Diagnostic tests are generally two or three-tier and based on classical test theory. In this research, the Four-Tier Diagnostic Test (FTDT) was developed based on modern test theory to determine understanding of physics levels: scientific conception (SC), lack of knowledge (LK), misconception (MSC), false negatives (FN), and false positives (FP). The goals of the FTDT are to (a) find FTDT constructs, (b) test the quality of the FTDT, and (c) describe students' conceptual understanding of physics. The development process was conducted in the planning, testing, and measurement phases. The FTDT consists of four-layer multiple-choice with 100 items tested on 700 high school students in Yogyakarta. According to the partial credit models (PCM), the student's responses are in the form of eight categories of polytomous data. The results of the study show that (a) FTDT is built on the aspects of translation, interpretation, extrapolation, and explanation, with each aspect consisting of 25 items with five anchor items; (b) FTDT is valid with an Aiken's V value in the range of 0.85-0.94, and the items fit PCM with Infit Mean Square (INFIT MNSQ) of 0.77-1.30, item difficulty index of 0.12-0.38, and the reliability coefficient of Cronbach's alpha FTDT is 0.9; (c) the percentage of conceptual understanding of physics from large to small is LK type 2 (LK2), FP, LK type 1 (LK1), FN, LK type 3 (LK3), SC, LK type 4 (LK4), and MSC. The percentage sequence of MSC based on the successive material is momentum, Newton's law, particle dynamics, harmonic motion, work, and energy. In addition, failure to understand the concept sequentially is due to Newton's law, particle dynamics, work and energy, momentum, and harmonic motion.

Although the social-emotional learning model (SEL) has been researched in Vietnam for many years, studies on teachers' SEL-based teaching competence have not been the focus. This study explored the possibility of applying the SEL model to the teaching of Vietnamese primary school teachers. Our case study of 50 teachers who participated in previous SEL projects highlights three factors that prevented successful SEL application in Vietnamese schools, including (a) confusion about the SEL-based teaching perspective, (b) traditional teaching methods, (c) limited training in social-emotional skills, and mental health policies for primary school teachers. The findings have broadened and deepened our understanding of the possibility of successful application of the SEL model in the classroom, which would depend on SEL-based professional supervision, consistency in SEL-based teaching methods and SEL practice guides/manuals, and promotion or adaptation of policies for SEL-based practice and application in schools.

This qualitative study is part of a feasibility study conducted by State University of Malang (SUM), Indonesia, to determine stakeholder needs for a study program specializing in managing bilingual education. The study participants included one SUM lecturer who held a managerial position in the division of SUM laboratory schools and twelve teachers/leaders of bilingual schools in some cities in East Java and South Sulawesi. Data were collected using an online questionnaire and in-depth interviews with two selected participants. The results indicate issues related to teachers' English competencies, materials development, and integrating an internationally-oriented curriculum into the national curriculum. Teachers' low English competencies prevented them from conducting teaching and learning bilingually and developing instructional materials in appropriate English. In addition, the combination of national and international curricula was identified as the biggest challenge for bilingual schools. The teachers/leaders were never trained to manage the bilingual program. They learned based on their experiences, and it took years to figure out how to manage bilingual programs successfully. Therefore, the establishment of a new program of study is needed.

Recent educational policy initiatives in Ireland have focused on improving outcomes in reading and mathematics among students, particularly those experiencing educational disadvantage. However, science achievement in Irish primary schools has received much less research attention, especially in the context of educational disadvantage. This article examines science achievement and its relationship to school compositional effects in primary schools at the national level, including school-average indicators of the school context, as well as examining factors associated with science achievement in three distinct categories of schools (those with high, moderate, or minor levels of educational disadvantage). The data are drawn from the Fourth grade Trends in International Mathematics and Science Study (TIMSS) 2015 database for Ireland. Multilevel analyses were implemented in a stepwise manner. Findings suggest the relevance of school contexts with regard to science achievement. Before including school-level contextual variables, students from ‘minor disadvantaged’ schools achieved significantly higher science scores than students from schools with ‘moderate’ or ‘high’ levels of disadvantaged. However, this difference disappears after controlling for predictors at the school level. The findings highlight the importance of the home environment, including early numeracy activities and skills before children start school. Results are discussed with regard to educational policy and educational practice in Ireland.

Collaborative learning has been identified as an essential aspect in the process of learning. As accelerated advancement continues to characterize the developments of technology, innovative mobile technology appears to be transforming the way collaborative learning is taking shape. This study focused on identifying whether mobile technology has a significant impact on collaborative learning in engineering studies in a private University in Malaysia. Using a quantitative approach, an online survey was administered for the data collection. Some 221 participants were selected randomly among undergraduate engineering students in the University. Data were analyzed using SmartPLS. The research findings revealed that mobile technology has a significant impact on collaborative learning. The findings also indicated that two of the mobile technology dimensions, namely mobility and immediacy have significant impact on collaborative learning. Consequently, this research suggests engineering educators can integrate mobile technology into their future instruction for more collaborative learning and create a smart workforce consisting of fast and adaptive engineers as well as other learners in Malaysia.

This study is qualitative with descriptive and aims to determine the process of generalizing the pattern image of high performance students based on the action, process, object, and schema (APOS) theory. The participants in this study were high performance eighth-grade Indonesian junior high school. Assignments and examinations to gauge mathematical aptitude and interviews were used to collect data for the study. The stages of qualitative analysis include data reduction, data presentation, and generating conclusions. This study showed that when given a sequence using a pattern drawing, the subjects used a number sequence pattern to calculate the value of the next term. Students in the action stage interiorize and coordinate by collecting prints from each sequence of numbers in the process stage. After that, they do a reversal so that at the object stage, students do encapsulation, then decapsulate by evaluating the patterns observed and validating the number series patterns they find. Students explain the generalization quality of number sequence patterns at the schema stage by connecting activities, processes, and objects from one concept to actions, processes, and things from other ideas. In addition, students carry out thematization at the schematic stage by connecting existing pattern drawing concepts with general sequences. From these results, it is recommended to improve the problem-solving skill in mathematical pattern problems based on problem-solving by high performance students', such as worksheets for students.

This study aims to investigate lecturers' needs for academic writing learning materials and determine their prototypes. This study is qualitative research in the form of an exploratory case study. The research instruments were semi-open-ended questionnaires and unstructured and open-ended interview guides. The data were analyzed using content analysis. The results show that the developed learning material for academic writing skills contains seven needs for lecturers in the Department of Indonesian Language and Literature. Four of them have not been found by previous researchers. The results from this study provide new knowledge and contribution to the literature about the need to prototype the learning materials. The lecturers or other researchers can use these seven needs in prototyping learning materials for academic writing skills, such as the needs of learning materials, their forms, presentation system, language use, evaluation form, main menu design, and the way of creating learning materials.

Under the influence of neo-liberalism and marketization, education is increasingly becoming more content-focused than character one. Ignoring the fact that money, science, and technology may take a person to the moon, these are ethical and moral values that take him/her to the even loftier heights of humanity. Recent COVID-19-driven focus on information and communication technology (ICT) and digital learning have further added to these woes by focusing more on human-machine interaction than human-human ones. Traditional models for inculcating these values through education which heavily rely on the physical presence of teachers do not seem to work in these circumstances. This demands a model for inculcating these values in learning management systems/ e-learning platforms. This study contributes in this regard by first identifying key players and factors, and then proposing a model for it. Using the Delphi model, it gathers opinions from 59 experts in two rounds. Academic institutions, society and online community members, teachers, and e-contents were identified as key factors and players. It suggests a holistic approach-based model through which all of them play their role and collaborate through an e-learning platform. That platform can be used to disseminate information, create awareness, monitor, and report the e-learners. It uses pull and push strategies to help the e-learners to develop those values.

The primary objective of this study is to require the experts’ unanimous agreement on the e-learning antecedents and usage behavior towards e-learning performance. This study used the Fuzzy Delphi Method (FDM) to gather answers and feedback using a 7-point Likert scale. The survey (items) was reviewed and approved by eight panel members or experts. It was analyzed using Fuzzy Delphi Logic (FUDELO 1.0) software. The data were evaluated using triangular fuzzy numbering and the position (ranking) of each variable was established through defuzzification. The findings revealed that all of the items received high levels of expert agreement, significantly greater α-cut defuzzification values >.5, the overall value of the threshold (d) is less than .2 and had to comply with the overall percentage of percent consensus, which must be greater than 75%. All 45 recommended items were retained adequately and acceptable for a large-scale survey in this study. Finally, each item was prioritized (ranked) based on the defuzzification value, and then some additional items were added, as recommended by experts.

Numerous events occur in students' educational trajectories that are linked to school success. Some of these events are related to school-related factors. Moreover, these factors alter the quality of students' engagement, generating the risk of dropping out of school. The objective of this research has been to explore, compare and understand the different events that occur in the school trajectories of at-risk youths that are related to the existing dynamics in schools. In order to achieve this objective, a narrative research based on the life stories approach was developed. For the reconstruction of the stories, the technique of in-depth interviews and mixed data analysis was used, by means of different analysis techniques. The main conclusions reached after the research have been highly relevant for studies on educational trajectories of at-risk youth. The different factors associated with schools affect the trajectory and involvement of students. There are certain dynamics that have a greater presence in some stages or others, however, all of them can positively or negatively affect the quality of student engagement. Finally, it is shown that the key lies in the way in which the different dynamics of schools develop, i.e., how the dynamics associated with certain factors develop.

The actions, processes, objects, and schemas (APOS) theory is a constructivist learning theory created by Dubinsky based on Piaget's epistemology and used to teach math worldwide. Especially the application of APOS theory to the curriculum of a mathematics class helps students better understand the concepts being taught, which in turn contributes to the formation and development of mathematical competencies. With the aid of the APOS theory and the activity, classroom discussion, and exercise (ACE) learning cycle, this study sought to ascertain the effect of teaching derivatives in Vietnamese high schools. In this quasi-experimental study at a high school in Vietnam, there were 78 grade 11 students (40 in the experimental and 38 in the control classes). As opposed to the control class, which received traditional instruction, the experimental class's students were taught using the ACE learning cycle based on the APOS theory. The data was collected based on the pre-test, the post-test results and a survey of students' opinions. Also, the data that was gathered, both qualitatively and quantitatively, was examined using IBM SPSS Statistics (Version 26) predictive analytics software. The results showed that students in the experimental class who participated in learning activities based on the APOS theory improved their academic performance and attitudes. Additionally, it promoted the students' abilities to find solutions to problems about derivatives.

This study used the structural equation modeling (SEM) approach to test a model that hypothesized the influence of self-efficacy, self-control, emotion, and engagement on student academic performance. The structural equation modeling model was developed to link all the study variables with a literature review to describe the interrelationship. Data collected were from 413 college students in their second year. The results show that self-efficacy, self-control, emotion, and engagement predict student academic performance. And through emotion and student engagement, both self-efficacy and self-control predict student academic performance indirectly. Practically the measures used in this study give more information about the learning environment in higher education settings than those usually come from traditional practices faculty received in the classroom, such as student rating forms and feedback. The main findings of this study have some implications for higher education, theory development, measurement, and future research.

Professional learning communities (PLCs) are important for improving student achievement and school development. According to PLC research, teachers' knowledge and practice in teaching are significantly improved by various PLC forms and favorable working environments. This qualitative research was conducted to find out what forms of PLCs were popular and what challenges were facing three primary schools in a province in Vietnam. The study utilizes a multiple-site case study design relating to PLCs in those schools with the data from interviews with the principals, group leaders and teachers, observations of PLC activities and related policy documents. The two forms of PLCs were identified in this research, including professional groups and groups of core teachers. Besides, four challenges facing PLCS implementation in those schools included the old habit of professional learning in PLCs, structural conditions of schedules and facilities, economic conditions of teachers and motivation for reforms. The study provides recommendations based on the findings for PLC research and practice within and beyond the Vietnamese context.

In the vulnerable and unstable contexts that characterize populations in mobility between countries, especially immigrants and refugees, the second language learning has assumed new traits of difficulty. To help the new generation of learners, mainly with origin in forced immigration, the mobile-assisted learning helps motivation for language learning and reduces anxiety related to language acquisition. Attending to this challenge educational scenario, this review study presents a literature systematic analysis and a concrete technology tool that advocates the student-centered approach. A mobile pedagogical plan was developed for the learning of European Portuguese as a Second Language and as a Foreign Language. A critical review of 38 studies was conducted to understand how the mobile-assisted learning responds to the inclusion and education, especially concerning minorities. Based on previous empirical data with 108 immigrants, we understand the type of tasks that new immigrants have more difficulty learning in Portuguese. It was developed as a mobile app for Android, IOS, computers and tablets: the GoGenius app. In mobile format, individuals can access fourteen themed units with a symmetrical game architecture. These games focused the tasks and themes with priority for new language learners who recently arrived in a hosting country. These units involve a consistent number of working hours that intentionally intend to complement to the contact hours that the subjects have in classroom contexts or in unstable communication contexts (daily communication). This technology project aims to match “tailored” psychological and technological resources. Flipped classroom approach showed how mobile-assisted learning reinforces the educational goals worldwide, specifically for language learning. However, mobile tools should be well structured and centered on students’ needs, especially with migration backgrounds.

The Indonesian government has declared a strong commitment to information and communication technology (ICT) education reform but has made meager progress due to inconsistent education policies, fragmentary technological infrastructure, and ill-prepared teachers. Despite these obstacles, young people in Indonesia have embraced smartphones and related technologies as important means of maintaining their socially integrated lifestyles. This project sought to measure the adoption of smartphone technologies among pre-service teachers as part of their broader ICT consciousness and teaching. We examined the ICT competencies of 220 pre-service teachers at two state universities in western Indonesia. A questionnaire was distributed to the participants toward the end of the students' final practicum during the COVID-19 closure of the schools. Results showed very high use of smartphones in private contexts, infrequent use of laptops and desktop computers, a strong rejection of institutionally available (or often unavailable) devices and services, and a skewing of ICT skills toward tools available on smartphones, especially those accessible through social media platforms.

The greatest impact of the COVID-19 pandemic on Indonesian education was the decline in teacher performance. In light of this information, this study analyzes the role of supervision, salary and benefits, school climate, training and development, and perceived organizational support in moderating the impact of competence on teacher performance during the COVID-19 pandemic. This study also compares the relationships between employed government and private teachers. Data were collected through questionnaires to teachers with a sample of 166 government teachers and 175 private teachers in primary and secondary schools through a Google form and analyzed using moderated Structural Equation Modeling-Partial Least Square (SEM-PLS), multigroup, and multilevel analysis. The results showed that salary and benefits, training, and development did not affect the performance of public school teachers. In contrast, only salary and benefits did not affect teacher performance for private teachers. Moreover, only supervision significantly moderated the effect of competence on the performance of public school teachers. However, supervision, salary, benefits, school climate, training and development, and perceived organizational support did not affect private teachers' performance. The Ministry of Education or the Foundation needs to review and improve the mechanisms of training and development, supervision, and school organizational climate to promote optimal teacher performance during the pandemic.

Ursula von der Leyen identifies diverse classrooms have different knowledges and ‘epistemologies’. A typology of epistemologies for democratising knowledge ‘A Blueprint for Character Development for Evolution’ (ABCDE) is offered to mainstream policy benefits for all by Higher Education as hubs i) credentialing educational leaders by doctoral-study and ii) propelling networks of Professional Educators and Administrators Committees for Empowerment (PEACE) across professions credentialed by Higher Education and chaired by educational leaders. PEACE builds robust evidence bases to inform redesigning curriculums and culturally responsive pedagogies as policy benefits that empower students to use ABCDE with Assessment for Personal and Social Learning (APSL) to problem solve across the quadruple-helix. Education Outcomes include students’ self-management of personal and social understanding and wellbeing for resilience within sustainable circular, entrepreneurial, green and digitised economies with products and means of production regulated by professions credentialed by Higher Education. Impacts include communities developing responsible historical social consciousness to reinvigorate democratic governance, accountability, transparency, effectiveness and trustworthiness of rule-of-law based institutions and policies to expand active and inclusive citizenship empowered by safeguarding human rights. Further research, building on the powerful European Commission funded platform ‘DocEnhance’ is recommended to inform effective and efficient investment into high quality education and training.

By the spread of COVID-19, the entire world shifted suddenly to e-learning including schools. This study aims to find ways to enjoy teaching. Gamification in education refers to the introduction of game elements in non-game environment. A case study was adopted for this study as a qualitative approach to investigate the possibility of improving motivation. The study was conducted in the first and second semester of the 2020/2021. The sample consists of (6) participants of pre-services teachers studying in special education course for 15 weeks. Data were collected through semi-structured interviews. The result of the interview showed that there is a clear desire among the students to succeed during learning using game elements. Their desire is very clear and higher. Most of them became active during their learning. They enjoyed learning in gamified learning environment. The researchers recommended that the Ministry of Education should train teachers to employ game elements to motivate their students.

This study aimed to develop and test a student self-assessment instrument based on the programmatic assessment (PA) components. We applied a series of psychometric research methods by (a) conducting a literature study to find PA constructs, (b) developing the students' self-questionnaires, (c) ensuring content validity, (d) testing face validity, and (e) conducting reliability tests that involve medical students, medical teachers, medical educationalist, and an international PA expert. Face validity (readability test) was conducted with 30 medical students from an Indonesian university who were in their last year of pre-clinical education and had average scores above or equal to their classmates. The confirmatory factor analysis (CFA) was used to report the instruments’ validity and reliability. The final instrument was tested on 121 medical students with excellent GPAs from another medical school with a middle-level accreditation. The PA consists of five components: ‘learning activities’, ‘assessment activities’, 'supporting activities’, 'intermediate evaluations’, and ‘final evaluations'. These components are conveyed through 41 relevant statements with a four-point Likert scale and three yes/no statements. According to the respondents, there was a lack of 'supporting activities' and 'intermediate evaluation' components in the PA in their universities. This study has developed and tested a five-component evaluation instrument based on medical students' perceptions regarding PA implementation.

Recently, Thailand's educational policy focused on developing learners’ potential according to multiple intelligences. The research objectives were to develop the multiple intelligences (MI) promotion model and an MI screening test for Thai learners and propose policies to encourage MI so that learners can reach their full potential. The sequential mixed method was applied. First, the model and the MI screening test were developed. The participants were two groups of key informants, comprising 93 and 185 participants, respectively. The sample group consisted of 460 primary and secondary school students selected through multistage random sampling. The MI screening test consisted of characteristics of 45 behavioral observations. The result showed that the developing model was the “A2D model or AAD.” This model consisted of three components: nine areas of intelligence, eight continuity mechanisms, and two success conditions. The MI screening result revealed that most learners had outstanding bodily–kinesthetic intelligence, accounting for 40.4%. The least prominent aspect was musical intelligence, representing 16.2%. The proposal policies comprised (a) The aspect of foundation for learning management with access to the A2D model, consisting of four sub-policy proposals, and (b) The aspect of encouraging learners to develop their full potential, consisting of six sub-policy proposals.