It is important for students who learn history to have the skills to think, read and analyze historical sources because past events can only be reconstructed and understood from these numerous resources. Various media methods are needed to support the development of these skills, especially in online learning. Therefore, this research aims to create a virtual field trip (VFT) based history learning media to help students improve their thinking skills using primary source evidence. It was carried out by using the research and development (R&D) method consisting of four stages, namely analysis, designs, conducting trials, and testing media effectiveness. The sample subjects consisted of six teams as expert validators, seven history teachers, 70 and 280 Class X students who assessed the product's practicality and determined the developed media's effectiveness. Data were collected through expert validation, student and teacher response questionnaire sheets, as well as description exams. The level of validity and practicality of the medium were determined using descriptive analysis, while the N-Gain approach evaluated the media's effectiveness. The expert validation result is very good, with an average score of 3.77. The teacher and student response tests showed an average score of 4.67, indicating that the VFT medium is practical for learning history. The N-Gain value of 72% showed that the students' abilities to use primary source evidence are increasing. Therefore, using VFT based history classes to develop explanation skills using primary source evidence is feasible, practical, and useful.

Digital puzzle worksheet (DPW) is innovative teaching material designed using open-source software such as Canva and Liveworksheets. Subsequently, puzzle games in the form of questions can improve problem-solving skills by engaging in metacognitive processes. This research used a case study method to describe the impact of applying the DPW to identify the metacognition levels of students through the assignment of contextual maths problems. The source of informants was third-grade elementary school students in West Java, Indonesia. Test instruments, observation sheets, and interviews were used, while data analysis adopted an iterative model. Furthermore, the method and time triangulation increased confidence in the resulting conclusions. The results showed that male students were at the metacognitive level of ‘strategic use’ and ‘aware use’ for females, based on the characteristics of the observed metacognitive level. The most prominent feature was identifying and determining problem-solving strategies with metacognitive awareness. The reaction of students to the DPW improved problem-solving abilities, expanded conceptual understanding, and enhanced digital technology competence. Therefore, this experience was applied when solving contextual mathematical problem assignments.

Lesson study, observation and analysis are relevant to professional development and initial teacher education. As a strategy, it helps to bridge the gap between theory and practice. The health conditions brought on by the COVID-19 pandemic forced the restriction of the tutors’ direct observation of preservice teachers at school. This study analyses preservice teachers’ performance through video observations to evaluate their professional activity at school during the COVID-19 pandemic. The Fifteen Items Revised Tsang-Hester Observation Rubric (FIR-THOR) was administered to a sample of 166 preservice teachers in their internship schools and their video recordings each one of 45-minute teaching lessons were analysed. The results show that the FIR-THOR appears as a robust instrument, which allows us to conclude that the instrument works well in the three five-items dimensions that compose it - Instruction, Management, and Assessment - proving to be reliable for assessing teacher intervention in the classroom. Among the three dimensions, the preservice teachers’ performance stands out in the Management of the classroom, as well as in the classroom Instruction. This contribution is relevant considering the potential of lesson analysis in learning and professional development during initial teacher training.

The purpose of the current study was to analyze social media content related to physical education. In the context of summative qualitative content analysis, I took advantage of big data analytics to access the data. Machine learning of this big data mapped the large content volume from four major social media platforms. The data was collected by extracting social media posts from January to December 2020. The big data analysis process sorted, categorized, and classified the enormous data into several preeminent topics regarding PE. These computerized analyzes were used to identify themes that were further analyzed using qualitative methods. The results revealed two overarching themes. These themes were (a) PE representation as a school subject and (b) the images of PE teachers on social media. The second theme consisted of three subthemes: masculine traits of PE teachers and negative and positive sentiments toward these teachers. I concluded that key aspects of PE discourse in virtually mediated reality share topical characteristics with what people have previously socially constructed. However, the themes offer a new addition to the literature in that the analysis offers a new perspective on ongoing debates about the social construction of PE through enormous large data sets.

School quality has become a guiding concept that increasingly shapes educational planning and school development. For many decades, it has been a topic of significant interest, resulting in a wide-ranging and diverse research field. However, it is far from clear how school quality should be defined, what it should encompass, and how it influences student performance. The goal of this scoping review is to examine the existing evidence of the relationship between characteristics of school quality and student cognitive output/ student performance in secondary school. More precisely, it aims to (a) identify, (b) categorize, and (c) examine and evaluate the effects of characteristics of school quality affecting student performance and teaching characteristics in secondary school. In order to achieve these aims, we selected, clustered, and analyses 37 articles. The process was conducted by the research group through regular meetings, discussions, and consensus decisions. Our findings contribute to the comprehensive body of literature by identifying the following dimensions: aims and strategies for quality development, leadership and management, professionalism, school culture, and resources. Furthermore, the review revealed that although the field of school quality has been extensively researched, it lacks consistency, with many different operationalisations and definitions, making comparisons and syntheses challenging or even impossible. We believe that clear operationalisations and definitions are crucial to achieving comparability. Additionally, to achieve a standardized understanding of school quality and establish the categories internationally, uniform, theoretically sound, and content-related definitions of each category are necessary.

Graduates of higher education need, in addition to knowledge, skills such as cooperation, communication, and problem-solving to cope with their working life. Collaborative learning environments like co-creation, are gaining attention for their ability to cultivate these essential skills. This study aims to investigate the understanding and efficacy of co-creation from the perspective of 145 undergraduate students enrolled in a physics course, using a questionnaire. Design thinking, using the double-diamond model, is applied as the co-creation methodology. The study examines the effects of co-creation and design thinking on teamwork and the development of skills. The study also discusses the differences in co-creation, design thinking, teamwork, and skill development among various demographics, previous co-creation experiences, and teaching methods. The findings demonstrate that the majority of students understand the concepts of co-creation and design thinking, and that their co-creation teams functioned satisfactorily, leading to the development of necessary skills. However, increasing age seems to be an inhibiting factor. Finally, the study shows that students who prefer co-creation as a teaching method or have previous co-creation experiences are more receptive to this approach.

The significance of speaking English has been emphasized in Malaysia education. However, speaking problems such as lack of enthusiasm and poor speaking performance emerge among ESL pupils. To resolve this, an online board game “Flippity” is implemented in online speaking lessons. This paper aims to explore the usefulness of the online board game “Flippity” to improve speaking skills among elementary pupils who are in Year 5 as well as to investigate pupils’ perceptions towards the use of the online board game “Flippity”. The study employed a quasi-experimental mixed method design to collect data from thirty Year 5 pupils from a Chinese primary school. Data was collected through speaking pre-test and post-test, semi-structured interview and questionnaire. The results indicated a significant improvement in pupils’ speaking skills in terms of accuracy, fluency, range, interaction and coherence. Pupils also displayed preferences and positive attitude in learning to speak while playing “Flippity”. Further studies are recommended to be done on how “Flippity” could be exploited when learning other language skills such as listening, reading, writing and grammar.

Motivation is essential in shaping how much a student is interested in learning and also affects how much students will learn from a learning activity or how much students' ability to capture the information presented by the teacher. Well-motivated students will produce a vibrant learning atmosphere and a better success rate. This research aims to determine whether the motivating active learning in physical education (MALP) model can help kids in elementary school develop their capacity for critical thinking. The design used is experimental. The research subjects were grade 6 elementary school students representing five sub-districts in the Tasikmalaya district. One elementary school was taken from each sub-district through a probability sampling technique using the cluster random sampling approach. The total sample taken was 137 people. The results of the study prove that applying the MALP model can greatly influence improving the critical thinking skills of elementary school students. The result of the study is proven by the significance test using the paired sample t-test; the results obtained from sig. (2-tailed) of .001< .05. So applying motivating active learning in the physical education model influences increasing elementary school students’ critical thinking skills.

After months of 100% online teaching due to the pandemic produced by COVID-19, the return to face-to-face classes is being experienced. This study focused on finding the English as a foreign language (EFL) University professors’ perspectives of online education during that time. The information was collected from three Ecuadorian universities: The Technical University of Ambato, The Higher Polytechnic School of Chimborazo, and The University of Cuenca. The survey was designed with 26 questions about professors’ perceptions of online teaching and its impact on their pedagogical practices, affective factors, and student achievement. Software R, and the Cronbach's alpha tests were used as statistical tools, along with Kendall's Tau_b, and the Kruskal-Wallis test. The results showed that teaching online not only represents a solution in cases where face-to-face education is not possible, but also offers teachers the opportunity to experience the benefits of using technological tools and innovative strategies. Although some drawbacks, such as lack of time and real interaction were encountered, online teaching resulted in an alternative methodology that engaged learners.

The number of school-aged refugee background children on Turkish soil was estimated to be over 2 million in 2022. Acknowledging the importance of quality education for these children to achieve equity in Turkish-only public schools, this study examined pre-service teachers' self-efficacies in teaching refugee-background students (RBS). Data were collected from 437 pre-service teachers studying at eight different teacher education programs via the adopted Teachers' Sense of Efficacy Scale (TSES) and analyzed with the Tukey multiple comparison test. The findings revealed that pre-service teachers rated low self-efficacies in teaching the RBSs. A comparison of mean scores based on the programs indicated that pre-service teachers in the early education programs scored the lowest self-efficacy while the pre-service teachers in Physical Education programs scored the highest. Moreover, the self-efficacies of bilingual pre-service teachers differed significantly from monolingual Turkish proficient pre-service teachers implying a positive correlation between pre-service teachers’ self-efficacies and bi/multilingualism. Lastly, senior pre-service teachers rated higher self-efficacies than freshmen, junior, or sophomore pre-service teachers. The study implied a need for culturally and linguistically responsive pedagogies and differentiated instruction in the teacher education curriculum to prepare pre-service teachers better for the RBSs in Turkish public schools.

The accuracy of assessing the capabilities of the process and product in chemical practice activities requires appropriate measurement procedures to be followed. It is crucial to identify the components that can introduce bias while measuring student abilities during the measurement process. This study aims to identify the components or criteria used by teachers to assess student performance in practicum activities and analyze the quality of the rubrics developed. The study was conducted with the participation of three raters, 27 high school students, and nine assessment criteria. A quantitative descriptive approach was employed using the many-facet Rasch model (MFRM) analysis for measurement. The results of the MFRM analysis show no significant measurement bias, with data measurement facets fitting the MFRM model. The reliability of all the facets meets the criteria, and the scale predictor functions appropriately. While all students can easily pass four out of nine items, five items can only be partially passed by students. The assessment criteria that require special attention include communication skills, tools and assembly, interpretation, cleanliness, and accuracy when performing practicums. These criteria provide feedback for teachers and students to ensure successful practicum activities. The Discussion section of this study delves into the findings and their implications.

This study investigates whether digital competency and self-leadership influence teachers’ innovative work behavior in Islamic International schools. The participants in the quantitative research were 108 teachers from the Islamic International School, who were selected using saturated sampling. The researchers used a 41 items questionnaire to collect data on the study variables. Quantitative data were analyzed by applying structural equation modeling partial least squares (SEM-PLS) using Smart-PLS 3. According to the study's findings, digital competency has a positive and significant impact on innovative work behavior, while self-leadership also has a positive impact that significantly influences innovative work behavior. Overall, the impact of digital competency and self-leadership simultaneously was 0.584 or 58.4%, while the other variables not tested in this study influenced the other 41.6%. This research emphasizes schools to improve building their teachers’ innovative work behavior and for teachers themselves through training, self-development programs, building knowledge sharing among teachers and school leaders, and open ideas about developing pedagogical and sustainable programs for schools.

Some Indonesians may still regard online education as a novel, although they frequently engage in online-related activities without even realizing it. The quality of learning, satisfaction, achievement, retention, and, more broadly, personal growth are all favorably correlated with student engagement. For students to provide their best effort and succeed in online learning, it is crucial to have good psychological engagement in them. This engagement will help their psychological processes and dispositions to improve. The quantitative research methodology was utilized in this research. In addition, 800 high school students from South Sumatra participated in this research as a sample. The structural equation model is analyzed (SEM). The findings indicated that 85.9 percent of the time, a psychological commitment is influenced by information communications technology (ICT) proficiency, psychosocial processes, and student performance. Thus, the value of .713 indicates that psychological involvement, psychosocial processes, and ICT proficiency all impact student performance. This study demonstrates that every hypothesis has a favorable and significant impact. These circumstances suggest that students who are proficient in ICT and psychosocial processes will be able to enhance their performance through challenging and dry learning. The interaction between students while learning strengthens this condition.

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.

In the Indonesian context, English is considered a local subject and there is no mandated curriculum for English in elementary schools. Meanwhile, English has been a compulsory subject taught at the secondary school level. The present study aims to explore barriers to teaching English experienced by non-native English teachers in Indonesian secondary schools and policy recommendations. The study employed a qualitative case study method. Concerning the data collection, the authors garnered the data through semi-structured interviews with six non-native English teachers teaching at private and public secondary schools in Indonesia. The findings of the study reveal that several barriers experienced by non-native English teachers include lack of training in English teaching and learning, academic literacy among non-native English teachers, school facilities, English-relevant materials, student motivation, and English exposure outside of school. Drawing on these results, some policy recommendations to improve English language teaching in the Indonesian context are discussed in this study.

Limited latest studies circulated in the 21st century of world university ranking reveal that well-designed mentoring programs will not increase mentees’ leadership development if mentors have not implemented effective roles in the mentoring programs. Although many studies have been done, the mediating effect of mentors’ roles is little known in the tertiary education mentoring research literature. This study is done to examine the correlation between mentors’ roles, mentees’ self-efficacy, and mentees’ leadership development. This study employed a cross-sectional research design. A purposive sampling plan was employed to collect 761 survey questionnaires from undergraduate students at non-research-based public universities in Sarawak. The survey data were analyzed by the SmartPLS package to determine the validity and reliability of the study instrument, and thus test hypotheses for the direct effects model and mediating model. The outcomes of the SmartPLS path model analysis showed that the majority of participants felt that the levels of information exchange, help, self-efficacy, and leadership development are high. This situation explains that the ability of mentors to appropriately implement information exchange and help in mentoring programs has strongly evoked mentees’ self-efficacy. Consequently, this self-efficacy can lead to higher leadership development. This finding can help practitioners to understand the diverse paradigms of mentees’ self-efficacy concept and plan the integration of academic and social-based approaches in formulating mentoring programs to prepare successful graduates in a time of rapid global change.

Mathematical confidence and critical thinking are essential in preparing preservice teachers. Thus, this study explored the perceived confidence and critical thinking levels in mathematics of elementary and secondary preservice teachers. A descriptive-correlational-comparative research design was employed, with a sample of 107 randomly selected preservice teachers enrolled in the Bachelor in Elementary and Secondary Education programs of a state university in West Philippines. The study used arithmetic mean, standard deviation, Spearman’s rank-order correlation, and independent samples t-test to analyze and draw conclusions from the data. The findings revealed that the preservice teachers have high confidence and critical thinking skills. Their program significantly correlates with their perceived critical thinking and confidence level. Besides, the preservice teachers’ confidence levels and perceived critical thinking skills significantly correlate. Further analysis found significant confidence and critical thinking differences favoring the secondary over the elementary preservice teachers. These findings provide insights that would benefit mathematics educators in providing priority programs to enhance the preparation of future math teachers.

The teaching of speaking in English as a foreign language (EFL) classes in the Province of Aceh did not rely on the suggested techniques and methods. This teacher-designed technique, which was mainly textbook-based, has left an unpleasant learning experience among students. Therefore, we conducted a quantitative research study to experiment with how students responded to contextual teaching and learning (CTL) to see the effect of transitioning from a teacher-established method to a systematically planned learning approach and compare how students progressed over time. The experiment was carried out by teachers who had received assistance in preparing the lesson and practicing the lesson plan. The six-meeting experiment was conducted in 11 small classes, with a total sample of 132 students. The student improvement after the first four meetings (cycle 1) was compared using inferential statistical analyses with that after eight meetings (cycle 2). The results show that the student’s achievement significantly improved in the first cycle and continued to improve, although at a lower rate, in the second cycle. This result suggests that CTL can be used to transition from a traditional teaching method to a more established method in EFL teaching. Therefore, teachers need help planning their teaching and practicing how to implement the teaching plan accurately.

Reflective practices have been recognized as a predictor of professional development because they favor teaching changes that improve the students’ learning. The expressions reflection, practice, and reflective professionals are very present in training programs, but with a diversity of meanings and interpretations. The concept of reflection is linked to professional development and teaching identity. The goal of training reflective teachers is shared on an international level, however, the educational conditions that favor a positive attitude toward reflection have not been sufficiently researched. This article aims to describe the obstacles to a positive attitude toward reflection in pedagogy students according to their teachers. This study is qualitative with an interpretive approach for which an instrumental case study was conducted with 15 university teachers in six Chilean regions.  The results show that both inter-institutional conditions negatively affect attitudes, as well as the lack of models of reflective practice, insufficient teaching, the way teacher reflection is evaluated, and the barriers to reflective practice in schools. The results indicate the need to intentionally teach pedagogical reflection practices and help to recognize its benefits for teaching.

Students' perception of educational climate influences academic performance, and its analysis provides essential information to improve it. To evaluate the perception of 3rd and 5th grade students regarding educational climate, before and during the pandemic. A descriptive, cross-sectional study was performed involving dental students, who answered the Dundee Ready Education Environment Measure (DREEM) questionnaire. The overall DREEM and its 5 subscales were analyzed evaluating two period times, before and during the pandemic. There were statistically significant differences when comparing the results obtained by 3rd and 5th grade students, before and during the pandemic, with effect magnitude from high to very high. It is noteworthy that 3rd graders have more positive perceptions compared to 5th graders. The 3rd year students felt more strongly the difficulties inherent to the COVID-19 pandemic. While in the 3rd year the students had less Educational Climate during the pandemic, the 5th year student had better Educational Climate in this period, perhaps because they maintain the face-to-face clinical classes. A negative point is associated with the scarce support system for students with stress problems. COVID-19 pandemic affected the perception of the Educational Climate, with a significant difference between of 3rd and 5th year dental students.