This study aimed to compare and examine the effectiveness of interactive STEM learning and paper-and-pencil STEM learning in terms of mathematical literacy skills of elementary school students. This research is of a quasi-experimental type with a non-equivalent pretest-posttest control group design. Sampling was carried out on the elementary school populations in Bengkulu and South Sumatra Provinces in two stages. In the first stage, schools in rural and urban areas were selected, and in the second, classes in each school were randomly selected. The selected sample consisted of fifth-grade students of the Public Elementary School of Terawas, Musi Rawas, with an experimental class A (n = 20) and an experimental class B (n = 19), as well as fifth-grade students of the Public Elementary School of Bengkulu City, with an experimental class A (n = 25) and an experimental class B (n = 22). Data collection was conducted using mathematical literacy skills tests in reference to the PISA and Minimum Competency Assessment (level 1–3). Data analysis was performed using descriptive and inferential statistics; it employed an independent t-test for the comparative testing and an N-gain test for testing the effectiveness of STEM learning. The results showed that there were differences in math literacy skills between interactive STEM and paper-and-pencil STEM for students in urban schools, but not significantly different for students in rural schools. General STEM learning was effective in increasing the literacy of elementary school students, and interactive STEM in particular demonstrated the highest level of effectiveness in the urban school.

This meta-analysis study investigates the effect of computer-based tests on motivation. The random effect model is the basis for calculating the summary effect, and it is found that the 30 articles obtained through the PRISMA method, which consist of four parts, namely identification, screening, eligibility, and included, can be generalized. Data analysis was performed using R studio and OpenMEE. Based on the research results, the p-value <.05 was obtained, so it was concluded that using a computer-based test significantly affected motivation. In the moderator analysis, it was found that computer-based tests were most effective for intrinsic motivation for the motivation variable, university students for the participants variable, and the country of Iran for the region variable. Evaluation of publication bias using the funnel plot and regression method shows no publication bias, proving that the 30 articles analyzed represent all existing studies on computer-based tests.

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.

Limited latest studies circulated in the 21st century of world university ranking reveal that well-designed mentoring programs will not increase mentees’ leadership development if mentors have not implemented effective roles in the mentoring programs. Although many studies have been done, the mediating effect of mentors’ roles is little known in the tertiary education mentoring research literature. This study is done to examine the correlation between mentors’ roles, mentees’ self-efficacy, and mentees’ leadership development. This study employed a cross-sectional research design. A purposive sampling plan was employed to collect 761 survey questionnaires from undergraduate students at non-research-based public universities in Sarawak. The survey data were analyzed by the SmartPLS package to determine the validity and reliability of the study instrument, and thus test hypotheses for the direct effects model and mediating model. The outcomes of the SmartPLS path model analysis showed that the majority of participants felt that the levels of information exchange, help, self-efficacy, and leadership development are high. This situation explains that the ability of mentors to appropriately implement information exchange and help in mentoring programs has strongly evoked mentees’ self-efficacy. Consequently, this self-efficacy can lead to higher leadership development. This finding can help practitioners to understand the diverse paradigms of mentees’ self-efficacy concept and plan the integration of academic and social-based approaches in formulating mentoring programs to prepare successful graduates in a time of rapid global change.

This study examined the impact of teaching biology using interactive multimedia on the students’ academic performance in biology at Community Day Secondary Schools (CDSS). This study was conducted in three secondary schools in the Dedza district, in the central region of Malawi. A pretest-posttest quasi-experimental approach was used in this investigation. A total number of 189 Form Four students were selected from the three schools. The schools were categorized into three groups, namely: (a) urban, (b) rural, and (c) control. The control group received instruction using a teacher-centered approach, while the experimental groups received instruction using interactive multimedia resources. The pretest was conducted for three weeks, after which the posttest was administered. One-way ANOVA in IBM-SPSS software was used to analyse the data. Our findings showed that multimedia instruction packages had a significant impact on student performance (F (2, 188) = 126.557, p < .001). Furthermore, after the intervention, the scores of the rural group and the urban group significantly varied (p < .001). Gender had a significant influence on the performance of students in biology (F (1, 188) = 8.78, p = .003). Therefore, the study concludes that the use of multimedia instructional packages helps learners understand abstract concepts in biology, and the study further recommends that multimedia instructional packages be used to teach hard-to-grasp concepts in biology in CDSS.

The current understanding of autism spectrum disorder (ASD) as an alteration of neurodevelopment requires deepening in the causes that originate it. This study aims to investigate the relationship between the presence of ASD in subjects aged 2-22 years and some related biological factors (sex/gender, age, and body mass index). A quasi-experimental study, with a cross-sectional retrospective design, was conducted on 209 subjects (n = 111 with ASD and n = 98 neurotypical) who were applied to the GARS-2 test in three areas: communication, social interaction, and stereotyped behaviours between 2016-2021. The risk factors identified are related to early age (OR = 2.27, 95% CI = 1.30-3.96), being male (OR = 2.67, 95% CI = 1.41-4.68) and having underweight (OR = 2.03, 95% CI = 1.09-3.80). Differences in stereotyped behaviours (OR = 1.10, 95% CI = 1.05-1.14), functional communication (OR = 1.13, 95% CI = 1.08-1.17) and social interaction (OR = 1.11, 95% CI = 1.08-1.15), were found, being at risk as soon as scores related to ASD diagnosis. In sum, rigorous and multidimensional understanding analysis among specialists regarding people with ASD allows to evaluate the development of the set of alterations and key variables to provide support and assistance to their quality of life.

The teaching of speaking in English as a foreign language (EFL) classes in the Province of Aceh did not rely on the suggested techniques and methods. This teacher-designed technique, which was mainly textbook-based, has left an unpleasant learning experience among students. Therefore, we conducted a quantitative research study to experiment with how students responded to contextual teaching and learning (CTL) to see the effect of transitioning from a teacher-established method to a systematically planned learning approach and compare how students progressed over time. The experiment was carried out by teachers who had received assistance in preparing the lesson and practicing the lesson plan. The six-meeting experiment was conducted in 11 small classes, with a total sample of 132 students. The student improvement after the first four meetings (cycle 1) was compared using inferential statistical analyses with that after eight meetings (cycle 2). The results show that the student’s achievement significantly improved in the first cycle and continued to improve, although at a lower rate, in the second cycle. This result suggests that CTL can be used to transition from a traditional teaching method to a more established method in EFL teaching. Therefore, teachers need help planning their teaching and practicing how to implement the teaching plan accurately.

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

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

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

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

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.

Reflective practices have been recognized as a predictor of professional development because they favor teaching changes that improve the students’ learning. The expressions reflection, practice, and reflective professionals are very present in training programs, but with a diversity of meanings and interpretations. The concept of reflection is linked to professional development and teaching identity. The goal of training reflective teachers is shared on an international level, however, the educational conditions that favor a positive attitude toward reflection have not been sufficiently researched. This article aims to describe the obstacles to a positive attitude toward reflection in pedagogy students according to their teachers. This study is qualitative with an interpretive approach for which an instrumental case study was conducted with 15 university teachers in six Chilean regions.  The results show that both inter-institutional conditions negatively affect attitudes, as well as the lack of models of reflective practice, insufficient teaching, the way teacher reflection is evaluated, and the barriers to reflective practice in schools. The results indicate the need to intentionally teach pedagogical reflection practices and help to recognize its benefits for teaching.

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.

The introduction of English language teaching (ELT) at the preschool level has been widely discussed by researchers. While most agree with ELT at preschool level, considerable issues are faced in learning a second, third, or foreign language. Therefore, this systematic review discusses the issues preschool teachers face in implementing ELT and their beliefs on how ELT should be applied to young children. Using three renowned databases, namely Scopus, Web of Science (WoS), and Educational Resources Information Centre (ERIC), 34 articles were extracted out of 85 articles, from 2012 to 2022, with exclusion and inclusion criteria taken into consideration. The findings of this study showcased eight main issues faced by preschool teachers in implementing ELT: English language proficiency, pedagogical skills, teacher perception, curriculum, teaching resources, training, socio-cultural, and classroom environment. In terms of preschool teachers' beliefs about ELT, there are four main issues: Bilingual education, children's characteristics, curriculum alteration, and teachers’ experience. Generally, these findings will guide teachers, responsible authorities, and researchers to acquire an overview of the actual issues that occur in the implementation of ELT in preschools as well as the appropriate measures to overcome them, starting from the preschool teachers' beliefs.