Because of the Coronavirus Disease 2019 (COVID-19) outbreak, most universities were forced to choose Online Distance Learning (ODL). The study aimed to examine the response of university students to the new situation. A questionnaire was sent to the entire university student population. Based on responses from 606 students, it was revealed that use of all applications in ODL increased. However, only the use of MS Teams increased significantly, while the use of the other applications (email, Moodle, e-textbooks) increased in a range of low to medium in terms of effect sizes, and even nonsignificant for applications such as Padlet and Kahoot. Based on the replies of 414 respondents, a Model of Forced Distance Online Learning Preferences (MoFDOLP) based on Structural Equation Modeling was developed. With a chosen combination of predictors, we succeeded in predicting 95% of variance for Satisfaction, more than 50% for Continuance Preferences variance in MS Teams applications, and nearly 20% in the case of e-materials. Among hypothesized constructs, only Attitudes are a strong predictor of Satisfaction, while Organizational Support, Perceived Ease of Use and Learner Attitude toward Online Learning are not. Satisfaction is a good predictor of Continuance Preferences to use Information Technology after the lockdown ended.

Recently, Emergency Remote Teaching (ERT) has caused a considerable interest in the school community due to the wide-scale lockdown brought about by the COVID-19 pandemic. The curriculum's alteration necessitated a call to explore mechanisms for effective remote instruction delivery—including parental involvement. This research determined the psychometric properties of the "Strategies for Parental Involvement during Emergency Remote Teaching - Scale (SPIERT-S). The tool assesses the strategies used by teachers to facilitate parental involvement during ERT. Through a thorough literature review, 22 items about home and school collaboration and ERT were initially developed. Evidence related to content validity was established through two-round expert consultation, while data related to construct validity were gathered through factor analyses. The content validity analysis resulted in the deletion of four (4) items; hence, 18 items were retained. A three-factor structure was yielded from Exploratory Factor Analysis (parents as facilitators of learning, parents as sources of information, and parents as collaborators), and a total of 15 items were retained. The confirmatory factor analysis indicated an acceptable level of the goodness-of-fit indices measured. The internal consistency of the factors and the whole scale showed excellent reliability. The results suggest that the SPIERT-S has good, valid, and reliable psychometric qualities and can be used to examine the strategies for parental involvement that teachers utilize during emergency remote teaching. Recommendations and limitations of the study are discussed.

This ex-post facto research aims to identify the negative influence of peace of mind on students' aggressive behavior. Aggressive behavior of students has become a problem that has not been alleviated to the maximum and is increasingly complex. One model of education that seeks to build students' peace of mind is the peace education model. The use of this educational model can suppress the urge of students to show aggressive behavior. The research data was collected using the peace of mind scale (PoMS) and aggressive behavior scale (ABS). The research sample was taken using cluster random technique with a total of 1263 students coming from western part of Indonesia (East Java, the Special Region of Yogyakarta, and Lampung), the central part of Indonesia (West Nusa Tenggara and Central Sulawesi), and the eastern part of Indonesia (North Maluku). Data in this study were analyzed using simple linear regression. The results of the analysis of the study concluded that negative peace of mind has an effect of 62.9% on aggressive behavior committed by students. This study is recommended for future researchers to develop peaceful thinking training programs to reduce students' aggressive behavior.

An evidence-based, interactive teaching method peer instruction (PI) is promoted to support effectiveness over more commonly used teaching methods. Usually it is proposed for the university and upper secondary school. The research reports on the implementation of the PI approach in teaching subject Science and Technology (S&T) in the 4th grade of primary school. The aim of this research was to verify the feasibility of this approach for much younger students in primary school by evaluating the students’ progress in the subject S&T, identifying the differences in individual progress in relation to students’ general learning success, and determining students’ opinions about the approach and where no desired progress has been made. In a selected Slovenian primary school, a classroom with 26 students (age 9 – 10) was included in the study and 5 different content areas (Earth’s motion, Matter, Magnetism, Forces and motion, and Electricity) were taught using this PI approach. Results show that students made progress in all content areas and no differences were identified in the progress of individual students in terms of general learning success. Students were satisfied with the approach, although more than half of them found the multiple-choice questions as too difficult. Although the PI approach is successful, teachers must be aware that some persistent and widespread misunderstandings may still remain and require additional intervention.

The aim of this study is to find out the influence of online project collaborative learning and achievement motivation on problem-solving ability in the area of citizenship. This study uses a quasi-experimental design. The total of study subjects is 71 students of higher education; consist of 36 students as the experimental group and 35 students as the control group. Data of problem-solving ability is obtained by using an essay test, while data of achievement motivation is obtained by using a questionnaire. Data analysis is done with ANOVA (Analysis of Variance). The study results show that online based-project collaborative learning strategy has a positive influence on civic problem-solving ability. There is a difference in civic problem-solving ability between students with high achievement motivation and students with low achievement motivation. Online project collaborative learning strategy and achievement motivation interact in influencing the civic problem-solving ability of students. It is recommended that further study corroborate this finding by testing again the effectiveness of using online-based project collaborative strategy in the aspect of problem-solving in a similar field of study.

The purpose of the research was to identify whether the English language e-classes that are automated and delivered through the Smart Sender platform influence the students’ attendance and procrastination rates, their motivation, time management skills, cognitive processing speed, and satisfaction. The study used qualitative and quantitative methods to monitor students’ attendance and procrastination rates, motivation and engagement, time management skills, thinking speed, and satisfaction. The questionnaire on learning motivation, engagement, and competence, the time management skills test, the mental speed test, and the course satisfaction questionnaire were used to collect data. The focus group discussion questionnaire was used to obtain verbal feedback for the participants. The Smart Sender platform proved effective as an instructional tool for teaching the English Language to students majoring in Philology, International Business, and Law. The automated delivery of the English language e-classes was effective in addressing the issues of dropouts and procrastination in distance learning through automation of the lesson delivery based on the ‘push’ factor. It increased students’ motivation, improves time management skills, and satisfaction. The quantitative findings showed that the students experienced a positive change in attendance, motivation and learning engagement, time management skills, and thinking speed due to the intervention. The students perceived the automated delivery-based approach to language teaching positively. They reported that the delivery approach content met the participants’ expectations and needs. Focus group discussion revealed that the intervention changed their learning behaviour and strategies which were considered the improvements of the quality learning outcomes.

The progressive integration of mobile technology in the classroom is generating new scenarios to innovate teaching methods. The aim of this study was to analyse the perceptions of university students toward the use of Socrative and its implications in gamified learning situations. This is a descriptive-survey investigation, complemented with content analysis techniques. The data were collected using a questionnaire designed ad hoc by Quiroga-Estévez et al. and structured interviews. The sample consisted of undergraduate students (n=472) of the degree of Primary Education from the Faculty of Education Sciences of a Spanish university. The results show significant changes in the learning process of the students, in social relations and in the teaching methodology.

This research seeks to evaluate the degree of inclusion of the gender perspective and the promotion of education in and for equality in the historical narratives of students in Chilean Secondary Education (n = 105). The study focuses on the analysis of the discursive-narrative mechanisms employed by the students and, in particular, of their representations of gender relations. To this end, the place given to men and women in past and present societies is analysed in the narratives generated by the students (n = 780). A mixed methodology is applied, combining quantitative (descriptive and inferential) and qualitative analyses of the manifest content. The results obtained report the persistence of stereotypical, exclusionary and androcentric perspectives, evidenced in hegemonic gender attributions and in the maintenance of the sex/gender system. These data confirm the need to implement specific teacher training programmes aimed at the acquisition of critical competences and the effective inclusion of the gender perspective in history education.

The mastery of Technological Pedagogical Content Knowledge (TPACK) is very important for teachers in order to achieve qualified learning. Analyzing the mastery of TPACK by teachers in Indonesia seems to be imperative to provide baseline data to Indonesian government. This study aimed to examine the mastery of TPACK, in particular among biology teachers in terms of their teacher certification status, educational level, and academic background. This research involved 68 biology teachers obtained through proportional random sampling in five districts of Yogyakarta Special Region, Indonesia. The data collection was conducted through a multiple-choice test consisting of 33 items. The results showed that although the teacher’s mastery of TPACK was categorized as fair (60.13), it does not meet the work performance standards as a good teacher in Indonesia which has a minimum score of 76.00. Using Mann Whitney U and Kruskal Wallis Tests (p< 0.05), the evidence revealed that the mastery of TPACK among biology teachers is likely influenced by the academic background, educational level, and teacher certification status.

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.

Science, technology, engineering and mathematics (STEM) education is regarded as one of the formulas to embracing many of our imminent challenges. STEM education benefits the learners by encouraging interest in STEM disciplines. This daunting task needs everyone’s concerted efforts in creating and innovating mathematics teachers’ classroom practices Therefore, a systematic review was conducted to identify best practices for STEM education following the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) by Moher et al. (2015). The reviewed articles were published from 2016 to 2020 and accessed using the Scopus and Web of Science (WoS) databases. Three themes for best practices were identified namely (a) core competencies encompassing 21st-century teaching skills; (b) instructional designs; and (c) requisite STEM execution. Results of PRISMA determined the dominant STEM practices were critical thinking, communication, collaboration, problem-solving, research-based pedagogy, problem-based learning and project-based learning, technological integration, accessibility, professional development and learning support, evidence of effectiveness, access to materials and practitioner support, and scalability. Mathematics teachers should determine the best STEM practices to employ even though there is a lack of studies on integrated STEM domains. When more students are interested in venturing and exploring into the field of STEM, the high demand for STEM related careers could be met by the younger generation.

The research delved into the assessment of integrating Learning Management System as an aid in teaching. Data were collected from 26 students at Rizal Technological University-College of Education, Philippines, through pretest-posttest quasi-experimental and normative survey design of research. Data were statistically tested using the frequency, percentage, mean, standard deviation, t-test for dependent and independent samples, and paired t-test. Results of the research indicate that the respondents have optimistic attitudes towards the integration of learning management system in teaching. The respondents performed poorly in the pretest examination but performed very satisfactorily in the posttest examination. Furthermore, the research found out that there is no significant difference between the performances of the experimental group and control group in pretest and posttest, moreover, there is a significant difference between the pretest and posttest scores of the experimental group and the pretest and posttest scores of the control group.

This study discusses students’ responses and perceptions on the e-book of Local History of West Java (Indonesia) developed by the researchers. It uses a Research and Development approach and experimental method. Data collection techniques used in this study are observation, interviews, and focus group discussions with interactive model data analysis. The research subjects were students and teachers of high schools in West Java. They were taken as the subjects as they can represent the region. The History E-book is, however, published on ebooksejarah.id page while the system was developed by using SDLC (Software Development Life Cycle) Waterfall model. The results of the study indicate that the components of the e-book on the aspects of the materials, presentation, and completeness are overall suitable to be used by students. The materials are considered to be still inapplicable and not contextual. Further, they are still lack of latest issues as well as photos/illustrations. The study of student responses on the e-book reinforces that the zoomers (those belong to Generation Z) prefer to digital learning media because their social life belongs to the online world. Local history e-books should better adapt to the learning style of Generation Z, who prefer visuals and hands-on experiences to reading texts. Thus, e-book development needs to be equipped with various learning media in short audios and video explainers, animations, and infographics.

Measuring accounting teachers’ professional identity is significant to do as an alternative to measure the professionalism of accounting teachers in Indonesia based on their professional identity. This research was conducted in two stages of exploratory factor analysis involving 150 accounting teachers as sample in each stage. The data were collected in collaboration with an accounting teacher organization, comprising the Accounting Subject Teacher Deliberation (MGMP) in Central Java through a questionnaire. Data analysis was divided into several steps including face validity and content validity, inter-item correlation matrix, and exploratory factor analysis. The results showed that 23 question items encompassed five components of accounting teacher professional identity; Cultural Knowledge (pedagogical cultural identity), Blending (accommodating students' purposes for school in the learning objectives), Identity Experiencing (by the experience of working life in the past, present, and individual expectations in the future in accounting work setting), Inter-Personal Skill, and Active in Professional Communities. The scale development requires continuous development tailing various new findings in the teacher professional identity and accountant professional identity.

This study aimed to explore the perceived factors that influenced the success and challenges experienced when taking licensure examination among Bachelor of Science in Criminology graduates of a state university in the Philippines who failed in the Criminologist Licensure Examinations (CLE). Descriptive-correlational research design was utilized to analyze quantitative data, and Colaizzi’s descriptive phenomenology was used for the thematic analysis of qualitative data. The quantitative findings revealed that home and family factor has a high influence on the success in CLE, while student factor, school factor, review center factor, and personal factor have average influence. Further, ten clusters of themes emerged as factors that influence the success in CLE. Among them were interest and focus on the program, and availability of qualified and dedicated faculty. Among the themes that emerged as challenges were lack of preparedness for the exam because of one’s work, and personal and social pressures. There is a significant difference on the respondents’ perception towards the factors that influence the success in CLE when they are grouped according to sex. Regarding the challenges associated with preparing for and taking the CLE, a significant difference is only observed when respondents are grouped according to their civil status. Generally, married respondents have higher weighted means than the single ones. This implies that the identified challenges affected married respondents more than the single ones. These results can be used to make policies and initiate programs that would enhance graduates’ success in the exam by providing appropriate interventions and early remediations.

The following article is a qualitative study that analyses the perception of parents and high school students regarding teaching in times of Coronavirus disease COVID-19, with the idea of recognizing the facilitators and barriers for the teaching-learning process in the pandemic. The above, in the understanding that due to the sudden appearance of SARS-CoV-2, educational systems around the world had to adapt to virtual teaching, as a result of the confinement to which the population has been subjected during the year 2020 and a good part of the year 2021. The research is based on the interpretative-comprehensive paradigm, with a qualitative methodology, which considered the realization of four focus groups with students and four focus groups with secondary school parents, from two public high schools located in the province of Talca, Maule region, Chile. The findings of the study are related to the adverse effects of the pandemic on student learning, as a result of connectivity difficulties, and the emotional impact on the quality of life of young people and their families. On the other hand, learning at home is related to limited pedagogical strategies and evaluative aspects that do not allow verifying the real learning of the students.

The emergence of digital technologies and a more global and digital society has brought about the need to develop and educate in Digital Citizenship, as well as to study how youth are taught to participate and learn citizenship in a digital age. This paper aims to explore the role of digital and socio-civic skills development, as facilitators for youth participation and analyses the relationship between sociodemographic variables (sex, age, educational level, and political ideology) with the participatory profile of participants. This is a study with a quantitative methodology, where, based on non-probabilistic convenience sampling, 534 young people between 16 and 35 years old from Spain, completed an online questionnaire regarding the development of digital and socio-civic skills. The results indicate how a participant’s participatory profile is related to other variables. In addition, significant differences are observed between the different participation profiles and digital and socio-civic skills, underlining that the development of digital and socio-civic skills are essential for educating in digital citizenship.

The Coronavirus disease (COVID-19) pandemic has caused an inevitable shift from face-to-face to distance learning, a phenomenon known as panic-gogy. Parents are the main students’ companions while studying at home. Although various studies show the constraints in this condition, few employ phenomenology that accurately describes people’s experience regarding a situation. Therefore, this study aimed to describe parents’ experience during distance learning mathematics using a phenomenology approach. The participants comprised 71 35-50-year-old parents of junior high school students. A Google form with open-ended questions was used as the main instrument in data collection. Data were analyzed using NVivo-12-assisted thematic analysis in coding, while source triangulation was used to strengthen the data trustworthiness. The results showed that students did not learn the content well due to poor explanations by the teacher. Furthermore, they did not study well at home due to signal constraints and quota limitations. This study recommends blended learning by combining limited face-to-face and online learning.

The online flipped classroom has become increasingly applied to provide students with active learning. This search aimed to investigate the effectiveness of video lectures in an online flipped learning on students’ learning outcomes, students' video evaluation, and their experience in an online flipped classroom. This study employed mixed-method research implementing a quasi-experimental design using quantitative and qualitative data collection: pre-test and post-test, a questionnaire and interview. The participants were 78 Indonesian undergraduate students taking English as a foreign language (EFL) content course at one of the universities in Indonesia. The findings revealed that the students’ learning outcomes in the flipped classroom outperformed those in the control group. The students’ evaluation of the video lectures was high, and their evaluation was consistent with how they positively perceived the video lectures in the flipped classroom. This investigation showed the roles of video lectures on the students' participation and active learning in the flipped classroom during Coronavirus disease (COVID-19) pandemic time.

Misconceptions are one of the biggest obstacles in learning mathematics. This study aimed to investigate students’ common errors and misunderstandings they cause when defining the angle and the triangle. In addition, we investigated the metacognition/ drawing/ writing/ intervention (MDWI) strategy to change students’ understanding of the wrong concepts to the correct ones. A research design was used to achieve this goal. It identified and solved the errors in the definition of angle and triangle among first-year students in the Department of Mathematics Education at an excellent private college in Mataram, Indonesia. The steps were as follows: A test instrument with open-ended questions and in-depth interviews were used to identify the errors, causes, and reasons for the students’ misconceptions. Then, the MDWI approach was used to identify a way to correct these errors. It was found that students generally failed in interpreting the concept images, reasoning, and knowledge connection needed to define angles and triangles. The MDWI approach eliminated the misconceptions in generalization, errors in concept images, and incompetence in linking geometry features.