Recently, researchers have paid more attention to the aspects of classroom learning environments because of their effects on students’ cognitive and effective outcomes. However, current literature reveals the lack of research that explores the factors of classroom environments in Vietnamese context. The present study, therefore, aims to validate the psychometric properties of the 25-items version of the My Class Inventory (MCI), translated into Vietnamese for 487 secondary school students. Factorial analysis showed an acceptable fit for the four-factors structure of the MCI – cohesiveness, competitiveness, satisfaction, and friction – to be appropriate for secondary school students. Internal consistency reliabilities of the general scales and four subscales were satisfactory. Results support the suitability of the MCI to assess students’ classroom environment within Vietnam’s educational context. The study recommended, among other things, that future studies should be conducted to explore the validity of the MCI on other samples of Vietnamese secondary students.

Regardless of varied lingua-cultural ideologies enriching the theories of communicative competence (CC), the four CC dimensions (e.g., linguistics, sociolinguistics, discourse, and communication strategies (CSs)) still become the main cores of English speaking (ES) classrooms. Of the four dimensions, CSs seem to be the most technical which deserve to be persistently studied. Hence, this study aimed to probe into ES lecturers’ performances of CSs, their efforts to improve students’ CC, and the impacts of their efforts on students’ learning according to students’ perspectives. Two ES lecturers and 10 students at a university in Indonesia were purposively selected to be the participants. They were observed and interviewed according to the study’s purposes. This study uncovered various CSs performed by ES lecturers according to several contexts, such as to understand spoken texts, to understand spoken recorded texts, and to overcome temporary communication difficulties. Various ES lecturers’ efforts were also revealed according to their functions to improve each dimension of CC. Most students perceived the lecturers’ efforts positively due to the impacts on their motivation, self-efficacy, collaborative skills, and metacognition. However, few students echoed negative perceptions about a lecturer’s native-speakerism-endorsed effort due to lingua-cultural issues. Implication, limitation, and recommendation are discussed.

Numerical thinking is needed to recognize, interpret, determine patterns, and solve problems that contain the context of life. Self-efficacy is one aspect that supports the numerical thinking process. This study aims to obtain a numerical thinking profile of Mathematics pre-service teachers based on self-efficacy. This study used descriptive qualitative method. The data obtained were based on the results of questionnaires, tests, and interviews. The results of the self-efficacy questionnaire were analyzed and categorized (high, moderate, and low). Two informants took each category. The results showed the following: informants in the high self-efficacy category tend to be able to interpret information, communicate information, and solve problems with systematic steps. Informants in the moderate self-efficacy category tend to be able to interpret and communicate information, but tend to be hesitant in choosing the sequence of problem-solving steps. Meanwhile, informants in the low self-efficacy category tend not to be able to fully interpret the information. As a result, the process of communicating information and solving problems goes wrong. Another aspect found in this study is the need for experience optimization, a good understanding of mathematical content, and reasoning in the numerical thinking process.

Technological tools are means by which online teaching could encourage the engagement of students, especially elementary students. The present research studies how elementary teachers develop their use of technological tools in their asynchronous and synchronous online teaching, specifically when this online teaching occurs during emergency education. The research was conducted in the academic year 2019/2020. We interviewed two elementary teachers, where one of them taught asynchronous lessons more than synchronous, while the second taught synchronous lessons more than asynchronous. We analyzed the data using two frameworks: one for interaction type and one for engagement type. The research results indicated that different interaction types influenced teachers’ decisions to use technological tools. In addition, what concerned the teachers’ use of tools at the beginning was the cognitive engagement, but they advanced towards focusing on behavioral and the affective engagement.

This research investigated the correlations among problem-solving, coping styles, and stress levels of parents of children with autism spectrum disorder, attention deficit hyperactivity disorder, and typical development. We used a correlational survey model design and collected the data with the Problem-Solving Inventory (PSI), the Ways of Coping Questionnaire (WCQ), and the Parent Stress Scale (PSS). The study group consisted of 350 parents. The research findings revealed that stress levels were negatively correlated with functional coping strategies and problem-solving. We found no significant difference between parents of children with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD) and typical development in terms of problem-solving approaches. Considering the relationships between the parents in terms of WCQ scores, there was no statistically significant difference in the subscales of self-confidence approach, submissiveness, optimistic approach, and seeking social support. Only the subscale of helplessness differed statistically based on the disability. Regarding the correlations between the groups in terms of stress levels, we found that the typical developmental group had lower PSS scores than the Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder groups. We believe that preventive support programs for stress management can make significant contributions to efficient coping methods and problem-solving.

This study investigated student teachers’ teaching self-efficacy level and factors that predict it (using five-factor mentoring model). Two hundred and ten third and fourth-year student teachers (N=100/N=110; 93.8% females) were involved in the study and asked to complete a self-report questionnaire. The “Mentoring for Effective Primary Teaching” instrument and “Teachers' Sense of Efficacy Scale” were used to collect the data. Findings indicated that higher levels of student teachers' self-efficacy are positively associated with the level of mentoring experience during the teaching practicum. The results found that fourth-year students reported significantly higher levels of teaching self-efficacy than third-year students. This study reported that there is a significant mean difference in student teachers’ self-efficacy beliefs in terms of having parents in the teaching profession. A multiple regression found that mentor teachers’ personal attributes are the best predictor of student teachers' teaching self-efficacy beliefs.

The increase of English language learners (ELLs) in the United States of America (USA) public school classrooms and the diversification of the global education landscape urges initial teacher preparation programs to equip mainstream teachers with appropriate skills, knowledge, and dispositions to teach ELLs. This paper reports findings from a focus group study on elementary teacher candidates' (TCs') field experiences with ELLs. Based on interviews with four groups of TCs who completed their two practicums with ELLs, the study illustrates how mainstream TCs perceive their field experiences as future teachers of ELLs. The findings suggest that TCs recognize dissonances and develop care toward ELLs through their engagements in ELL-specific field experiences. The study also demonstrates how the recognition of dissonances led to changes in TCs' beliefs and values, which was observed through their imagination. Informed by their field experiences with ELLs, TCs began forming professional agency as future teachers by imagining specific teaching strategies, methods, and approaches they would like to implement with ELLs. Implications and future directions of teacher education programs are also discussed.

The embodiment of teacher leadership has currently shifted onto the practice of teacher collaboration due to its potential to solve students’ problems such as low critical thinking skills. Accordingly, this study quantitatively aimed to examine the effect of teacher collaboration on educational management students’ critical thinking skills as well as their critical thinking retention. Subsequently, it qualitatively investigated the students’ perspectives on teacher collaboration. 60 students selected randomly took part in the experimentation, in which 30 students were taught with teacher collaboration, and other 30 students were taught with individual lecturing. 10 students taught with teacher collaboration were further selected purposively to be interviewed for the qualitative investigation. Descriptive statistics alongside paired and independent t-tests were deployed to analyze the experiment results, and an interactive model was adopted to analyze the qualitative findings. The experiment showed that teacher collaboration had a more positive and significant effect on students’ critical thinking skills than its counterpart did. The students taught with teacher collaboration enjoyed good retention of critical thinking skills as well. The students perceived that teacher collaboration improved their collaborative skills, awareness, and metacognitive skills in learning. Implication, limitation, and recommendation are discussed.

This study aimed to describe the differences in students' creative thinking skills in a problem-based learning model with scaffolding in the biochemistry course. This study was designed using a quantitative explanatory research design with a sample of 113 students of the Jambi University Chemistry Education Study Program. In this study, the researcher used the experimental class and control class. The sampling technique used is total sampling and purposive sampling. The research data was taken by observation, test, and interview methods. The quantitative data analysis used was the ANOVA test and continued with the Post-Hoc Scheffe’s test. The findings of this study indicate that the results of the ANOVA test indicate a significant difference in the average creative thinking results in terms of psychomotor aspects with the acquisition of significance scores of 0.000. In addition, the results of this study indicate that class A students have higher creative thinking skills than class B and class C. This is because class A students use a problem-based learning model integrated with scaffolding in their learning.

This study aimed to determine the effect of cognitive and affective factors on the performance of prospective mathematics teachers. Cognitive factors include cognitive independence level and working memory capacity, while affective factor include math anxiety. Mathematical performance was then assessed as basic math skills, advanced math skills and problem-solving ability. This research combined quantitative and qualitative research methods. In order to determine the effects of cognitive independence, working memory capacity, and math anxiety on math performance, multiple regression tests were used. To then see the effects of these three factors on problem-solving ability, a qualitative approach was used. Eighty-seven prospective math teachers participated in this study. Based on the results of the multiple regression, it was found that the level of cognitive independence affects basic math skills but has no effect on advanced math skills. Working memory capacity was seen to positively affect math performance (basic and advanced math skills, problem-solving skills), while mathematics anxiety demonstrated negative effects on advanced math skills and problem-solving skills.

Visual representations and the process of visualisation have an important role in geometry learning. The optimal use of visual representations in complex multimedia environments has been an important research topic since the end of the last century. For the purpose of the study presented in this paper, we designed a model of learning geometry with the use of digital learning resources like dynamic geometry programmes and applets, which foster visualisation. Students explore geometric concepts through the manipulation of interactive virtual representations. This study aims to explore whether learning of geometry with digital resources is reflected in higher student achievements in solving geometric problems. This study also aims to explore the role of graphical representations (GRs) in solving geometric problems. The results of the survey show a positive impact of the model of teaching on student achievement. In the post-test, students in the experimental group (EG) performed significantly better than students in the control group (CG) in the overall number of points, in solving tasks without GR, in calculating the area and the perimeter of triangles and quadrilaterals than the CG students, in all cases with small size effect. The authors therefore argue for the use of digital technologies and resources in geometry learning, because interactive manipulatives support the transition between representations at the concrete, pictorial and symbolic (abstract) levels and are therefore important for understanding mathematical concepts, as well as for exploring relationships, making precise graphical representations (GRs), formulating and proving assumptions, and applying different problem-solving strategies.

This research is a developmental research aiming at developing a good mathematical test instrument using polytomous responses based on classical and modern theories. This research design uses the Plomp model, which consists of five stages, (1) preliminary investigation, (2) design, (3) realization/construction, (4) revision, and (5) implementation (testing). The study was conducted in three vocational schools in Lampung Province, Indonesia. The study involved 413 students, consisting of 191 male and 222 female students. The data were collected through questionnaire and test. The questionnaire was used to identify the assessment instruments currently employed by teachers and to be validated by the experts of mathematics and educational evaluation. The test used an open polytomous response test numbering of 40 items. The data were analyzed using both classical and modern theories. The results show that (1) the open polytomous response test has a good category according to classical and modern theory. However, the discrimination power of test items in classical theory needs several revisions, (2) the assessment instrument using the polytomous response of open multiple choice can guarantee information on the actual competence of students. This is proven by the fact that there is a harmony between the analysis result obtained from classical and modern theory from the students' arguments when giving reasons for their choices. Therefore, the open polytomous response test can be used as an alternative to learning assessment.

This study investigates the contribution of teachers’ willingness to their professional competence in adapting to digital learning transformation during the Coronavirus disease (COVID-19) pandemic and its relationship to instructional leadership and self-efficacy. Data were collected by distributing online questionnaires consisting of 4 constructs, namely instructional leadership, self-efficacy, teacher’s willingness to change, and professional competence, and distributed to 221 Indonesian High School teachers. Structural Equation Model (SEM) was used for analysis using Analysis of Moment Structure (AMOS) version 23.0 to examine the hypotheses. The results showed that instructional leadership significantly influences teachers’ willingness to change with a positive impact on their professional competence. Furthermore, there is a significant effect on teachers’ willingness to change their professional competence, insignificant on self-efficacy with substantial impacts on their willingness to change. The analysis results through the Sobel test showed that the teachers’ willingness to change is an excellent mediating variable for self-efficacy in influencing professional competence. Conversely, it is not an excellent mediating variable for instructional leadership towards professional competence. The importance of teachers’ willingness to improve their professional competence is a new finding that significantly contributes to their professional development.

Competent instructors need to have the skills, abilities, and competencies to perform tasks effectively, which will affect student learning achievement. This study is guided by the theory of Boyatzis developed by Spencer and Spencer. The Iceberg Competency Model was used as a guideline to identify the competency elements of educators from the agricultural stream in vocational colleges (KV). This research study aims to explore and identify the existing competency elements of agricultural educators in KV. This study used a study population comprising 243 respondents of agricultural educators in KV. To answer the research question, the data analysis was done by Partial Least Squares - Structural Equation Modeling (PLS-SEM). This study is a study built to observe the relationship between the latent constructs studied. These constructs consisted of exogenous and endogenous constructs. In this study, exogenous constructs comprised value constructs, social roles, self-image, motives, traits and constraints. At the same time, endogenous constructs involved constructs of skills and knowledge. To ensure that the construct of this study gives meaning to the reflective measurement model, it was evaluated based on internal consistency reliability and validity. Regarding the framework, some indicators that did not qualify were dropped based on factor loading and average variance extracted (AVE). From the analysis conducted, 16 indicators were dropped since they did not meet PLS-SEM requirements. The total number of items retained was 71 indicators. At the final stage of this study, the evaluation model was implemented to form a framework involving the evaluation of the constructs linked to each other.

Geometric thinking affects success in learning geometry. Geometry is studied from elementary school to university level. Therefore, in higher education and basic education, it is necessary to carry out a systematic review in order to obtain tips for improving geometric thinking skills. A systematic review of geometric thinking was done in this study. In this study from 2017 to 2021, geometric thinking was investigated in the form of a synthesis review of the effect size of the given treatment. This is a comprehensive discussion of theories, models, and frameworks on the topic of geometric thinking from 36 articles. The research findings revealed that the interventions used were predominantly effective, with effect sizes ranging from "small" to "very large," with the "very large" effect obtained in the intervention of van Hiele's learning phase and various technology-based-media and concrete manipulative media. The research trend was reflected through twelve clusters of interrelated keywords. The results of this literature review suggested that it is necessary to carry out a specific study on how to achieve the highest level of geometric thinking, a more detailed form of scaffolding, and concrete manipulative media and technology that can be explored for a certain level of the participants’ geometric thinking.

The government has imposed social restrictions during the COVID-19 pandemic, affecting the education sector, including the early childhood school. Distance education offers different methods from the conventional methods, as the students are expected to gain the same skills, including critical thinking skills. Therefore, teachers must provide distance learning innovations using relevant learning media, such as multimedia-based learning. This research aims to assess the efficacy of multimedia learning in early childhood distance learning. This research is a quantitative model with a quasi-experimental pretest and posttest design. The data collection technique utilized questionnaires given to 30 samples of early childhood children. The data were statistically analyzed using SPSS software. The results confirmed that multimedia-based learning for distance learning could develop critical thinking skills in early childhood children during the COVID-19 pandemic. The results of this study offer exploration of learning strategies to improve children’s critical thinking.

This review explores research into the effects of collaborative learning interventions on critical thinking, creative thinking, and metacognitive skill ability on biological learning. The search was conducted from 2000 to 2021. We found 36 critical thinking studies, 18 creative thinking studies, and 14 metacognitive skill studies that met the criteria. The results showed that collaborative learning influences large categories (ES=4.23) on critical thinking, influences large categories (ES= 7.84) on creative thinking, and influences large categories (ES= 8.70) on metacognitive skill. The study's findings show that collaborative learning interventions have the highest impact on metacognitive abilities. Based on these findings, we provide insights for education research and practitioners on collaborative learning interventions that seem to benefit the empowerment of high levels of thinking at various levels of education to be combined with various other interventions in the future. The type of intervention, level of education, materials used, and study quality criteria were included in the study.

Students' academic self-concept is a concerning concept in educational research. The purpose of this research is to examine the simultaneous influence and relationship of learning motivation, democratic parenting, and peer relations with academic self-concept in students. This is a correlational research with a cluster random sampling method used to collect data from 962 students. The result showed that learning motivation, democratic parenting, and peer relations had a partial and simultaneous relationship with students' academic self-concept. Furthermore, support from guidance and counselors, homeroom teachers, and parents is essential for students to actualize and develop their character optimally and effectively.  

Character education is urgent in passing down the ethical and moral values in the cultured community life. The local cultural values are a source of ethics and moral education for elementary school students. The school keeps taking an essential role in cultivating the local values through online character education during the COVID-19 pandemic. This study aimed to analyze the effect of implementing online integrated character education and parental engagement in local cultural values cultivation outcome. The method of this study used an exploratory sequential mixed method design. Collect qualitative data using interview forms, observation, documentation, and quantitative data using questionnaires and portfolios. Qualitative data interpretation used content analysis, and inferential analysis used multiple linear regression. Results revealed that parental engagement, teachers’ performance, and online learning obstacles affect local cultural values cultivation outcome in character education partially and simultaneously for sixth-grade students in Padang City. We suggested teachers improve character education management based on local cultural values by building good synergy and collaboration between them and parents to cultivate noble character behavior among students.

Mathematics anxiety in initial teacher education is a growing issue that reflects on teacher quality and their student’s maths anxiety and abilities. Previous studies have presented a range of different perspectives to mathematics anxiety. We aimed to explore further the reasons of mathematics anxiety in preservice teachers and suggest some intervention strategies in reducing maths anxiety for initial teacher education systems. We used a mixed methodology in this research analysing both qualitative data along with some quantified data derived from qualitative data sources. The findings provide insights to causes of maths and test anxiety along with some intervention strategies that teacher educators can use in their future teaching.