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.

This paper explores misconceptions and errors (M/Es) of eighth-grade students in Nepal with a quasi-experimental design with nonequivalent control and experimental groups. The treatment was implemented with teaching episodes based on different remedial strategies of addressing students' M/Es. Students of control groups were taught under conventional teaching-learning method, whereas experimental groups were treated with a guided method to treat with misconceptions and errors. The effectiveness of treatment was tested at the end of the intervention. The results showed that the new guided treatment approach was found to be significant to address students' M/Es. Consequently, the students of experimental groups made significant progress in dealing with M/Es in mathematical problem-solving at conceptual, procedural, and application levels.

This study aimed to analyze the critical thinking skills of students in learning of environmental change material using e-learning madrasah. This study used explanatory sequential design by mixed-methods experiment. The data were collected by interviewing, observing, and essay testing that have indicators modified from critical thinking skills by Watson-Glaser, Facione, and Ennis. There were 67 participants in this study as 7th grade student at a junior high school in Sleman district. Quantitative data analyzed by determining average score and standard deviations and, qualitative data analyzed from interviews and observation. Quantitative analysis showed that there were 3 levels of student’s critical thinking skills which were 14 students (20.90%) in the high category, 38 students (56.72%) in the middle category, and 15 students (22.38%) in the low category. Qualitative analysis indicated learning model made students to learn actively, independently, and enthusiastically looking for several sources. This study provided information about student critical thinking skills in junior high school, especially in the environmental change matter which are still low. Thus, the alternative learning strategies to improve students critical thinking skills are very needed. Besides, information on the application of the discovery learning model with e-learning Islamic school was obtained in the COVID-19 pandemic.

This study addresses the effectiveness of learning via educational software. Recent decades have seen the integration of technologies, which are changing teaching and transforming teachers into mediating, facilitating, and guiding figures by means of digital learning methods that serve as a major tool in schools, colleges, and universities. The current study focuses on instruction provided within the Israeli Air Force and examined the effectiveness of instruction provided via educational software in terms of learning products: Bloom’s revised taxonomy, Te’eni’s affective-cognitive model of organizational communication and the STEM model. We randomly divided the learners into three groups who studied the same topic: one group studied with the educational software only, the second with the educational software together with an instructor, and the third with an instructor who used a presentation. The learners took a test and four months later they took another test to examine the effectiveness of the instruction over time. The research results show that the recall levels and performance levels on the tests were almost identical in all groups, but in the categories of understanding and applying the addition of an instructor strongly contributed to achievements: Those who received instruction via educational software achieved the best results in the understanding category, while those who studied with an instructor who used a presentation achieved the best results on the test with regard to application of the studied material. The findings of this study can illuminate the effectiveness of using educational software in learning processes in all educational systems.

This research is motivated by a linear equations system, which is the basis for studying necessary linear algebra materials, such as rank, range, linear independent/dependent, linear transformations, characteristic values and vectors. There are still prospective mathematics teachers who have difficulty solving linear equations system and understanding the form of row echelon and reduced row echelon forms. In this study, subjects were three prospective mathematics teachers from Swadaya Gunung Jati University Cirebon who were taking matrix algebra courses. This study aims to reveal the conceptual understanding of prospective mathematics teachers in determining the solution to systems of linear equations. The results show that there are still prospective mathematics teachers who only use memory about the properties and procedures in determining whether a matrix is said to be a row echelon form or a reduced row echelon form. Then, there is still weakness in building the algorithms' relationship due to the immature knowledge of the concepts. Researchers found that many prospective mathematics teachers were more comfortable solving problems that were performed procedurally. Further research is needed to determine how the mental construction process and mathematical conceptual knowledge of prospective mathematics teachers are through meaningful learning so that conceptual understanding is maximized.

A large number of articles in the field of science education reflect on scientific literacy as the main goal of science education (SE), although often with varying viewpoints. Nevertheless, researchers have begun to highlight subject-specific teaching practices that are expected to specifically enhance science subject teaching, including biology. The main aim of this theoretical article is to come on consensus and to conceptualise the term biological literacy (BL) more clearly and to present a theoretical concept of BL, composed on the basis of systematically analysed articles. This theoretical concept includes two dimensions of BL: (1) cognitive (cognitive skills, conceptual understanding, biological inquiry) and (2) affective dimension, based on systematic literature review (SLR). This theoretical concept also includes in addition four dimensions of BL: (3) sustainability; (4) interdisciplinarity, (5) career awareness and (6) nature of biology (NOB), based on literature review (LR) of recent decades, that was conducted to write theoretical overview of this research.

Many problems in real life are full of uncertainty. Probabilistic thinking is one way to solve this uncertainty problem. The personality abilities that are interesting to examine include how independent the students are in facing probabilistic solutions. For this reason, it is necessary to study the probabilistic thinking profile of prospective mathematics teachers in solving probabilistic problems in terms of learning the self-regulation. The research method used in this research is qualitative research. In this study, the researcher conducted an analysis of students' probabilistic thinking with the scope of the probability material related to the sample space, the probability of events, and the probability of the random variable space. The profile of the level of probabilistic thinking is influenced by cognitive factors in the form of probabilistic knowledge obtained by students and personality in the form of self-regulated learning. Student learning self-regulated influences the mental activity in decision making. By studying the profile of probabilistic thinking, students are better prepare to face uncertainty with various aspects that influence it.

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.

Teaching mathematics in general and instructing mathematics at junior schools in particular not only create favorable conditions for students to develop essential and core competencies but also help students enhance mathematical competencies as a foundation for a good study of the subject and promote essential skills for society, in which mathematical communication skill is an important one. This study aimed to train students in mathematics communication by presenting them with topics in line with the structure's congruent triangles. An experimental sample of 40 students in grade 8 at a junior school in Vietnam, in which they were engaged in learning with activities oriented to increase mathematical communication. A research design employing a pre-test, an intervention, and a post-test was implemented to evaluate such a teaching methodology's effectiveness. For assessing how well the students had progressed in mathematical language activities, the gathered data were analyzed quantitatively and qualitatively. Empirical results showed that most students experienced a significant improvement in their mathematical communication skills associated with congruent triangles. Additionally, there were some significant implications and recommendations that were drawn from the research results.

The purpose of the study was to examine correlations between perceived teacher innovation (PTI) and self-regulated learning (SRL), where learning motivation, self-efficacy, and learning transfer help illustrate the interplay between and among influencing variables in the teacher-student relationship. This study gathered 213 valid questionnaires out of 355 participants in the Design Thinking for Data Scientists, which is one of the courses taught from a university in Taiwan. This study has analyzed the possible linkage in the Structural Equation Modeling (SEM) through the path coefficient. The ensuing data analysis study has shown that learning motivation, self-efficacy, and learning transfer not only served as the mediator effects in the PTI and SRL but also played small moderating effects. It appears that when learning motivation, self-efficacy, and learning transfer decrease, the interplay between PTI and SRL becomes stronger. It is necessary to increase the level of intrinsic motivation by the perception of greater innovation in teaching materials. By so doing, students would be more receptive and affective of course contents in the classroom and regulate themselves to achieve educational goals. The implications of teachers' perceptions of pedagogical innovation for learning motivation and learning experience are likewise discussed.

Creative thinking skills are 21st century learning needs that can be applied through the Scientific Reading Based Project (SRBP) model. The purpose of this study is to empower creative thinking skills through SRBP models in science learning in elementary school teachers’ education students. This research is mixed research with qualitative and quantitative approaches. Qualitative research is used to explore students' creative thinking abilities. Quantitative research uses a quasi-experimental approach carried out for six months on the candidates of elementary school teachers’ education. Participants in this study were the candidate of elementary school teachers’ education of 75 people who took the Basic Concept of Science subject. Data collection in this study was through observation, documentation, pre-test, and post-test with essay questions to measure creative thinking skills. The final result of the project is the final product to measure creativity. The data analysis used was an ANOVA test to measure every aspect of creative thinking skill. Qualitative analysis was used to describe the learning process and the final project of creativity. The results showed that there was an increase in creative thinking skills from aspects of flexibility, elaboration, fluency and originality. The SRBP model has a positive effect on improving the ability to think creatively.

The changes brought about in higher education by the Coronavirus disease (COVID-19) pandemic require effective action. Teachers must be trained to work on university platforms. The study allows us to analyse the current educational problems, which are found in many countries, not only in Ecuador. The research aimed to determine the virtual andragogical competencies of Ecuadorian university education during the COVID-19 pandemic. A mixed research approach was used. A quantitative analysis was applied first, followed by a qualitative analysis. The sample selection was participatory and non-probabilistic. The sample consisted of 1003 active higher education teachers in Ecuador. A questionnaire of 106 questions divided into four variables was applied. A multiple analysis of variance (MANOVA) was performed. The analyses demonstrated the need to apply four integral competencies. First the teacher must "Know how to be", through continuous ICT training. After the teacher has been trained, he/she must "Know". This process involves mastering educational technology. After updating knowledge, they must "Know how to live together". Develop critical and constructive communication. Then "Know how to do" by applying an effective guiding methodology. Teacher training under the competency-based approach is seen as a viable alternative.

This study aims to present the potential of Participatory Action Research (PAR) to bring together the experiences of teachers and researchers with the intention of improving teaching practices and students’ learning outcomes. Participants in the study were 7 teachers, their 160 fifths grade students, and researchers (authors). Teachers and researchers participated as partners in all collaborative activities during the period of 12 weeks.  All teachers assisted by the researcher (first author) who serves as a teacher at the same school, were involved in implementing the reciprocal teaching method (RTM) in math classes. They examined each step of the implementation of this method in order to investigate whether it has an impact on student achievement in solving mathematical word problems. Teachers observed the work of students in their classes, whereas in the joint meetings they discussed occasional ambiguities as well as issues that were most challenging for them and their students. The results showed that there was a significant improvement of the students’ results in the post-test of the mathematical word problems. The analysis of teachers' reflections highlights the benefits of collaboration within the PAR project, both for students and teachers. The study suggests that the PAR model can be used effectively within school settings as a research model, and as a pedagogical practice.

Learning in high schools has used a lot of smartphone assistance to make it easier for students to understand the material explained by the teacher. However, with the many uses of smartphones in learning, of course, it must provide positive benefits to the ability of students, especially the science literacy ability. In this study, the objectives to be achieved are to examine how much the smartphone's usability in physics learning, examine students' science literacy and examine the effect of the smartphone’s usability on students' science literacy in physics learning. The method used in this study is a quantitative method with a research design used is a one-shot case study. The data on smartphone usability is obtained using a questionnaire, and science literacy of students is obtained through on physics science literacy test. The results of this study indicate that the smartphones usability and students' science literacy in physics learning are respectively in the high and medium categories with a respective percentage of 57.20% and 36.36%. The students' science literacy is influenced by the smartphone's usability in physics learning by 34.30%. These results indicate that smartphone usability by most students is very high, but has not been able to contribute optimally to students' science literacy. Therefore, special treatment is needed in utilizing the use of smartphones in physics learning so that students' science literacy can be optimized.

Student satisfaction with education service has been considered one of the most critical strategic factors to attract students of higher education institutions around the world. Various models of satisfaction with education service quality have been developed to motivate actions towards improving the education quality. This study aimed to confirm a Vietnamese theoretical five-dimension model of student satisfaction with higher education service and investigate the relationship between student satisfaction with education service quality and student satisfaction with educational outcomes in this model. A cross-sectional survey on 2933 students from four-member universities of Hue University in Central Vietnam was conducted. The research results showed that the model of student satisfaction with education service in Hue University was consistent with the proposed theoretical model, which comprises five dimensions including access to education service, facilities and teaching equipment, educational environment, educational activities, and educational outcomes. In addition, the satisfaction of all dimensions of education service quality from dimension 1 to 4 affects the satisfaction of educational outcomes, of which educational activities have the most significant impact. This research result can provide a number of implications and recommendations for Hue University to implement appropriate measures to improve student satisfaction with education services received, thereby enhancing educational outcomes, attracting and retaining students.

The primary purpose of this article is to analyze how the origin of the Cold War is represented in Turkish history textbooks for general secondary school education for the twelfth grade. The author examined three history textbooks, which are only approved by the Ministry of National Education (MoNE) for teaching the course of Contemporary Turkish and World History. This research applied content analysis, including narratives and visual interpretation of the origins of the Cold War, and also the events regarding the emergence of Soviet Bloc and Western Bloc in high school history textbooks in Turkey. Findings indicate that treatments of the origin of the Cold War in Turkish history textbooks are remarkably similar in many ways. The traditional approach of the origin of the Cold War, which depicts the Soviet Union as an aggressive power whose primary purpose was to expand Communism to the world, constitutes the dominant narrative in Turkish history textbooks. The representation of the United States is very positive. All textbooks underline that the United States played a crucial role in solving many problems in many different parts of the world to prevent the expansion of Communism.

This study investigated the influences of social constructivist approaches on history teachers' opinions of social science education. The purpose of the study was to examine the effectiveness of social constructivist approaches and explore the views and practices of teachers in their current use of teaching approaches in social science education. For this study, a qualitative study approach was employed. The study was conducted at intermediate secondary schools in the city of Erbil. For open semi-structured interviews, eight teachers of social science education were purposely selected from eight intermediate secondary schools of grade ninth, and eight social science classes were observed. The results revealed that despite significant changes of the system of education, many challenges were identified in implementing social constructivist approaches in social science education such as the environment of fear, the shortage of proper public infrastructure, lack of care, and resources. Also, the study revealed several barriers like absence of sufficient well-designed teaching guidelines, lack of adequate clear instructions, inadequacy classroom teachers' autonomy, and no freedom. Lastly, the study ends up by specifying several conclusions.

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.

Teachers who can adapt and be ready for all changes will also be able to provide a balance to increase the competence of vocational high school students. This is also not denied when teachers become assessors in student competency tests. The objectives of this study were to produce an instrument for the readiness of teachers as assessors; to knowing good grain reliability; to know the characteristics of the instrument; and to know the difficulty level of the item. The method used in this research is instrument development. Respondents were vocational school teachers who were candidates for competency test assessors. Data collection techniques using a questionnaire. Analysis of construct validity using Confirmatory Factor Analysis. Reliability using Cronbach’s alpha. Test the instrument items using the Rasch model. The results are the readiness instruments of the vocational teacher as an assessor has 19 indicators that have been grouped into 5 factors with consistency values being in the same construct (proven construct validity). The result of the calculation of the reliability of this instrument is 0.852, which means that the reliability coefficient is high; There are two items, namely numbers 24 and 18 which indicate the absence of a fit item in the overall item fit criteria; At the item difficulty level, items 8 and 6 have a difficulty score of more than 2, while this indicates that items 8 and 6 have a high difficulty level.

While previous studies on assessments focused on measurement of principles and constructs, existing attention is given to content validation involving vocational education and skills. The emphasis on content validation has prompted a holistic perspective of teaching and learning to demand alternative research approaches. Using evidence of content validity based on expert judgment and assessment items, this paper argues that vocational knowledge and skills could be determined via constructs and construct functions. Content validity analysis was studied in two major phases, namely, through an assessment of an electrical technology course at a Malaysian higher education institution and expert panels’ examination of items. It was found that to increase confidence in providing reliable instruments for future empirical studies, a careful process in item development and content validity analysis was considered important. Therefore, applying these findings on item analysis and expert panels to reflect content validity can enhance the validity of assessment items.