The purpose of this research is to strengthen pedagogical content knowledge (PCK) in designing laboratory activities based on small-scale chemistry approaches. This research is action research involving 60 trainee teachers with stages that include (a) Reflect; (b) Plan; (c) Act; (d) Observe; (e) Reflect (2nd); (f) Plan (2nd). Qualitative data were collected through (a) Questionnaires reflecting on experiences in practicing chemistry learning and responses to the importance of learning, (b) a Portfolio of chemistry practicum design, (c) documentation of the process of carrying out design, implementation, and practicum evaluation activities, (d) field notes, (e) reflection sheet, and (f) Portfolio of follow-up plans. The data is displayed through the R computation system with data pre-processing stages in the teacher's reflection text which includes basic cleaning, case folding, normalization, stemming, and deleting meaningless words. Display data in the form of word clouds, frequency expression diagrams, and tabulations. Descriptive narratives are used to analyze the documentation obtained in the action process. The teacher group demonstrated performance in implementing small-scale practicum activities. Teachers are increasingly skilled in modifying conventional laboratory equipment, minimizing the amount of chemical use, minimizing waste disposal, and increasing efficiency in the duration of practicum implementation. The follow-up plan for this activity includes quality improvement in aspects of (a) skill in using laboratory equipment, (b) understanding of chemical concepts, (c) equipment availability, materials, and work procedures, and (d) implementation of chemistry practicum.

Creativity and information literacy are skills necessary for students for task completion in the learning process. One of the tasks assigned to students in learning is to write drafts of scientific articles. Furthermore, teachers must pay attention to cognitive styles in the learning process. This study aimed to describe students' creativity in writing drafts of scientific papers based on information literacy concerning reflective and impulsive cognitive styles. This research was exploratory qualitative research to explain the creativity of reflective and impulsive students in writing scientific article drafts based on information literacy. The research subjects comprised two students for each reflective and impulsive cognitive style. The cognitive style was measured using the Matching Familiar Figure Test instrument. Students' creativity was measured using a test with fluency, flexibility, originality, and elaboration indicators. The results indicated that reflective students were highly creative in writing drafts of scientific articles. Meanwhile, impulsive students were relatively creative in the same activity. In conclusion, students possessing the reflective cognitive style are more creative than students following the impulsive cognitive style in writing drafts of scientific articles based on information literacy. We recommend that writing articles based on information literacy is required to increase HOTs (Higher Order Thinking Skills).

Advertising or promotion management analyses, plans, and monitors programs to create target market exchanges and achieve institutional goals. Early childhood education (ECE) is an educational institution needing advertising management. This study examines the implementation of ECE advertising management in terms of challenges, opportunities, and developments. This study showed two major areas: 1) practitioners were more innovative and creative in using technology to develop advertising management, and 2) the educational institution got better recognition from society, especially parents. This study uses the literature study method, assisted by the publish perish application, to find reference sources related to educational advertising management for ECE. The study showed that the ability of schools and teachers to provide services based on consumers’ demands influenced the implementation of organisational advertising management challenges. Meanwhile, advertising management developments were sometimes affected by the actions of the advertising media. Social media informed consumers about the institution without spending more money and effort.

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.

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 need for early comprehension of scientific concepts in elementary school students is crucial. However, studies have indicated that some students lack a fundamental understanding of such concepts, highlighting the importance of effective teaching methods to improve scientific literacy at an early age. Therefore, this study aimed to determine the ability of Project-Based Learning in Science, Technology, Engineering, Art, and Mathematics (STEAM-PjBL) to improve students' scientific literacy, knowledge, and application of foundational scientific principles. A quasi-experimental methodology was employed, involving 22 female and 26 male fourth-grade elementary school students as participants. The study administered a Scientific Literacy Test (SLT) treatment to the students, followed by unpaired and paired t-tests to examine the impact of the STEAM-PjBL model on their scientific literacy skills. The results showed that STEAM-PjBL improved students' scientific literacy skills significantly more than traditional instruction. The experimental group outperformed the control group in the post-test, indicating the effectiveness of STEAM-PjBL. Therefore, the study recommends the adoption of the STEAM-PjBL model by elementary school teachers to improve students' understanding of fundamental scientific concepts.

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.

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.

The study presents a semantic correlation model (SCM) of socioformative data, which is designed to support the evaluation of curriculum planning (CPE) that is developed from indicators derived from curriculum components such as graduate profile, study plan, area plan and subject plan. The objective of the research was to design a semantic correlation model of socio-formative data to support the evaluation of curriculum planning in accordance with the objectives of sustainable development in education. The study is a quasi-experimental research based in a Likert questionnaire applied on a group of 10 students (16 and 18 years old) belonging to the eleventh grade of the urban official educational institutions of Marsella, in the department of Risaralda in Colombia. The results indicate that the model has an impact on the evaluation of curricular planning, concluding that the design and implementation of a semantic correlation model of sociodemographic data does have an impact on the evaluation of curricular planning of a classroom subject in an educational institution in Marsella.

This study aimed to determine Indonesian students’ perspectives on digital citizenship skills. Digital literacy is one of the most important needs in the community and the school environment. As educational institutions, universities are expected to integrate and develop an IT-based learning environment to help students develop digital skills. This study used social media and knowledge of rights and responsibilities in cyberspace to examine university students' digital-based skills. A descriptive method with a qualitative approach was also used to describe the perspectives of students about their rights and responsibilities. Participants included 12 students from state universities in Jakarta and Lampung. Data was collected through interviews and 90-minute focus group discussions (FGD). The results showed that the top three considerations that emphasized ethics in cyberspace were maintaining privacy, not spreading fake news, and respecting the Internet community. In this context, individuals must uphold their rights and responsibilities in the virtual world, and university students are expected to apply digital ethics appropriately.

University students may encounter situations where they perform poorly in a course and contemplate dropping out. This intention to drop out of a course manifests not only in thoughts or ideas but also in a cognitive self-evaluation of their performance and skills, enabling them to reflect on the possibility of dropping out. In this sense, there is a shortage of instruments that evaluate the intention to drop out of a course, so the aim was to develop and validate the Course Dropout Intention Scale (CDIS). Data from two samples (N1 = 198; N2 = 675) were used; the first was for the EFA, and the second was for the CFA, GRM, and SEM. The one-factor model was derived from the EFA and confirmed in the second sample, exhibiting appropriate goodness-of-fit indices. Similarly, the GRM obtained adequate fit indices; all items discriminated adequately, and the difficulty parameter had a monotonic increase. The SEM model of the effect of satisfaction with studies on the CDIS showed a negative and statistically significant effect. Thus, it was demonstrated that the CDIS is a robust instrument in its psychometric properties and empirical evidence with other variables.

Teaching and learning new songs in class is an integral cultural practice. This paper focuses on a singing lesson and studies the complex relations among the target song, children’s song acquisition and the teacher’s instructions. However, instead of simply examining pitch accuracy or ratings, this paper proposes a novel methodology for analysing song learning in class. First, a transcription method is used to document a video-recorded lesson. Second, syllables are identified as both the essential components of the grammar of songs for children and the fundamental units for analysing singing in terms of pitch, timing and articulation. The individual singing of three children, divided into the syllables of the target song, is examined for these three properties. Third, a comparison between the song model and the children’s singing reveals how rule-breaking in the song corresponds to the children’s difficulties in singing. This detailed and subject-related analysis exemplifies the complex dynamic among the teacher, the object and the learner and is a contribution to the research of subject-related didactics.

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.

Technology integration into learning is essential to supporting educational reform. On the other hand, the relationship between self-regulation (SR), technology integration self-efficacy (TISE), and technological pedagogical content knowledge (TPACK) has yet to be thoroughly studied. This study investigated preservice elementary teachers and the connection between SR, TISE, and TPACK. A quantitative approach and a survey-based approach were both utilized in the research project. The research was carried out at one of Indonesia's universities, and the data collected were from 224 preservice elementary teachers in their fourth year through a questionnaire. According to the findings, preservice elementary teachers' SR, TISE, and TPACK levels were above average. Preservice elementary teachers scored the highest on planning capability (PC), monitoring and controlling skills (MC/CC), and making others use computer technologies self-efficacy (MUCTSE). In contrast, they scored the lowest on information and communication technology (ICT). Besides that, SR and TISE positively and significantly affected pre-service teacher TPACK. In light of the findings, it is of the utmost importance to enhance the competency of preservice elementary teachers in using technology to integrate learning.

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.

This study investigated pre-service biology teachers' (PSBTs’) technological pedagogical content knowledge (TPACK) development. A TPACK-based technology integration course (TPACK-BTIC) was implemented. The study employed a convergent parallel mixed-methods approach. A TPACK survey questionnaire and interview schedule were used to collect data from 50 PSBTs. The quantitative data were analysed by computing means, standard deviations, and dependent samples t-tests, while qualitative data were analysed using deductive thematic analysis based on the TPACK domains. Findings indicate that the intervention positively affected PSBTs’ TPACK development with significant improvements in technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and overall technological pedagogical content knowledge domains. In contrast, pedagogical content knowledge (PCK) and pedagogical knowledge domains showed no statistically significant improvements. PSBTs’ engagement in microteaching lesson study, reflection on using technology, and collaboratively designing lesson plans improved PSBTs’ TPACK domains. The study recommends that teacher training institutions consider implementing content-based technology integration courses that engage pre-service teachers in microteaching lesson study, reflecting on technology use and collaborative designing of curriculum materials that involve using technology to support their TPACK development.

This article explores the integration of physics knowledge and science, technology, engineering, arts, and mathematics (STEAM) education in high schools through a unique project that connects traditional Vietnamese culture with the production of moon-shaped lutes. The moon-shaped lute, known as “Đàn Nguyệt” in Vietnamese, holds great cultural significance in Vietnam. By incorporating physics principles into the lute production process, students develop a deeper understanding of its construction, sound production, and structural stability. They explore concepts like material selection, sound propagation, and ergonomic design to enhance the instrument’s craftsmanship and playability. This interdisciplinary approach not only fosters scientific and technical skills but also preserves and promotes traditional Vietnamese culture. Engaging students in projects that combine art, science, and culture highlights the power of STEAM education in nurturing well-rounded individuals who have a strong connection to their heritage. The integration of physics knowledge and cultural elements in this project demonstrates the value of interdisciplinary learning and its impact on students’ appreciation for their cultural identity.

Eco-pedagogy is a pedagogy utilized in the framework of teaching environmental education in schools. The adoption of various eco-pedagogy programs within schools has proven to be helpful in improving students' environmental attitudes, and it was concluded that schools are the best place for critical learning of environmental concerns. Thus, the primary purpose of this study was to investigate how a teachers' eco-pedagogy workshop promotes teachers' educational, environmental, and organizational concepts. An integrated study (quantitative and qualitative) was carried out that included a sample of 44 teachers in elementary schools. The sample was divided into two groups: an experimental group that participated in the workshop, and a control group that did not participate in it. Improvement was found in the environmental education and the organizational concepts of eco-pedagogy for teachers who participated in the program, compared with those who did not. The study's key findings indicated that attending an eco-pedagogy workshop helped teachers perceive the subject more favorably, developed their higher-order thinking skills, and they learned more about it. Another finding was that a workshop is crucial for teachers to advance their professional development.