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.

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.

The practicum is an essential component in the initial training of Secondary Education teachers, as it is the first approach to educational practice that future teachers have. This is a fundamental element for improving the quality of education, as it is one of the objectives of the different educational reforms. This research aims to find out the educational value of the practicum for this group, as well as its advantages and limitations. For this purpose, qualitative research was carried out, using as an instrument an interview with 13 Secondary Education teachers, 2 managers of the master’s degree in Secondary Education Teaching at the University of Granada, 144 students of this master’s degree, and 5 specialists in the subject at a national level. The data obtained were analysed by means of content analysis, using the Nvivo12 program. The most relevant results include the importance of the alternating and interdisciplinary models and development of the activities to be developed by the students during their stay in the schools. Respecting the current model, actions to create the necessary synergies and resources (tutors, supervisors, schools and planning) that promote the training model that is intended are particularly relevant.

This study aims to explain the success factors of e-learning. The participants were 427 students in public universities in Indonesia. To demonstrate the success of this e-learning, we developed a more comprehensive e-learning evaluation model that considers the system's characteristics, students, and instructors. The results show that higher student performance is associated with higher student satisfaction. However, the increase in performance is not due to the use of e-learning. Social and cultural factors influence the use of e-learning. Culture and social environment influence students' use of e-learning. The instructor's ability to implement e-learning has been shown to influence student satisfaction. The difference in the implementation of e-learning compared to classroom learning requires different teaching methods that affect student performance. In addition, e-learning is used in all courses during the COVID-19 pandemic.

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 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).

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 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.

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.

Several supporting factors are alleged to influence the performance of teachers. This study aimed to describe the relationship between each research variable and teachers’ performance, either directly or indirectly. This research was conducted through surveys and quantitative approaches that included correlational research types. The research subjects were Hindu religion teachers in 119 state junior high schools, consisting of 517 teachers. The sample of 256 people was determined using the Krejcie and Morgan formula and the Warwick and Lininger formula. The samples from each sub-population were determined with the proportional random sampling technique, and the personal sampling of sample members was determined with the use of lottery techniques. The data were collected using a five-point Likert scale model questionnaire with high validity and reliability. The data analysis technique used in this study was structural equation modelling. The conceptual model met the standards of comprehensive goodness-of-fit requirements. The results of the study show that the average levels of Hindu principals’ leadership, the emotional intelligence of teachers, supervision of school superintendents, school culture, teachers’ work motivation, and the performance of Hindu religion teachers are in the high category. In addition, the hypothesis testing results show there is a significant direct and indirect relationship between the variables in the state junior high school.

This study explores a socially relevant problem related to teachers' conceptions of hate speech from a gender perspective present in the discourse of teaching history and social science educational practices. The methodology was used within the paradigm with a case study design, as a generalization was not intended. The sample consisted of 80 professors of history and social sciences. A quantitative questionnaire was used to determine the conceptions of the participants. The main findings include the constraints placed by programs and curricula on the presence of hate speech, student interventions in classes, and strategies implemented by participating teachers to position counter-narratives to hate in their practice. The conclusions include the importance teachers place on analyzing the prevalence of hate speech in their practice, both by students and the media, and its impact on teaching. In addition, the results offer some educational insights and perspectives for positioning hate speech as a transformative social justice perspective.

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.

The most crucial factor influencing inclusive education is the preparation of educators for their professional activities. The aim of this study was to create and present a model for developing the professional competences of pre-service social educators in the context of inclusive education. The model reflected its main components: aim, objectives, methodological approaches, principles, technologies, study conditions, forms of training and stages of implementation (preliminary, main and final). The model introduced for professional activity in the conditions of inclusive education in the university's study process has the following characteristics: expediency, integrity, internal unity and consistency. The distinctiveness of the presented model lies in the possible application of taught subjects, such as the Inclusion in the Educational Environment module developed by the authors, educational internships and research work of students (RWS). Furthermore, the model is functional, based on a systemic and student-centred approaches and the principle of continuity of learning, i.e., lifelong learning (LLL).

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.

This study explored the effects of collaborative writing strategies on students' writing skills and self-efficacy. The study used a mixed methods design combining quantitative and qualitative approaches. Several instruments were used in data collection, including questionnaires, writing tests, writing assessment rubrics, and semi-structured interviews. The participants were randomly divided into two groups: the experimental group and the control group, which comprised 62 students. Data from the questionnaire and writing tests were analyzed using one-way MANOVA and MANCOVA tests, while interview data were explored using thematic analysis techniques. Participants were randomly divided into two groups: the experimental group and the control group. The results showed that collaborative writing strategies could improve students' writing skills and self-efficacy. Moreover, the qualitative results showed that most students responded positively to using these strategies to improve their writing skills and self-efficacy.

The aim of this study was to investigate how the use of the technologized model of critical thinking development affected the self-study process of students of higher educational institutions (HEIs). The research methodology was based on a combination of qualitative and quantitative empirical methods, as well as a descriptive approach to data analysis. The study involved a quasi-experimental model supposed to influence the variables under study. The technology-based educational model of autonomous learning with a focus on the critical thinking development in students of HEIs consisted of the following processes, such as: communication, analysis, synthesis, problem-solving, evaluation, and reflection. The Watson Glaser Test was adapted to monitor the level of students’ critical thinking. The average score on the final control of students’ knowledge was used to monitor the experimental group students’ performance. By monitoring the development of students’ critical thinking and the dynamics of their performance in the course of training, where 90% of the time students studied independently, it was established that the use of a technological educational model had a positive effect on the critical thinking of students of HEIs, and as a result, the effectiveness of their self-study.

Several reforms have been introduced to help enhance Vietnamese people’s English competencies. However, research on what reforms Vietnamese teachers support or resist is limited. Also, the impact of teachers’ demographic information on their responses to reforms is underrepresented. This mixed-methods study used a questionnaire, responded by 102 English as a foreign language (EFL) teachers, and six semi-structured interviews to address the gap. The results revealed that the teachers supported the reforms in their teaching context. They preferred using their self-developed or self-adapted materials to using required materials. On the other hand, using the VSTEP framework for designing tests was not supported. Teachers’ demographic information, especially educational qualification, significantly differed one’s responses to reforms from those of another. Some practical implications were discussed at the end of this paper. Also, some recommendations were presented to be considered for further studies.