This study aims to adapt teachers’ classroom practices for teaching thinking scale from Turkish to English culture. The scale includes 21 items. Each item has 5-point Likert type. It has 4 factors: Effectiveness of Teaching Thinking, Loyalty to Curriculum, Teacher Dependence and Encouraging Thinking.  In the first step, statistical analyses were administrated to achieve linguistic equivalence. To do that, the data were collected from 30 English teachers with 20 day intervals. In the second step, the data collected from 148 native English teachers were analysed by Confirmatory Factor Analyses. Good level fitting indices were found at the end of this process. Cronbach Alpha coefficient value was found to be .90. For Convergence and Discriminating validity, which means construct validity, correlations between sub-dimensions and average explained variance values were calculated and found good sufficient levels. Items in the scale were discriminating. As a result of this study, it was found that English translation of the scale was statistically valid and reliable.

The purpose of this research was to investigate the relationship between foreign language anxiety, shyness, language learning strategies, speaking scores and academic achievement of university preparatory students learning German. In addition, it was aimed to determine how the independent variables predict the speaking scores and academic achievement. The research sample consisted of 110 students (75 female and 35 males). Three instruments used in the study were: Foreign Language Classroom Anxiety Scale; Strategy Inventory of Language Learning and Shyness Scale. The results of this study revealed that a moderate significant negative relationship (r= -.434) was present between the students' foreign language learning anxiety and academic achievement. Besides, a significant and negative relationship (r= -.290) was found between foreign language anxiety and speaking scores of students. According to the correlation analysis, no significant relationship was identified between shyness, academic achievement and speaking scores of students. According to the analysis, a significant positive relationship was found between the students' language learning strategies and their academic achievements (r= .275). Namely, these data showed that, the level of academic achievement increases as the use of strategy increases. Similarly, shyness and foreign language anxiety show a moderate positive correlation (r= .419). According to these findings, it may be stated that shyness increases as speaking anxiety rises. Besides, it was determined that students' shyness, foreign language anxiety and language learning strategies predicted 26.4 % of their academic achievement. The results indicated that independent variables were positive predictors of students’ academic achievement. Finally, suggestions were made for German teachers to reduce the effects of shyness and anxiety in the process of foreign language learning.

The purposes of this research are: 1) to compare two equalizing tests conducted with Hebara and Stocking Lord method; 2) to describe the characteristics of each equalizing test method using windows’ IRTEQ program. This research employs a participatory approach as the data are collected through questionnaires based on the National Examination Administration of 2018. The samples are classified into group A and group B respectively by 449 and 502 respondents. This paper discusses how to equalize shared items using the anchor method with a set of instruments in the forms of 35 questionnaire items and 6 shared items. In addition, the researcher also uses PARSCALE to estimate each respondent’s skills and each item’s characteristics. The shared items are eventually equalized using IRTEQ program. The results show that there is a significant difference between those conducted using Haebara method (0.592) which produces bigger mean-sigma value and Stocking & Lord (0.00213). Thus, the results show that the shared testing items may improve respondents’ discrimination and increase the difficulty level (parameter b). Due to the availability of shared items, it is good and appropriate to equalize two different tests on different theta skills.

This study investigates the emotional responses of EFL student teachers to various affective situations during practicum and their coping strategies to enhance positive emotions and reduce negative emotions. Seventy female EFL student teachers participated in this study. To collect quantitative and qualitative data, two instruments were used: an emotional reflective diary and semi-structured interviews. The results of the study revealed that the practicum is an emotionally positive experience. The frequency of occurrence of pleasant affective situations was more than that of unpleasant ones. In the decreasing order of frequency, the most frequent emotional responses were happy, angry, and stressed and the least frequent ones were lost, influential, and shamed. Furthermore, the results indicated that student teachers adopted many regulation strategies to manage their emotions. The study recommends that teacher education programmes increase the focus on teachers’ emotions and training student teachers to manage their emotions to build future professional identities.

The industrial revolution era 4.0 has now become a major topic in every country. Various sectors respond quickly to this problem, including education. In response to this, there are several aspects of skills that students must master. One of them is problem-solving skills. One of the aspects that influence the students’ problem-solving skills is the context and problem-based learning model. The purpose of this study is to describe the effect of the model on students' skills to solve physics problems. The research method used is a quasi-experimental research design with non-equivalent control group design. The data analysis technique used Independent Sample T-Test by PASW 18 with a significance 5%. Based on the results of the Independent Sample T-Test can be concluded that there is an effect on the model that was applied with a significant gain of 0,00. The results showed that the context and problem-based learning (C-PBL) model affected the physics problem-solving skills. The C-PBL model is able to improve the students’ physics problem-solving skills, communication skills, the students’ confidence in learning, as well as improving students’ understanding of physics lessons conceptually.

This study aims to examine the English as A Foreign Language Teacher Education Program (EFLTEP)‘s curriculum of one state university in Jambi Province, Indonesia. This research employed a qualitative research design with case study involving 8 participants comprising of 4 beginner teachers and 4 teacher educators. This study used document analysis and interview as its instruments of data collection. The data revealed that beginner teachers perceived they need more practical aspects of pedagogical-related courses than theoretical aspects of teaching. Furthermore, a number of courses were overlapped and need to be redesigned, teaching and learning in large classes seems to be a crucial barrier to the effective implementation of the curriculum in the classroom, and the duration of the EFLTEP to completion is considerably longer than other pre-service teacher education programs. Based on the research findings, several recommendations have been provided. A curriculum should be able to balance the theory and pedagogical skill practice. Teachers, administrative, and other relevant stakeholders should deliberate and design the curriculum together considering other courses or credits to avoid overlapping subjects, eliciting the subjects, and integrated the similar subjects into one would be best choice to optimize the teacher education program, teachers and other stakeholders should allocate much time on Teaching English as Foreign Language (TEFL) practice and classroom management courses. At last, the curriculum should be in line with pre-service teachers’ needs to better prepare them with knowledge and skills for their teaching career in the future.

The purpose of this study is to evaluate the psychometric and structural instruments of the Physics Metacognition Inventory (PMI) developed by Taasoobshirazi, Bailey, and Farley (2015). The PMI consists of 26 items in six factors. The English and Indonesian versions were tested on an English course (N = 37) in the Geophysics study program at Tadulako University. The trials were conducted separately within a two-week interval. The data collected from 364 students of the Physics Education Department, University of Tadulako were analyzed using the Exploratory Factor Analysis (EFA). Later, data were collected from 351 students of some Indonesian universities which have physics education study programs, and the data were analyzed using the Confirmatory Factor Analysis (CFA). The EFA result reveals six factors based on the rotation result with the maximum loading factor. The CFA result shows the RMSEA values of .018, 2 (284) = 316.32 (χ2 / df = 1,11), GFI = .93, CFI = .99, AGFI = .92 and NFI = .93 which meet the cut-off statistic value, and therefore, the model is considered fit, with the Construct Reliability Estimation (CR) of .93, Composite Reliability of  = .95, and maximum reliability of Ω = .96. The results obtained reveal that the PMI scale has good, valid and reliable psychometric properties. Therefore, PMI can be used to measure the level of metacognition of students when solving physics problems. Future studies using PMI are also discussed.

The syntactic complexities of English sentence structures induced the Indonesian students’ sentence-level accuracies blurred. Reciprocally, the meanings conveyed are left hanging. The readers are increasingly at sixes and sevens. The Sentence Crimes were, therefore, the major essences of diagnosing the students’ sentence-level inaccuracies in this study. This study aimed at diagnosing the 2nd-year PNP ED students’ SCs as the writers of English Paragraph Writing at the Writing II course. Qualitatively, both observation and documentation were the instruments of collecting the data while the 1984 Miles & Huberman’s Model and the 1973 Corder’s Clinical Elicitation were employed to analyse the data as regards the SCs produced by the students. The findings designated that the major sources of the students’ SCs were the subordinating/dependent clauses (noun, adverb, and relative clauses), that-clauses, participle phrases, infinitive phrases, lonely verb phrases, an afterthought, appositive fragments, fused sentences, and comma splices. As a result, the SCs/fragments flopped to communicate complete thoughts because they were grammatically incorrect; lacked a subject, a verb; the independent clauses ran together without properly using punctuation marks, conjunctions or transitions; and two or more independent clauses were purely joined by commas but failed to consider using conjunctions. In conclusion, the success of the Indonesian and or other EFL students constructs sentences rests upon the knowledge, sensitivity and the mastery of complex syntactic structures through transformational/structural grammar.

Some of the most important skills of university students is to develop the capacity to resolve problems posed by their communities, which implies that students become independent, autonomous and self-regulated. Also they need to be capable of monitor, asses and modify their learning through their own process of metacognition, this way they can develop the required knowledge and improve their learning. To analyze it, the objective of this research is to evaluate the psychometric properties of the Metacognitive State Inventory in Mexican university students. For this reason, the Metacognitive State Inventory was applied to 908 students. To confirm a second order hierarchy model with four first order factors, confirmatory factor analysis was used (CFA).Four items were eliminated to obtain a better model fit. Internal consistency was accessed through McDonald's omega coefficient. In this way, evidence of the construct validity and reliability of the instrument was provided. The Inventory of the Metacognitive State was correlated with the CEVEAPEU Questionnaire, obtaining significant positive correlations between both instruments, thus providing certainty of convergent validity.

As we have seen from the current COVID-19 pandemic, misconceptions concerning viruses can lead to disease spread and panic. Therefore, it is imperative to determine misconceptions held concerning epidemics and pandemics. One virus that warrants study of misconceptions, albeit given limited attention in the West, is the Ebola virus. An assessment of college students’ knowledge and misconceptions about the Ebola virus was created and validated using data from 203 non-science majors at a Midwestern United States university. The data were analyzed using both classical and Rasch measurement methods to make a case for the validity of the assessment and to explore students’ misconceptions. The assessment was shown to be a valid and useful measure for students’ knowledge and misconceptions concerning Ebola. Integrating a confidence scale into students’ responses made the scale more reliable and assisted in identifying students’ tenacious misconceptions. Students displayed multiple misconceptions about viruses, including confusion between the characteristics of viruses and prokaryotes.  Students also displayed misconceptions about Ebola itself, including the overestimation of the number of Ebola strains and the number of patients who experience massive blood loss, misunderstandings about the incubation period, and overestimation of the mortality in comparison to other diseases like Influenza and Anthrax. This assessment can be used as a starting point in future studies to determine what misconceptions people have about Ebola and which types of educational and behavioral interventions need to be undertaken.

This research aims to develop open ended-based worksheet in improving students' high-level thinking skills on static fluid materials. The method used in this research is Research and Development (R&D) with 3 steps namely, the initial stage, then the design and development of the product, and finally the product testing. The data analysis technique for product effectiveness is with the main field trials, namely (1) N-gain analysis, (2) paired t-test, (3) ANCOVA, and finally (4) effect size test. From the test results obtained information that conducted 10 students showed the results of the development worksheets obtained the average worth of development products by 90% this value is included in the very high category, while the student response of the average of 88% and also the readability response of 89% in the very high category. In the results of the n-gain analysis also show the value is0.70, that mean medium category. From the results of this study, it can be concluded that worksheets based on open ended can improve students' higher-order thinking skills. So, in further development we suggest that open ended-based on worksheet is not only applied to static fluid material, but also in other materials.

Aggression in early childhood is considered to a common problem. Identification, reduction and prevention of aggression, especially in early childhood are also considered prevalent. Preschool teachers are known as one of the most important people in children’s lives as they are the first ones to meet the child after parents. Therefore, they hold an important role in identifying, reducing and preventing child aggression observed in early childhood. The purpose of the present study is to examine the knowledge and the awareness levels of preschool teachers about aggression and aggressive behaviours. The study is based on phenomenological approach, as one of the qualitative research designs. A semi-structured interview form, prepared for the study based on expert opinions, was applied to the participants. On the light of the findings from the preliminary findings, the related form was applied to a second group of teachers over the internet. Besides, an additional scale consisting of the items of two different instruments directed to determine the aggressive behaviours of preschool children were formed and applied to the second group of participants. The last scale, which was prepared depending on the findings obtained from the second group of teachers, was applied to a third group of participants because the first two participant groups could not recognize and define relational aggression. The relevant themes and sub-themes were created from the data obtained and the findings were discussed within the scope of the literature. According to the results of the study, it was seen that preschool teachers generally defined aggression as physical and verbal harm, and similarly, aggressive behaviours were categorized under physical aggression and verbal aggression types. It was determined that teachers generally recognized relational aggression when they saw the items related to it in the scale. However, they hardly emphasized it while they were defining aggression. So, it can be said that preschool teachers have limited knowledge and awareness of relational aggression as they recognize it only when they see it but can neither define nor name it. The results are discussed and some suggestions are recommended.

This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students' divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergent-thinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.

The purpose of this research is: 1) to develop the model and produce the assessment of creative curriculum-based learning program multiple intelligences (MI), 2) to know the characteristics and impacts of developed product models. Research using multi-years by method R & D (Research and Development) with two phases; First phase: 1) Preliminary survey stage, 2) definition stage, 3) design phase, 4) trial stage, and 5) development stage; The second phase: 1) the instrument design stage through the Forum Group Discussion, 2) the product trial phase of 100 children in Sleman Regency, 3) wide-scale implementation of 200 children in Yogyakarta Province, 4) the evaluation phase with construct analysis and achievement of research subjects' performance, 5 ) the stage of measuring the effectiveness of the product with user perception. The subject comprises 200 children of early childhood and 20 kindergarten teachers in 10 kindergartens in the Yogyakarta province in Indonesia, by the approach of Reflective Measurement Theory (RMT). The results showed that: 1) the MI-based creative curriculum assessment model was developed to meet valid, reliable and conformity criteria of an empirical data model, 2) The implementation of the assessment model had fulfilled the requirements worthy of using three criteria  aspect; 1) The results of the assessment using creative instruments based on multiple intelligences on children get "very good" results, 2) the readiness of the teacher in learning is included in the "good" category; 3) teacher performance appraisal shows the "very good" category, and 4) the benefits of the products developed are in the "very good" category. It was concluded that the developed product had tested empirically and practically so that it was useful in learning in early childhood.

Developing Indonesian English as a foreign language (EFL) students’ structural knowledge presents a number of complexities especially in the bilingual context. This study aimed to determine how the structural knowledge patterns of Indonesian EFL students is, and it specifically explored various aspects that make structural knowledge representation difficult. The research also aimed to formulate an accommodative assessment model for the development of students' structural knowledge. Using a case study design, this study involved 120 English literature students (N=120) taking the Psycholinguistics class at one of the tertiary institutions in Malang, Indonesia. The research instruments included essay tests and questionnaires. The research findings showed that students in bilingual contexts have certain diversity and patterns in their structural knowledge. Second, students’ structural knowledge could be influenced by a number of aspects such as topic mastery and the flow of thought. Furthermore, students’ structural knowledge can be accommodated in an adequate evaluation model that measures structural knowledge and critical thinking skills. Further research in the area of content and language assessment will complete the study of the significance of structural knowledge in a bilingual context.

The objectives of this study were to analyze the validity, practicality, and effectiveness of South Kalimantan local wisdom-based biology learning and its effect on student learning outcomes. The research method used is research and development. This research was in a Develop stage of Thiagarajan’s Model. This development has produced learning models (lesson plans, student’s worksheet, learning achievement test questions, teacher activity sheets, student activity sheets, and student response sheets). The local wisdom-based learning model were designed with seven stages using Banjar language (regional language of South Kalimantan). Model that have been developed were tested for the level of validity, practicality, effectiveness, and its effect in learning. The level of validity is determined based on the assessment and review of the four validators. To find out the effectiveness and the effect of the learning model, quasi-experimental design was applied by involving two classes at SMAN 7 Banjarmasin-Indonesia. Data were collected using a variety of instruments, namely the validity assessment sheet, the student’s worksheet and lesson plan sheets, student achievement test questions, and student response sheets. Data analysis was implemented to measure the effectiveness and the effect of learning by calculating n-Gain and ANCOVA, respectively. The results, the learning tools met the "valid" criteria so that it can be implemented. Learning also concluded having good practicality criteria. Moreover, it can be seen that the application of local wisdom-based learning model and tools was quite effective in improving student learning outcomes, in contrast to learning in the control class. Furthermore, ANCOVA test concluded that there were significant differences in learning outcomes between students in the experimental and the control class.

Teacher education has been innovated in Brunei to support the ongoing inclusive education and curriculum reforms. This survey investigated the development of essential instructional skills in initial Brunei trainee teachers. The sample consisted of 109 student teachers (71 females and 38 males). Significant mean scores (Mean ≥ 4, p< .05) and 95% confidence intervals were used to identify the levels of proficiency and enablers of success in teaching. Participants were proficient on 15 of the 28 skills measured by the Teacher Behaviors Checklist (Approachable; Confident; Effective communicator; Encourages; Enthusiastic; Flexible; Good listener; Humble; Prepared; Professional; Rapport; Respectful; Sensitive; Striving to be a better teacher; Understanding). From independent groups, T-tests and One-Way ANOVA analyses, other significant trends in participants’ performance emerged at p< .05 level of evaluation. Females scored highest on Humble and Realistic expectations while males scored highest on Understanding. Trainee teachers aged 31-35 scored highest on: Promoting critical thinking; and Providing constructive feedback, than counterparts. Participants with higher degrees (e.g. Master of Arts) scored higher on Authoritative skills than those with lower degrees (e.g. Bachelor of Arts). Trainees with teaching experience scored significantly higher on: Accessible; Knowledge about the subject matter; and Technological competence, than those with no experience. The findings suggest the need to help pre-service teachers to gain proficiency in all teacher skills to improve the quality of education in the country. Further research was recommended.

The identification of students’ mental models is crucial in understanding their knowledge of scientific concepts. This research aimed to develop a Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL). The ADDIE (Analyzing, Designing, Developing, Implementing and Evaluating) model was used as a research method. The sample consisted of 30 students of 15-16 years-old at one of senior high school in Tatar Pasundan. The data was examined using Rasch analysis on validity, reliability, level of difficulty, and distributions of students’ mental models. Students’ mental models were classified as Scientific (SC), Synthetic (SY), Synthetic almost Misconception (SYM), and Initial (IN) model. Based on the evaluating stage, students’ mental models are mostly in the SYM and IN model. Consequently, it can be concluded that the Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL) can be developed using the ADDIE model and most of the students' mental model has not been following scientific knowledge. Based on this research, teachers or educators should enhance students' mental models, especially for female students.

Online counseling is a mental health intervention between the counselee and the counselor using digital technologies computers or smartphones. A growing number of counselors have been providing counseling via the Internet. However, there are mixed findings regarding the effectiveness of online counseling when compared traditional face-to-face counseling and other modalities. Thus, the main purpose of the study was to investigate the effectiveness of online individual counseling compared to face-to-face counseling, and a control group regarding subjective well-being. To that end, a total of 60 college students were assigned to one of the three groups (21 online, 24 face-to-face, and 15 control). The instruments of the study were the Satisfaction with Life Scale, the Positive and Negative Affect Schedule, and the Brief Symptom Inventory. In order to examine the effectiveness of online counseling comparing to face-to-face counseling and control group, Mixed design (split-plot) ANOVA was employed. The findings of mixed ANOVA revealed that there was no significant interaction effect for the subjective well-being of the participants in different groups indicating that the three groups did not differ regarding subjective well-being scores measured over three times (pre-test, post-test, and follow-up). Nevertheless, the main effect for the group was significant indicating that the scores of the participants in the face-to-face counseling group regarding positive and negative affect changed significantly. Findings and implications were discussed regarding the relevant literature and some suggestions were offered.

This study aims to design mathematical literacy instruments that have evidence of content and construct validity and are reliable for use as an Assessment for Learning. The research involved eight experts as instrument validators and 273 eighth-grade students of junior high school in Yogyakarta Province. The results showed that the ten mathematical literacy items developed had the V Aiken coefficient index calculated from 0.781 to 0.906 (> 0.75). The results of adequacy testing of samples with KMO and Bartlett show Chi-Square in the Bartlett test of 608,608, the p-value <0.05 and KMO value of 0.781 (> 0.5). The results of testing of the measurement model with Confirmatory Factor Analysis (CFA) produce a Root Mean Square Error of Approach (RMSEA) value of 0.049 (≤ 0.08), chi-s Square of 33.92 (<2df), the p-value of 0.05004 (≥ 0.05). Nine out of the ten items developed had t-value> 1.96, Standardized Loading Factor (SLF) was greater than the critical limit (> 0.3), and Construct Reliability (CR) of 0.78 (> 0.7). It can be concluded that the developed mathematical literacy instrument can measure what must be measured and nine items significantly reflect the construct or latent variable, as well as the level of consistency of a good score.