This study aims to produce a product to evaluate students' critical thinking skills that departs from physics content where students often have misconceptions. This research is a development research with research stages covering a) research and review literature; (b) planning chapter objectives; (c) developing a preliminary form; (d) field-testing the preliminary form; (e) Revise the preliminary form; (f) conducting a main field-test. The Waves Critical Thinking (WCT) test developed consists of 7 questions with 15 specific domains. Total percentage of content validity test was obtained 87.98% with appropriate criteria and based on the construct validity WCT test, the Goodness of Fit criteria were obtained which were classified as fit. The test instrument being tested consists of 15 objective items. The reliability of WCT test results 0.597 as a Cronbach's alpha score with the medium category and all the components have a good level of composite reliability. The outcome of the study was the WCT test with a valid state for measuring students' CT in a specific domain of physics wave material.

This study aimed to explore the implementation and impact of the Flipped Learning Model (FLM) and STEM Approach in elementary education. The advancement of technology and the Covid-19 pandemic has increased the importance of e-learning, including in elementary schools. The literature review analyzed 193 academic works published in the past six years using NVivo, Mendeley, and VOSviewer software. The validity of the data was verified through the analysis of five online databases. The results showed that STEM research has been well-developed with innovative approaches that improve learning outcomes, while FLM research in elementary schools is limited. The study suggested that combining FLM with STEM Approach (FLM-SA) can optimize learning in the technological era. By integrating FLM-SA, students can engage in active learning experiences in class and acquire fundamental knowledge outside of class, offering a solution to e-learning challenges. The study emphasized the strong connection between FLM and STEM Approach and how they can support each other to enhance student learning.

21st-century learning requires teachers and students to integrate literacy skills, scientific literacy, mathematics, reading, writing, and technology in the learning process. Students must have initiative, discipline, responsibility, confidence, motivation for independent learning, and the ability to think critically about the problems presented. This study aims to determine students' autonomous knowledge and critical thinking abilities (CTA) using mobile learning technology (MLT). This research is a quantitative study involving 83 students from four junior high schools in the city of Mataram. The data collection for independent learning and students' CTA was carried out by giving tests and non-tests to students. The test conducted was a written test in the form of a description of 10 questions covering indicators of CTA. The non-test was conducted by giving a student learning independence questionnaire with as many as 15 statements, including five indicators of learning independence. This quantitative research data analysis uses the Rash modeling application with the help of Ministep software. The analysis results show that the learning independence of male and female students in the four junior high schools obtained a percentage of 77.38% in the “good” category. Each indicator of learning independence accepts a percentage above 70%, which is in the excellent category. Meanwhile, the CTA of male and female students from the four junior high schools obtained 75.28% in the “good” category. Each indicator of CTA also gets a percentage of more than 70%, meaning that each indicator is in a good category.

Industry 4.0 has affected various aspects of life, including the organization of higher education. In the current era, higher education is required to transform themselves from using the conventional way of administration to the digitalized one. The said transformation also includes the services provided and management carried out by the organizations. The objective of this study is to measure the understudied mediation of digital innovation in the effect of the nexus of digital leadership and digital literacy on the performance of higher education. This quantitative research was conducted by distributing questionnaires to 234 faculty members of four higher education institutions in Malang City, Indonesia. Partial Least Squares – Structural Equation Modeling was applied to analyze the data. This study finds that digital leadership significantly affects the higher education performance and conclusively predicts digital innovation. As hypothesized, digital literacy has a significant effect on the higher education performance and digital innovation, and digital innovation plays a substantial role in the higher education performance. In addition, digital innovation mediates the influence of digital leadership and digital literacy on the higher education performance.

The aim of this exploratory case study is to investigate the impact of the pandemic as an unexpected situational variable on university instructors’ perceptions and attitudes towards technology integration, as well as their foresight about the future of education in post Covid-19 era. The data for the study came from autobiographies, narratives, and opinionnaires. The findings revealed that the degree of familiarity with educational technology and eagerness to integrate technology into education made a difference in academicians’ adaptation to the new mode of delivery. As for their predictions for the future, an increase in the use of educational technology not only in teaching, but also in testing and assessment is expected. Participants also emphasized a need to enhance the infrastructure to avoid any further technical issues and offer continuous development opportunities for teachers and students to become familiar with new technologies.

The outbreak of COVID-19 has affected the educational sector globally. One of the impacts of this outbreak is observed in the implementation of digital learning, which involves problems such as poor internet connection and a lack of information technology facilities. However, university youth could be seen as resilient if they could keep up with good academic performance despite going through various challenges of digital learning. Thus, this research would like to explore the resilience of university youth while undergoing the challenges of digital learning during the COVID-19 pandemic. This research adopted a qualitative approach, and data were collected through semi-structured interviews. Purposive sampling was used, where five respondents among the University Malaysia Terengganu (UMT) youth with a cumulative grade point average (CGPA) of 3.50 and above were selected in this research. The research found that the challenges faced by the majority of the respondents during digital learning were the non-conducive learning environment and the poor internet connection. In addition, findings also found two protective factors that helped the respondents be resilient, identified as the internal factor (i.e., self-concept and cultural sensitivity) and the external factor (i.e., parents' support and positive peer relationships). The research findings showed that the university youth also need support and help from various parties alongside their own efforts in academics in order to face any kinds of risky situations and grow as resilient youth.

Digital technologies in all forms have become ubiquitous in our media-rich, modern information society, but the connection between their use and information literacy is not always clear. This paper examines the impact of daily use of digital technologies on the reading and information literacy skills of 15-year-old students in Slovenia, based on data from the Programme for International Student Assessment (PISA) 2018 study. The study examines PISA 2018 variables related to Information and Communication Technologies (ICT), as well as a reading task involving the use of ICT. The sample consists of 2612 Slovenian students with a gender distribution of 50.8% girls and 49.2% boys. The study explores students' experiences, enjoyment, self-efficacy, autonomy, and independence in using ICT and learning about its use and identifies two groups of students: one group that is curious and another that is cautious. The results of confirmatory factor analysis (CFA) and structural equation modelling (SEM) show that the constructs of enjoyment, self-efficacy, learning, autonomy, and independence are highly/strongly correlated but have a low/insignificant impact on information literacy skills.

The objective of this study is to create a tool for evaluating teachers’ effectiveness in boarding schools. Planning and preparation stages, instrument testing, and measurements were used in this study to implement research on the creation of the Mardapi model instrument. In order to generate instrument items, the planning and preparation stage tasks included a literature assessment of teacher performance appraisal manuals. Data were gathered utilizing documentation approaches, and descriptive and qualitative analysis was performed. Six specialists validated the built instruments, which were subsequently put through limited testing at two boarding schools and extensive trials at nine boarding schools in Surakarta residency area. The Aiken formula was used to examine the expert’s evaluation data, and confirmatory factor analysis was used to analyze the test results. The results of this study indicate that the instrument for assessing teacher performance in boarding schools meets the validity criteria. This is indicated by the existence of loading factor values ranging from .51 to .72 (>.4) and t-sign values ranging from 4.75 to 9.25 (>1.96) and meeting the requirements of a fit model since Chi-square = 1307.95 < 2524 (2*df), p-value = .17956 (>.05), and RSMEA value = .014 (<.08). The instrument items are reliable assessment packages, and this is shown by the reliability value of omega .967 > .70. Because there is a guarantee of validity and reliability, the test can be used to further assess teacher performance in boarding schools.

Inclusive teaching development has provided opportunities for children to study it with special needs to study in the school. Although some parents prefer to enroll their children in schools specifically designed for those with special needs, inclusive learning allows these individuals to participate in the learning process alongside their peers with disabilities. Through inclusive teaching, teachers aim to help children develop their social skills. This research aimed to analyze the influence of visionary leadership and organizational commitment on teacher performance under the visionary leadership of school principals in the implementation of inclusive schools in Malang City. The utilized research methodology was a mixed sequential exploratory, involving data collection through interviews, observations, documentation, and questionnaires. Qualitative data analysis employed content analysis, while quantitative data underwent multiple linear regression inferential statistical analysis. The findings indicated that visionary leadership and organizational commitment influence the instructional efficacy of teachers when working with children having special educational requirements. Therefore, the recommendation to school principals persistently enhances their leadership competencies and reinforces their dedication to cultivating a vibrant teaching environment that promotes inclusive educational advancements.

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

Online learning has become increasingly popular, making the learning process more attractive. One of the most popular learning media is artificial intelligence (AI). However, students do not accept this technology at all. Therefore, this study examined the factors influencing accounting students' acceptance of AI in learning. The survey was conducted with 147 higher-education students who use AI as a learning medium. The data were analyzed using SmartPLS 4.0 with the partial least square approach. The results showed that perceived usefulness influenced behavioral intention to use and satisfaction. However, perceived ease of use was only significant for satisfaction. Similarly, perceived confidence must be consistent with intention. Although it may influence perceived usefulness, other constructs, such as AI quality and personal innovativeness, can increase students' perceptions of the benefits and convenience of adopting AI in learning. Thus, this study contributes to the development of the technology acceptance model (TAM) and the information systems success model and is helpful to scholars, especially in applying AI in learning. They need to pay attention to the quality of AI, such as the accuracy of the information produced. Thus, the need to control the information from the AI only serves as a reference without requiring you to trust it completely.

Learning motivation and self-regulated learning are prominent and essential characteristics to possess in this time of change, leading to lifelong learners. The aim of this study was to investigate the impact of the ADMIRE program on the learning motivation and self-regulated learning behavior of undergraduate students. The research consisted of a quasi-experimental design conducted for two months. The participants were divided into two homogenous groups including the intervention group (n = 85) and the control group (n = 79). Data were collected before and after the intervention using the learning motivation scale and self-regulated learning behavior scale. Finally, data were analyzed using MANOVA. The study results revealed that the ADMIRE program made a significant impact on the learning motivation and self-regulated learning behavior. Therefore, it can be concluded that the use of the ADMIRE program can lead to greater learning motivation and self-regulated learning behavior in the intervention group compared to the control group. The ADMIRE program gives students the opportunity to participate in initiatives to reach the desired learning outcomes. Instructors can also use the ADMIRE program during the process of proactive learning in various forms.

This study sought to investigate the current state of innovative teaching research and identify emerging themes and trends in the field from 2013 to 2023. The Scopus database was searched for the term “innovative teaching,” resulting in 1005 documents. After manual screening, 903 articles were exported in the BibTeX format for further processing in Bibliometrix using three bibliometric analysis types: network analysis, science mapping, and performance analysis. Performance analysis revealed bursts in publication output in 2015 and 2021, with a moderate boost in 2018. Ten top-cited journal papers were identified. The citation rates were low between 2019 and 2021, but there has been an upturn since 2022. The top keywords included simulation and nursing education, and there was a shift in research topics from broad educational concepts to more specific approaches, such as e-learning. Innovative teaching has been predominantly investigated in higher education, particularly in nursing education, with themes like “teaching/learning strategies” suggesting an emphasis on enhancing teaching practices not just through technology infusion. This study can aid educators and researchers in staying current with innovative teaching developments and inform their teaching practices.

This study explores the extent to which the gendered views exist among students in Kosovo’s compulsory education (primary and lower secondary schools) regarding mathematics and reading. It analyzes students’ perceptions of these academic domains concerning the performance of their peers (the same others) from the gender perspective. Additionally, it examines students’ perspectives on the opinions of their parents and teachers (their significant others) regarding girls’ and boys’ performance in math and reading. Furthermore, the study investigates whether students hold gender-stereotypical attitudes toward professions related to math and those that heavily rely on reading skills. The survey method was used to conduct this study. A sample of 531 students in compulsory education participated in this study, completing a paper-based questionnaire consisting of 14 items evenly distributed between mathematics and reading. The findings indicate that around half of the respondents believe that girls and boys perform equally well in both mathematics and reading and that parents and teachers hold the same views regarding the performance of their children/students in these academic domains. However, among the remaining portion of respondents who expressed gendered views, a higher percentage favored boys as being more proficient in math, while girls were seen as superior in reading skills. This study emphasized the need to address and mitigate these gender stereotypes, to ensure that students of both genders can pursue their careers successfully without any limitations.

The swift widespread shift from face-to-face to emergency remote teaching (ERT) due to the COVID-19 pandemic was accompanied by numerous technical, psychological, and pedagogical challenges and prompted educators to look for ways to improve their performance to preserve the high quality of learning. One way to do this is for teachers to adopt charismatic behaviours. This study aims at investigating the concept of and factors determining teachers’ charisma and its connection with students’ intrinsic motivation and perceived learning in a synchronous online learning setting during ERT. The questionnaires measuring students’ intrinsic motivation, perceived learning, and teachers’ charisma were used to collect the responses from Ukrainian university students who reported on their online learning experienced amid the COVID-19 pandemic. The Varimax rotation method was applied to determine the factors of charisma. Correlation analyses established a connection between students’ intrinsic motivation and perceived learning and teachers’ charisma as well as each factor of charisma independently. The research is the first of its kind done in an online learning setting in an Eastern European cultural context. The research validates some previous findings done in a face-to-face teaching context. The current study also established the connection between humor and empathy as a factor of charismatic teaching.

The study aimed to explore the self-directed learning readiness model and its relationship with various factors such as emotional intelligence, transformational parenting, need-supportive teaching style, and self-efficacy as potential mediators. The research was conducted with 415 junior high school students in Surabaya, Indonesia. To ensure the reliability and validity of the instruments used in the study, confirmatory factor analysis was performed. The loading factor values of all the items in the instruments were found to be greater than .50 indicating a satisfactory level of validity. Additionally, the reliability coefficient of all the instruments exceeded .90 demonstrating good internal consistency. Analysis using structural equation modeling (SEM) demonstrated that the theoretical model of self-directed learning readiness was consistent with empirical conditions because it meets the standard value of goodness of fit. Furthermore, through the indirect effect tests, it was discovered that need-supportive teaching style, emotional intelligence, and transformational parenting significantly influenced self-directed learning readiness, with self-efficacy acting as a mediator. Among the factors examined, self-efficacy was found to have the greatest impact in explaining readiness for self-directed learning readiness.

Changes and challenges in the highly dynamic world of education require postgraduate students to manage their learning well and create something from their creative thinking according to the needs of the field. One of them is the activity of students in developing integrated natural science teaching materials is very necessary because learning at the primary level still uses integrated or thematic learning. Furthermore, students also need to be encouraged to be adaptive to these challenges by empowering their independence in learning. The ability to manage learning and creativity to create something new is highly prioritized for college graduates to contribute generously to their environment. This study aims to describe the empowerment of self-regulated learning and student creativity in developing natural science teaching materials in collaboration through community-based project learning. This study used a quasi-experimental design with a single-subject design type. The instruments used to retrieve data are creativity assessment rubrics and self-regulated learning questionnaires. The conclusion is that students are intrinsically and extrinsically motivated to fulfill the given tasks. Learning is essential for increasing competence, and learning strategies have been adjusted to the material's complexity or the difficulty level of the studied content. The aspect of student creativity in developing Integrated Science teaching materials shows the existence of change from stage one to the next and good categories.

Students in mathematics classes do not understand the importance of sociomathematical norms in learning mathematics. This causes sociomathematical norms not to be teachers' focus when learning mathematics. Besides, there is no standardized instrument for assessing this norm, so developing this instrument is necessary to measure socio-mathematical norms in learning mathematics. This study aims to create and verify the psychometric validity of the sociomathematical norm scale. This research used a survey method with 505 senior high school students from Jakarta and West Java as respondents. The results showed that 25 items had convergent validity, with a loading factor value of > 0.700, meaning they could be declared valid. Concurrent validity indicates that each sociomathematical norms indicator is valid as a whole. Discriminant validity shows that the average variance extracted value on the diagonal is higher than the other values, so each item is declared valid. It was concluded that each item of the sociomathematical norms instrument has accuracy in its measurement function. The reliability test shows that each sociomathematical norms item is declared reliable. The reliability value of the sociomathematical norm item is .99, and the person's reliability is .86. Thus, the instruments developed can measure sociomathematical norms in learning mathematics.

This qualitative study examines the experiences of pre-service high school biology teachers in the Mekong Delta, Vietnam, focusing on the challenges and transformative learning experiences encountered during their school-based internship. It aims to explore the dichotomy between specialized biology knowledge and practical applicability in high school teaching and uncover the significance of fostering student engagement through innovative strategies and the role of mentor teachers in guiding pre-service teachers. Semi-structured interviews were used to collect data from pre-service biology teachers who completed a school-based internship in the Mekong Delta. Thematic analysis was employed to analyze the interview data. The study highlights the challenges of bridging the gap between theoretical knowledge and classroom practice, emphasizing the importance of innovative teaching strategies for student engagement. It recognizes the role of mentor teachers in guiding and enhancing the skills of pre-service teachers in creating effective learning environments. Findings suggest the need for curriculum reforms that balance specialized biology knowledge and practical pedagogical skills. The study emphasizes the importance of experiential learning through teaching apprenticeships to better prepare pre-service teachers for their professional journey.

The purpose of this research is to develop a worksheet that can support a digital science practicum. Conducting a needs analysis comes first in the development of worksheets, then comes product creation. The product produced based on the needs test analysis is a worksheet with the help of science worksheet-augmented reality (SWAR). Two knowledgeable education professionals then evaluate the finished product and test it out on participants or students. The results of the study show that worksheets equipped with augmented reality media are necessary. Meanwhile, the resulting product is valid in an almost perfect category (Pe = 0.7219; Po = 0.9744; K = 0.9078). Student perceptions of the products produced are at an "excellent" level in each category (ME-Av, mean = 3.466; CO-Av, mean = 3.472; CT-Av, mean = 3.503; ST-Av, mean = 3,507; TA-Av, mean = 3.440; IN-Av, mean = 3.640; MO-Av, mean = 3.640). There is a significant inverse relationship between media features (ME-Av) and student interest (IN-Av) based on Pearson's correlation test with r = -.50 (p < .50). Further explanation is presented based on the data that has been collected.