative to consider the feasibility of using the PBL approach in teaching research methodology and statistics courses for graduate students. The study recommended the adoption of PBL in undergraduate programmes as well as in high school education.

The vast technological development affects every layer of people’s daily life, including Education. However, Indonesia’s tertiary education status quo has not exhibited any rapid development in information technology-based learning media. This study aimed to develop and identify the effectiveness of Basic Pedagogy Material online learning material in improving students’ outcomes in pedagogy. It applied R & D design with a waterfall development model on second-semester students in Universitas Negeri Semarang, Indonesia, during the educational year of 2020/2021. The data collected through interviews, observation, questionnaire, scale, and test were analyzed using independent t-test and n-gain. The findings indicated a significant difference between the average score before and after students used the Basic Pedagogy Materials mobile learning application during the learning process. Therefore, the mobile learning application developed effectively improves students' learning outcomes in pedagogy subjects effectively.