It is important for students who learn history to have the skills to think, read and analyze historical sources because past events can only be reconstructed and understood from these numerous resources. Various media methods are needed to support the development of these skills, especially in online learning. Therefore, this research aims to create a virtual field trip (VFT) based history learning media to help students improve their thinking skills using primary source evidence. It was carried out by using the research and development (R&D) method consisting of four stages, namely analysis, designs, conducting trials, and testing media effectiveness. The sample subjects consisted of six teams as expert validators, seven history teachers, 70 and 280 Class X students who assessed the product's practicality and determined the developed media's effectiveness. Data were collected through expert validation, student and teacher response questionnaire sheets, as well as description exams. The level of validity and practicality of the medium were determined using descriptive analysis, while the N-Gain approach evaluated the media's effectiveness. The expert validation result is very good, with an average score of 3.77. The teacher and student response tests showed an average score of 4.67, indicating that the VFT medium is practical for learning history. The N-Gain value of 72% showed that the students' abilities to use primary source evidence are increasing. Therefore, using VFT based history classes to develop explanation skills using primary source evidence is feasible, practical, and useful.

The increasing sophisticated learning technology and COVID-19 have pushed the teaching-learning process to use pedagogy, andragogy, and cybergogy approaches. The current research aims to investigate the relationship between the practices of these three approaches and student self-regulated learning. The structural equation model used indicates that pedagogy practices may affect the andragogy practices in teaching-learning process. Pedagogy approach shows no direct effect but has an indirect effect on students’ self-regulated learning. The indirect effect comes from the pedagogy-andragogy continuum and the impact of pedagogy instruction on cybergogy practices. Andragogy practices also gives a significant impact on students’ self-regulated learning and how the students use learning technology in cybergogy approach. Andragogy and the continuum of cybergogy promote students’ self-regulated learning. These results indicate that pedagogy-andragogy continuum can have an interplay with cybergogy. The interplay of these approaches may encourage students’ self-regulated learning. The current research can be a baseline to construct a new approach in teaching-learning process and its instructions in the classroom.

Lesson study, observation and analysis are relevant to professional development and initial teacher education. As a strategy, it helps to bridge the gap between theory and practice. The health conditions brought on by the COVID-19 pandemic forced the restriction of the tutors’ direct observation of preservice teachers at school. This study analyses preservice teachers’ performance through video observations to evaluate their professional activity at school during the COVID-19 pandemic. The Fifteen Items Revised Tsang-Hester Observation Rubric (FIR-THOR) was administered to a sample of 166 preservice teachers in their internship schools and their video recordings each one of 45-minute teaching lessons were analysed. The results show that the FIR-THOR appears as a robust instrument, which allows us to conclude that the instrument works well in the three five-items dimensions that compose it - Instruction, Management, and Assessment - proving to be reliable for assessing teacher intervention in the classroom. Among the three dimensions, the preservice teachers’ performance stands out in the Management of the classroom, as well as in the classroom Instruction. This contribution is relevant considering the potential of lesson analysis in learning and professional development during initial teacher training.

The purpose of the current study was to analyze social media content related to physical education. In the context of summative qualitative content analysis, I took advantage of big data analytics to access the data. Machine learning of this big data mapped the large content volume from four major social media platforms. The data was collected by extracting social media posts from January to December 2020. The big data analysis process sorted, categorized, and classified the enormous data into several preeminent topics regarding PE. These computerized analyzes were used to identify themes that were further analyzed using qualitative methods. The results revealed two overarching themes. These themes were (a) PE representation as a school subject and (b) the images of PE teachers on social media. The second theme consisted of three subthemes: masculine traits of PE teachers and negative and positive sentiments toward these teachers. I concluded that key aspects of PE discourse in virtually mediated reality share topical characteristics with what people have previously socially constructed. However, the themes offer a new addition to the literature in that the analysis offers a new perspective on ongoing debates about the social construction of PE through enormous large data sets.

Education for all and education equality has been an important issue to be payed attention to, especially in the rural areas in Indonesia. Education in rural areas is very underdeveloped due to the lack of the equitable distribution of education services. The main factors behind this problem are the pedagogic competence of teachers and inadequate infrastructure. These factors have a direct impact on the digital literacy of students in rural areas, even though digital literacy is very important in the era of the industrial revolution 4.0. This research is a development research that is aimed at developing a valid, practical and effective Lesson Study (LS)-based smart teaching model. The study was conducted at a junior high school in Jeneponto Regency, South Sulawesi, Indonesia. The results showed that the LS-based smart teaching model developed was valid, practical, and effective to promote students' digital literacy. The development of this teaching model is expected to improve the quality of educators' pedagogic competence in teaching and be able to form educators' creative innovations that can directly have an impact on improving the quality of learning in the classroom.

This study aimed to evaluate the effect of online social support (OSS) on the psychological well-being (PWB) of caregivers of children with autism spectrum disorder (ASD). The role of gender as a moderator variable in the relationship between online social support and psychological well-being was also investigated. A quantitative research design was used to collect data from 154 caregivers of children with ASD in Indonesia using PWB and OSS questionnaires adapted into Bahasa Indonesia. Data were analyzed using SMART PLS 3.0. Online social support influences the psychological well-being of caregivers of children with ASD. At the dimension level, several OSS dimensions also affect PWB. The effect of online social support on psychological well-being is the same in both the male and female groups. This means that male and female groups benefit equally from online social support. Future research should combine the study with a qualitative method to gather data from caregivers on how OSS affects their PWB in order to gain a holistic perspective. It could be a suggestion to policymakers to provide beneficial online social media for caregivers of children with ASD.

The objective of the study was to develop a structural model that explores the relationship between Mathematics Performance and students’ self-regulated learning skills, grit, and expectancy-value towards science, technology, engineering and mathematics (STEM). The research collected survey data from 664 senior high school students from 17 STEM high schools, and conducted a covariance-based structural equation modeling (SEM) analysis. The results of the SEM analysis indicate that the Re-specified Self-Regulated Learning Skill – Expectancy-Value towards STEM – Grit – Mathematics Performance (Re-specified SRL-EV-GR-MP) model is the most parsimonious fit, offering the best empirical support for the theoretical model of the study. The research findings suggest that the mathematics performance of senior high school students in STEM curriculum is attributed to their high expectancies for success and perceived values of the STEM tasks, high grit, and high self-regulated learning skills. Moreover, the research also observed evidence of mediating and moderating grit effects in the concurrent effects of expectancy-values towards STEM and self-regulated learning skills towards students’ mathematics performance.

The current study investigates the psychometric characteristics of the Social Support Scale as an instrument for assessing social support for academics. The original version of the scale was adapted and translated into Indonesian and was administered to academics in Indonesia through a google form. The data were then analyzed to investigate the reliability, construct validity, and structure of factors of the instrument. Confirmatory factor analysis confirms that the three-dimension model was the best model regarding the internal structure. Our findings also advocate the Social Support Scale as a valid and reliable tool for assessing social support in Indonesian academics. Thus, it can be employed to examine lecturers’ social support level which helps the universities to build a supportive working climate, as well as improve the relationship quality between employees.

Logical-mathematical intelligence is highly needed to ease students’ understanding of mathematics concepts. Therefore, it is necessary to delivery an innovative teaching approach to enhance students’ logical-mathematical intelligence. This study aims to investigate the use of mathematics comics to increase the logical-mathematical intelligence of junior high school students in urban and rural schools. This study employed a quantitative approach with a pretest-posttest control group design. The population of this study were seventh-grade students from a junior high school in Banda Aceh (urban areas) and a junior high school in Aceh Besar (rural areas), Indonesia. The samples of this study were two classes (experimental and control) from each school which were selected randomly. To collect data, we used a logical-mathematical intelligence test and analyzed it by using t-test. This study shows that the use of mathematical comics in urban schools can improve mathematical logical intelligence. However, there was no improvement in students' mathematical logical intelligence in rural schools. Therefore, this study showed that using mathematics comics in different school conditions yield different results in logical-mathematical intelligence. The findings suggest that other learning innovations are required to improve students' logical-mathematical intelligence in rural areas.

The study aims to point out direct and indirect correlations between others' roles on career self-efficacy, and career self-management. This research uses a multifactor correlational model, samples were 342 students. The research instruments are Career Self-Management Self-Efficacy Scale (CEDLE-Scale), Career Decision Self-Efficacy (CDSE Short-Form), and Role Model Influence Career Decisions Scale (RIMICDS). Data were analyzed using path analysis with AMOS 23. The findings show that 1) the variable of others' role directly influences career self-efficacy; 2) career self-management directly influences the career self-efficacy on career self-efficacy; 3) others' influence on career decision directly influences the career self-management, and 4) others' role on the career decision indirectly influences self-efficacy moderated by career self-management. Support, guidance, and inspiration from others will ease someone in deciding on a career. Guidance for managing a career will improve career self-efficacy. It will then positively contribute to the self-confidence to pursue the career.

A virtual-based disaster learning model was created to enhance understanding of COVID-19 disaster mitigation following the characteristics of elementary school students because the high number of child deaths brought on by the COVID-19 pandemic served as the driving force behind this research. The virtual-based disaster learning model had been deemed valid, but more study is required to ascertain its impact on primary school pupils' comprehension of COVID-19 disaster mitigation. This study sought to determine how the virtual disaster learning model affected elementary school pupils' understanding of COVID-19 disaster mitigation. This study was a quasi-experimental investigation. Non-equivalent control group design was the type of experimental design employed. The t-test showed that students who studied using virtual-based disaster learning models and those who used conventional learning had different average levels of understanding of COVID-19 disaster mitigation. According to the findings, primary school children who learned using virtual disaster learning models had higher scores than students who used conventional methods. This finding revealed that virtual disaster learning models could improve understanding of COVID-19 disaster mitigation. The results of this study's implications can be applied as a different approach to enhancing elementary school kids' comprehension of emergency planning for COVID-19.

Environmental damage must be taken seriously. Strengthening human attitudes to preserve the environment is the keyword, and strengthening the aspects of knowledge about the environment must be pursued. However, a scientific basis is needed that shows that it is true that strengthening the aspects of knowledge about the environment can improve a person’s attitude toward preserving the environment. The purpose of this research is to find the relationship between a person’s knowledge and their behavior in preserving the environment. By defining the general picture of the relationship between knowledge and attitudes, future accurate educational policies can be taken in the context of environmental protection. This research is a meta-analysis of correlation types. The inclusion criteria for selecting the data are as follows: studies published from 1999 to 2022 in English, analyzed by correlation analysis, have descriptions of many samples and correlation indices, and published in Google Scholar-indexed journals. Based on this inclusion criteria, 23 studies were selected containing 36 relevant sets of research data. The results showed that there was a correlation between knowledge and a person’s attitude toward the environment (.37). Assuming a 95% confidence level, the real score ranges from 0.26 to 0.48. The publication bias test using the trim and fill method showed that none of the data contained biased publications, so the meta-analysis results could be declared valid. Now, there is an urgency to expand environmental education to encourage the development of good attitudes by the community toward the environment.

The significance of speaking English has been emphasized in Malaysia education. However, speaking problems such as lack of enthusiasm and poor speaking performance emerge among ESL pupils. To resolve this, an online board game “Flippity” is implemented in online speaking lessons. This paper aims to explore the usefulness of the online board game “Flippity” to improve speaking skills among elementary pupils who are in Year 5 as well as to investigate pupils’ perceptions towards the use of the online board game “Flippity”. The study employed a quasi-experimental mixed method design to collect data from thirty Year 5 pupils from a Chinese primary school. Data was collected through speaking pre-test and post-test, semi-structured interview and questionnaire. The results indicated a significant improvement in pupils’ speaking skills in terms of accuracy, fluency, range, interaction and coherence. Pupils also displayed preferences and positive attitude in learning to speak while playing “Flippity”. Further studies are recommended to be done on how “Flippity” could be exploited when learning other language skills such as listening, reading, writing and grammar.

In the future, vocational students will face all changes and developments in technology and information. In this context, students' digital literacy skills need to be trained to adapt to the demands of the world of work. This article aims to present the results of a study on factors that can improve the digital literacy practice for vocational students as a roadmap for digital learning in the current era. The sampling technique used purposive random sampling of 8 Vocational Schools in East Java Province, Indonesia. The number of respondents in this study amounted to 355 second-year students. The study has found that online learning, motivation, and technology introduction are influenced by students' digital literacy practices, while teacher readiness and infrastructure must be mediated by online learning. The findings in this study indicate that collaboration from various parties is needed from teachers, school administrators, and policymakers in planning learning that focuses on students' digital abilities.

The Think-Pair-Share (TPS) strategy makes the learning environment interactive, lively, collaborative and democratic. It allows students to interact; accept information; develop collaborative discussion skills; refine their thinking; and participate effectively in the classroom. In this study, the researchers investigated the effect of the collaborative discussion strategy (think-pair-share) on developing students' skills in solving engineering mathematical problems. Once we had confirmed the validity and reliability of the tools, we used the quasi-experimental approach. The study sample consisted of 66 students divided into two groups: Namely, an experimental group, which comprised 33 students who studied mathematics using the (think-pair-share) strategy; and a control group, which comprised 33 students who studied in the traditional way. Both groups sat for a pretest and post-test in mathematics. The test results showed that the use of the TPS strategy had a positive effect on developing problem-solving skills compared to the traditional method. In light of these results, the study recommended the use of TPS strategy to improve the skills of students in solving engineering mathematical problems.

Motivation is essential in shaping how much a student is interested in learning and also affects how much students will learn from a learning activity or how much students' ability to capture the information presented by the teacher. Well-motivated students will produce a vibrant learning atmosphere and a better success rate. This research aims to determine whether the motivating active learning in physical education (MALP) model can help kids in elementary school develop their capacity for critical thinking. The design used is experimental. The research subjects were grade 6 elementary school students representing five sub-districts in the Tasikmalaya district. One elementary school was taken from each sub-district through a probability sampling technique using the cluster random sampling approach. The total sample taken was 137 people. The results of the study prove that applying the MALP model can greatly influence improving the critical thinking skills of elementary school students. The result of the study is proven by the significance test using the paired sample t-test; the results obtained from sig. (2-tailed) of .001< .05. So applying motivating active learning in the physical education model influences increasing elementary school students’ critical thinking skills.

The purpose of this study was to examine whether exam anxiety played a role as a mediator in the relationship between psychological resilience and school satisfaction in a large sample of adolescents (N = 1819; Mage = 15.16, SD = 0.95) who live in different regions of Azerbaijan. Adolescents’ psychological resilience was positively associated with school satisfaction, whereas their exam anxiety level was negatively associated with school satisfaction. Structural equation modeling results showed that exam anxiety partially mediated the relationships between psychological resilience and school satisfaction. Therefore, the indirect effect of psychological resilience on school satisfaction through exam anxiety was also statistically significant.

This study aimed to investigate the effect of character teaching on college student socioemotional character development. The study was conducted at IAIN Pontianak, Universitas Tanjungpura and Universitas Muhammadiyah Pontianak. The sample was 1284 students, 388 male and 896 female. Partial least square-structural equation modeling (PLS-SEM) data analysis using SmartPLS was used. The findings reveal that character teaching has a significant and positive effect on college student honesty, prosociality, respect at home, respect at school, self-control, and self-development. This study suggests that colleges/universities ensure that lecturers supervise student assignments, seriousness and discipline, check students’ attendance strictly, give course assessment samples, and grade their assignments on schedule. At the end of the conclusion, implications and suggestions are given.

The number of school-aged refugee background children on Turkish soil was estimated to be over 2 million in 2022. Acknowledging the importance of quality education for these children to achieve equity in Turkish-only public schools, this study examined pre-service teachers' self-efficacies in teaching refugee-background students (RBS). Data were collected from 437 pre-service teachers studying at eight different teacher education programs via the adopted Teachers' Sense of Efficacy Scale (TSES) and analyzed with the Tukey multiple comparison test. The findings revealed that pre-service teachers rated low self-efficacies in teaching the RBSs. A comparison of mean scores based on the programs indicated that pre-service teachers in the early education programs scored the lowest self-efficacy while the pre-service teachers in Physical Education programs scored the highest. Moreover, the self-efficacies of bilingual pre-service teachers differed significantly from monolingual Turkish proficient pre-service teachers implying a positive correlation between pre-service teachers’ self-efficacies and bi/multilingualism. Lastly, senior pre-service teachers rated higher self-efficacies than freshmen, junior, or sophomore pre-service teachers. The study implied a need for culturally and linguistically responsive pedagogies and differentiated instruction in the teacher education curriculum to prepare pre-service teachers better for the RBSs in Turkish public schools.

This study analyzes the narrated reflection of the students in relation to their learning, based on the perceptions that emerge from their experience in the development of the project. Participants were 53 fourth year Pedagogy in Physical Education students, with an average age of 24.3, who were divided into 13 groups. A qualitative study that used the narrated reflection of the students in relation to learning, based on a driving question. In order to help guide the students’ work, and to collect the perceptions they experienced during their participation, the following four components were integrated into the development of the project and included in the final product: a) historical and heritage sites, b) technology used to measure energy expenditure, c) type of active commuting, d) reflection on what was learned. The students designed 13 routes of active commuting through the city, which included different cultural, heritage and historical landmarks. The students analyzed the learning experience, highlighting the importance of knowing and caring for the heritage of the different cities around which they traveled. PBL can be a didactic alternative in initial Physical Education teacher training to achieve learning by linking subject content with the motivations and interests of the students.