The increasing sophisticated learning technology and COVID-19 have pushed the teaching-learning process to use pedagogy, andragogy, and cybergogy approaches. The current research aims to investigate the relationship between the practices of these three approaches and student self-regulated learning. The structural equation model used indicates that pedagogy practices may affect the andragogy practices in teaching-learning process. Pedagogy approach shows no direct effect but has an indirect effect on students’ self-regulated learning. The indirect effect comes from the pedagogy-andragogy continuum and the impact of pedagogy instruction on cybergogy practices. Andragogy practices also gives a significant impact on students’ self-regulated learning and how the students use learning technology in cybergogy approach. Andragogy and the continuum of cybergogy promote students’ self-regulated learning. These results indicate that pedagogy-andragogy continuum can have an interplay with cybergogy. The interplay of these approaches may encourage students’ self-regulated learning. The current research can be a baseline to construct a new approach in teaching-learning process and its instructions in the classroom.

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.

This study aimed to evaluate the effect of online social support (OSS) on the psychological well-being (PWB) of caregivers of children with autism spectrum disorder (ASD). The role of gender as a moderator variable in the relationship between online social support and psychological well-being was also investigated. A quantitative research design was used to collect data from 154 caregivers of children with ASD in Indonesia using PWB and OSS questionnaires adapted into Bahasa Indonesia. Data were analyzed using SMART PLS 3.0. Online social support influences the psychological well-being of caregivers of children with ASD. At the dimension level, several OSS dimensions also affect PWB. The effect of online social support on psychological well-being is the same in both the male and female groups. This means that male and female groups benefit equally from online social support. Future research should combine the study with a qualitative method to gather data from caregivers on how OSS affects their PWB in order to gain a holistic perspective. It could be a suggestion to policymakers to provide beneficial online social media for caregivers of children with ASD.

The objective of the study was to develop a structural model that explores the relationship between Mathematics Performance and students’ self-regulated learning skills, grit, and expectancy-value towards science, technology, engineering and mathematics (STEM). The research collected survey data from 664 senior high school students from 17 STEM high schools, and conducted a covariance-based structural equation modeling (SEM) analysis. The results of the SEM analysis indicate that the Re-specified Self-Regulated Learning Skill – Expectancy-Value towards STEM – Grit – Mathematics Performance (Re-specified SRL-EV-GR-MP) model is the most parsimonious fit, offering the best empirical support for the theoretical model of the study. The research findings suggest that the mathematics performance of senior high school students in STEM curriculum is attributed to their high expectancies for success and perceived values of the STEM tasks, high grit, and high self-regulated learning skills. Moreover, the research also observed evidence of mediating and moderating grit effects in the concurrent effects of expectancy-values towards STEM and self-regulated learning skills towards students’ mathematics performance.

The current study investigates the psychometric characteristics of the Social Support Scale as an instrument for assessing social support for academics. The original version of the scale was adapted and translated into Indonesian and was administered to academics in Indonesia through a google form. The data were then analyzed to investigate the reliability, construct validity, and structure of factors of the instrument. Confirmatory factor analysis confirms that the three-dimension model was the best model regarding the internal structure. Our findings also advocate the Social Support Scale as a valid and reliable tool for assessing social support in Indonesian academics. Thus, it can be employed to examine lecturers’ social support level which helps the universities to build a supportive working climate, as well as improve the relationship quality between employees.

Logical-mathematical intelligence is highly needed to ease students’ understanding of mathematics concepts. Therefore, it is necessary to delivery an innovative teaching approach to enhance students’ logical-mathematical intelligence. This study aims to investigate the use of mathematics comics to increase the logical-mathematical intelligence of junior high school students in urban and rural schools. This study employed a quantitative approach with a pretest-posttest control group design. The population of this study were seventh-grade students from a junior high school in Banda Aceh (urban areas) and a junior high school in Aceh Besar (rural areas), Indonesia. The samples of this study were two classes (experimental and control) from each school which were selected randomly. To collect data, we used a logical-mathematical intelligence test and analyzed it by using t-test. This study shows that the use of mathematical comics in urban schools can improve mathematical logical intelligence. However, there was no improvement in students' mathematical logical intelligence in rural schools. Therefore, this study showed that using mathematics comics in different school conditions yield different results in logical-mathematical intelligence. The findings suggest that other learning innovations are required to improve students' logical-mathematical intelligence in rural areas.

The study aims to point out direct and indirect correlations between others' roles on career self-efficacy, and career self-management. This research uses a multifactor correlational model, samples were 342 students. The research instruments are Career Self-Management Self-Efficacy Scale (CEDLE-Scale), Career Decision Self-Efficacy (CDSE Short-Form), and Role Model Influence Career Decisions Scale (RIMICDS). Data were analyzed using path analysis with AMOS 23. The findings show that 1) the variable of others' role directly influences career self-efficacy; 2) career self-management directly influences the career self-efficacy on career self-efficacy; 3) others' influence on career decision directly influences the career self-management, and 4) others' role on the career decision indirectly influences self-efficacy moderated by career self-management. Support, guidance, and inspiration from others will ease someone in deciding on a career. Guidance for managing a career will improve career self-efficacy. It will then positively contribute to the self-confidence to pursue the career.

A virtual-based disaster learning model was created to enhance understanding of COVID-19 disaster mitigation following the characteristics of elementary school students because the high number of child deaths brought on by the COVID-19 pandemic served as the driving force behind this research. The virtual-based disaster learning model had been deemed valid, but more study is required to ascertain its impact on primary school pupils' comprehension of COVID-19 disaster mitigation. This study sought to determine how the virtual disaster learning model affected elementary school pupils' understanding of COVID-19 disaster mitigation. This study was a quasi-experimental investigation. Non-equivalent control group design was the type of experimental design employed. The t-test showed that students who studied using virtual-based disaster learning models and those who used conventional learning had different average levels of understanding of COVID-19 disaster mitigation. According to the findings, primary school children who learned using virtual disaster learning models had higher scores than students who used conventional methods. This finding revealed that virtual disaster learning models could improve understanding of COVID-19 disaster mitigation. The results of this study's implications can be applied as a different approach to enhancing elementary school kids' comprehension of emergency planning for COVID-19.

Environmental damage must be taken seriously. Strengthening human attitudes to preserve the environment is the keyword, and strengthening the aspects of knowledge about the environment must be pursued. However, a scientific basis is needed that shows that it is true that strengthening the aspects of knowledge about the environment can improve a person’s attitude toward preserving the environment. The purpose of this research is to find the relationship between a person’s knowledge and their behavior in preserving the environment. By defining the general picture of the relationship between knowledge and attitudes, future accurate educational policies can be taken in the context of environmental protection. This research is a meta-analysis of correlation types. The inclusion criteria for selecting the data are as follows: studies published from 1999 to 2022 in English, analyzed by correlation analysis, have descriptions of many samples and correlation indices, and published in Google Scholar-indexed journals. Based on this inclusion criteria, 23 studies were selected containing 36 relevant sets of research data. The results showed that there was a correlation between knowledge and a person’s attitude toward the environment (.37). Assuming a 95% confidence level, the real score ranges from 0.26 to 0.48. The publication bias test using the trim and fill method showed that none of the data contained biased publications, so the meta-analysis results could be declared valid. Now, there is an urgency to expand environmental education to encourage the development of good attitudes by the community toward the environment.

In the future, vocational students will face all changes and developments in technology and information. In this context, students' digital literacy skills need to be trained to adapt to the demands of the world of work. This article aims to present the results of a study on factors that can improve the digital literacy practice for vocational students as a roadmap for digital learning in the current era. The sampling technique used purposive random sampling of 8 Vocational Schools in East Java Province, Indonesia. The number of respondents in this study amounted to 355 second-year students. The study has found that online learning, motivation, and technology introduction are influenced by students' digital literacy practices, while teacher readiness and infrastructure must be mediated by online learning. The findings in this study indicate that collaboration from various parties is needed from teachers, school administrators, and policymakers in planning learning that focuses on students' digital abilities.

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.

The purpose of this study was to examine whether exam anxiety played a role as a mediator in the relationship between psychological resilience and school satisfaction in a large sample of adolescents (N = 1819; Mage = 15.16, SD = 0.95) who live in different regions of Azerbaijan. Adolescents’ psychological resilience was positively associated with school satisfaction, whereas their exam anxiety level was negatively associated with school satisfaction. Structural equation modeling results showed that exam anxiety partially mediated the relationships between psychological resilience and school satisfaction. Therefore, the indirect effect of psychological resilience on school satisfaction through exam anxiety was also statistically significant.

This study aimed to investigate the effect of character teaching on college student socioemotional character development. The study was conducted at IAIN Pontianak, Universitas Tanjungpura and Universitas Muhammadiyah Pontianak. The sample was 1284 students, 388 male and 896 female. Partial least square-structural equation modeling (PLS-SEM) data analysis using SmartPLS was used. The findings reveal that character teaching has a significant and positive effect on college student honesty, prosociality, respect at home, respect at school, self-control, and self-development. This study suggests that colleges/universities ensure that lecturers supervise student assignments, seriousness and discipline, check students’ attendance strictly, give course assessment samples, and grade their assignments on schedule. At the end of the conclusion, implications and suggestions are given.

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.

The purpose of the present study was to identify current issues related to Greek Minority Education in Albania and its potential as considered from the part of the teachers’ and principals’ perspective. The current situation of Greek language education was recorded, problems encountered by the educational institutions and the teachers were highlighted and the prospects for teaching the Greek language in Albania were considered. 45 Teachers of Greek language and eight school principals participated in the study. For the purpose of the present study, a combination of qualitative and quantitative approach was employed. The data from the target groups were collected through two basic research instruments: (a) teacher questionnaires and (b) principal interviews. The findings raised a number of issues related to the Greek language education: the student language level, the need for providing systematic training to teachers who work in bilingual environments, as well as the deficiency of strong incentives for the teacher secondment from Greece to Albania. The data indicated the teachers’ concern about the effectiveness of the existing curricula and language textbooks in accomplishing the goals of teaching the Greek language in bilingual contexts.

The fundamental challenge in implementing inclusive schools is related to accepting students with special needs by other students. Lack of acceptance and respect for differences often trigger acts of bullying. There are insufficient studies describing that the perpetrator of bullying in school is a student with special needs. This study aims to measure the effectiveness of the educare program in improving students' pro-social attitudes to prevent bullying in inclusive schools. The Educare Program consisted of four lesson plan themes and became a treatment instrument. Single subject research (SSR) was used for the research method, implementing the baseline-intervention-maintenance (AB+M) phase with multiple baselines across subjects. Three students, including a student with a disability and a low pro-social attitude, were the subjects of this study. The data were collected through observation and analyzed through graphical visual inspection focusing on trend, level, latency, and percentage of all non-overlapping data (PAND). The results of the study presented in polygon graphs and PAND showed that the Educare Program is very effective in increasing students' pro-social attitudes. Almost all scores of pro-social attitudes obtained through trend with PAND reached 96.11%.

Political context, community participation, principals’ supports, and the implementation of e-learning, refer to the orientation of efforts in overcoming the pandemic pressures, where these factors must ensure that all school programs can run effectively and efficiently. This study aims to identify the relationship between political context, community participation, principals’ supports, implementation of online learning and student achievement. Respondent in this research was the principal and elementary school teacher in East Java, Indonesia, 300 teachers and principals were respondents in this research. The Structural Equation Modeling method with the help of AMOS 24.0, is used in this study, while, mediation hypothesis testing is done with the Sobel Test. Based on the results of political context can significantly improve the achievement of students through community participation, principals’ support and implementation of e-learning. Research contributions show that with an ideal political context, high community participation, adequate principal support, and implementation of quality e-learning can improve the achievement of students even in crisis conditions in this case under the pandemic pressures.

The peer tutoring approach is a student-cantered teaching method in which students learn in pairs with teacher supervision. The study discussed in this paper is a systematic literature review related to the effectiveness of peer tutoring approaches which has been published within the last 5 years. A complete text analysis was conducted using 20 research papers stating the impact of the peer mentoring approach for this writing. Among the things obtained from previous studies are the variety of ways to implement peer tutoring approach, the impact on 3 aspects in students which are mathematical achievement, social skills and cognitive skills and the teaching theories used. The findings of the study indicate that most past studies used quantitative research methods with the concept of age peer approach. Then, constructivism theory was the most frequently applied with a sample of high school students. In conclusion, this systematic literature review shows that the peer tutoring approach in mathematics education has many benefits in various aspects and needs to be extended to improve the quality of education.

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.

An earlier study found that assistive technology based on mobile applications significantly improved how social skills were taught to and learned by autism spectrum disorder (ASD) children. Nevertheless, the content of the existing mobile applications is inadequate for capturing the diversity of Malaysian culture, making it unacceptable for local use. Considering cultural norms is a factor in developing social skills in ASD children. It is therefore necessary to develop new assistive technology based on mobile applications that consider Malaysian cultural norms.  As a result, the Multimedia Interactive Social Skills Module (MISSM) application was created based on the Addie Model, which offers a systematic process for assisting in developing successful instructional material by fusing instructional theory with learning theory. The MISSM application is based on Malaysia's current social skills curriculum, which helps ASD children become socially competent. Hopefully, it will help them develop better social skills and achieve academically. Finally, local culture-sensitive material for assistive technology based on mobile applications would support Malaysia's adoption of a technology-based teaching and learning strategy and contribute to a better understanding of social skills.