This study aims at exploring the problem of the readiness and competence of new teachers to teach in primary schools. This study specifically focuses on identifying the readiness of new teachers to conduct teaching professionally, and analyzing their competence in conducting teaching. This study employs a mixed-method research design with data collected from two different approaches: a qualitative approach by conducting interviews and observation, and a quantitative approach by conducting a survey. The data were collected from lecturers, graduate teachers working as teachers, graduate teachers working not as teachers, and users of graduate teachers. The results of data collection and analysis were made into several themes. The results showed that the majority of graduates were ready to join the workforce as professional teachers with the risk that they had to accept the lack of welfare and legitimacy as unprofessional teachers because they had to attend further professional education programs. The education provided by the lecturers during their study in their institution in the aspects of knowledge and skills in the field of study and pedagogy became the foundation for new teachers in starting their careers as professional teachers in schools. A good educational process had produced teachers who have competencies with good categories in various aspects.

This research aims to reveal the pattern of the multiculturalism-based civics education at higher education institutions in Surakarta, Indonesia. It applied the descriptive qualitative method with the dual case study approach, conducted at State University of Sebelas Maret and Slamet Riyadi University in Surakarta. The data were collected through observation and interviews to find the answers to the research questions in the field. The data were analysed using the interactive technique, consisting of data collection, data reduction, data display, and conclusion drawing. The result shows that the teaching of multiculturalism-based civics education at State University of Sebelas Maret and Slamet Riyadi University has almost the same pattern, that is media-assisted teaching pattern and is always conducted by considering the material integration dimension, knowledge construction dimension, prejudice minimization dimension, equal rights to education dimension, and the dimension of school culture empowerment and social structure from the planning stage to teaching implementation and evaluation stages. The research findings suggest that the students of universities in Surakarta should be able to implement the goal of the teaching of civics education in universities, and the lecturers should always improve the materials, content, method, and strategies of the teaching of multiculturalism-based civics education.

The present study aims at investigating some English speaking problems found by the students of English language education department at State Islamic Institute of Kudus and exploring some implications for speaking curriculum development of English language education department. This study used a descriptive qualitative approach and the data were taken from semi-structured interviews, observation and focus group discussion (FGD). The results of the analysis reveal that the problems encountered by the students in English language education department in speaking English cover the lack of appropriate vocabulary, the lack of grammar mastery, the lack of correct pronunciation, the lack of input of English outside the class, the lack of confidence and the lack of English speaking curriculum development. There have been some implications for developing English speaking curriculum. First, the curriculum of speaking should be well designed. Second, lecturers should design English speaking curriculum integrated by technology and social media that makes students to enrich some culture, knowledge and experience around the world. Third, lecturers should facilitate the English speaking curriculum with the English speaking community so that the students will have more chance to speak English inside and outside the class.

The ability to think critically and creatively is essential for students to be able to face the challenges of the industrial revolution 4.0. Lectures must be designed to enhance students’ critical and creative thinking skills. This study aims to examine the implementation of problem-based learning in learning management information systems courses to improve students critical and creative thinking skills. The research design carried out was classroom action research. The subject in this study was students of Economics Education, Faculty of Economics, Universitas Negeri Semarang. The research was conducted in April-May 2019. The procedure for implementing class action research are two cycles (plan, action, observation, and reflection). The research data was taken by observation and interview methods. The data analysis method used is descriptive quantitative and qualitative methods. The results showed that two class action research cycles were well implemented. The application of the problem-based learning method can improve students’ critical and creative thinking skills. Students are able to solve a given case by doing the right analysis and being able to provide alternative solutions. Students consider the learning process to be more exciting and challenging. Students can express their opinions well in front of the class. The implication of this research is that lecturers can apply PBL with various combinations of learning strategies to improve students' critical and creative thinking skills.

The purpose of this research was to explore how effective the bottom-up approach to producing and shaping educational legislation is in Ukraine and to identify what observed changes take place in students if the bottom-up approach is simulated in the classroom. Qualitative instruments and observational data were used to yield the data. Those were a survey questionnaire, semi-structured interview questionnaire, and focus group discussion observation checklists and moderators’ and facilitators’ reports. The data were processed using IBM SPSS Statistics 25.0.0.1. Software. The results of the study suggest the bottom-up approach to shaping educational legislation can be considered an option or an alternative to the conventional law-making procedure, at least in the sphere of education, in Ukraine. The use of mock policymaking experience has proven to be an efficient teaching tool. The application of the simulation of the bottom-up approach in the courses entitled “Educational policy” and “National Education Policy” was found to have the potential to encourage students to participate in the processes of shaping education policy, legislation, and regulation. The approach accelerated the desire of the students to participate in the processes of shaping education policy, legislation, and regulation. It also brought a change to the students’ vision of the school structure, the content of education, and the way the teacher is motivated. The intervention also brought a positive change to the students’ behaviour as citizens and their motivation as teachers-to-be.

The development of information technology rapidly has an impact on the changing paradigm of education. On the other hand, education holds an important responsibility to create students who have a good and strong character. This research aims to: 1) describe the concept and framework of interactive multimedia courseware; 2) test the feasibility of interactive multimedia courseware by experts and practitioners; 3) test student responses to the use of interactive multimedia courseware. This research and development involved experts, teachers, and students. The data were collected using expert validation sheets, teacher questionnaires, and student questionnaires. They were then analyzed using the descriptive statistics analysis based on mean and percentage. This research yielded interactive multimedia courseware called IMONEC (Interactive Multimedia courseware integrated with Bandura’s Observational learning model and National historical Event to strengthen students' Character) that integrates three important components: the principles of interactive multimedia learning; Bandura's observational learning model; and the noble values and messages of national historical events to strengthen students' characters. The framework of the interactive multimedia courseware consists of the title, user instruction, home, core competency and basic competency, concept map of material, learning material, and quizzes. The results of the expert validation, teacher questionnaire, and student questionnaire showed that the interactive multimedia courseware is feasible for use in learning and effective in strengthening students’ characters.

This study aimed at analyzing the implementation of authentic assessments and constraints faced by junior high schools' teachers in mathematics teaching. A qualitative approach was applied in the study. The data on the implementation of authentic assessments and constraints were obtained from 50 mathematics teachers in several public junior high schools in Malang City, East Java Province-Indonesia, trained by the 2013 curriculum. Documentation, questionnaires, observations, and interviews were used to collect the data. The study results showed that most teachers implemented authentic assessments in mathematics teaching as designed in the learning plan. The obstacles faced by the teachers in the implementation of the authentic assessment included the time limit and accuracy. The efforts made by the teachers varied, but the teachers tried to administer the authentic assessment properly following the demands of the curriculum.

This article highlights the main ideas that underlie the differences in potential pragmatic knowledge constructs students experience when solving problems, between the zone of proximal development (ZPD) and the zone of potential construction (ZPC). This qualitative research is based on a phenomenological approach to finding the meaning of things that are fundamental and essential from the ZPD and ZPC phenomena. Researchers observed mathematics learning by a teacher on 24 fourth-grade students who were divided into groups A (high IQ) and B (low IQ). Data collection through tests, observation, and interviews. While the validity of the data is done through triangulation of methods and triangulation of sources. The results showed that students of the Upper (A) group had high IQ but small ZPD and ZPC. In contrast, students in the Lower (B) group have low IQ but large ZPD and ZPC. This result means that intelligence (IQ) is measured not only logically-mathematically but also in the verbal-linguistic and spatial-visual fields. The conclusion is that there are differences in the construction of students' knowledge in the learning zone. This difference occurs because the knowledge constructs that the students have previously had an effect on the accommodation process of the schemes that students have built while in the proximal development zone (ZPD) where scaffolding works. Meanwhile, the potential construction zone (ZPC) is not sufficient to describe the real development of students. However, it only reflects what students have accomplished.

The implementation of Lesson Study (LS) varies considerably across countries and institutions and is still in a phase of adaptation and experimentation. This article explains the result and the process of a school-based initiative endeavor to implement LS at a suburban elementary in Padang, Indonesia. The study involved 13 teachers, the principal and 6 classes of students. The data were collected through observation and interview. They were classified on the basis of three noticeable emerging themes- teacher collaboration, scaffolding, and reflection. The data were analyzed qualitatively. The results of data analysis reveal a promising improvement in these aspects. Implementing school- support LS increased by weaving the concept into practice helped teachers develop their professionalism gradually. It was obvious that the teachers felt more at ease to work collaboratively when they designed the lesson. This also affected their design which showed more meaningful learning activities and challenging tasks. Then, the teachers improved the way they scaffolded the pupils. The content of reflection and the way the results of reflection were conveyed became better. The principal’s support and the teachers’ strong willingness to elevate their quality apparently took an important role. In spite of that, there were some challenges in carrying out collaboration, providing appropriate scaffolding, and doing reflection. Changing the teachers’ common practice to LS apparently needs some adjustment and time.

The study aimed to: 1) determine the e-learning design oriented inquiry learning based on character education in multimedia courses, 2) find out the feasibility of e-learning oriented inquiry learning based on character education in multimedia courses, 3) identify the effectiveness of e-learning oriented inquiry learning based on character education in multimedia courses. This study employed the research and development design. The research and development model used is the Borg & Gall model. The subjects involved in the feasibility test were 8th semester and 2015-2016 academic year students, while the subjects included in the effectiveness test were the 7th semester and 2016-2017 academic year students of Educational Technology Department Universitas Pendidikan Ganesha. The instruments used to collect data in this study were questionnaires, learning outcome tests, and character behavior observation sheets. Descriptive statistical analysis and inferential statistics (t-test) were used to analyze the data. The results indicated significant differences in learning outcomes of the 7th semester and 2016-2017 academic year students learning multimedia courses, before and after using Edutech Smart e-learning. The study concluded that that the learning media developed are effective to enhance the quality of learning in multimedia learning. Efforts should be made to develop e-learning by optimizing more varied presentation methods.

Cognitive and psychomotor are two aspects that play an important role in children’s development, especially at the pre-school age. This study aims to create and test products in the form of learning methods with song and movement to improve children's cognitive and psychomotor aspects. This research is a research and development using 4D theory from Thiagarajan, Semmel, and Semmel. There are four phases in this research, namely the define phase, product design, product development, and dissemination. Data analysis used in this study was a qualitative and quantitative approach using instruments in the form of questionnaires, product validation sheets, and learning observation sheets. The collected data is then analyzed using two analytical techniques: (1) qualitative data with content analysis techniques and (2) quantitative data analyzed statistically with the help of SPSS. The results showed that this learning method was proven to have a level of validity, practicality, and effectiveness above the standard to improve children’s cognitive and psychomotor aspects.

Lessons on Satoyama environmental education were held for undergraduate students who are training to be educators. The lessons blend inquiry-based learning through research using ICT tools and experiential learning in a complementary manner. Students learn about the underlying concepts about the environment from a global perspective through inquiry-based learning; experiential learning can encourage students to get involved with the environment at the local level and also develop abilities and skills to conduct classes in environmental education. This paper investigated how the lessons influenced the students in these areas: knowledge of technical terms related to Satoyama environmental education, students’ confidence and desire to engage in environmental education, and how awareness of their own abilities were improved through the lessons. To understand the impact of the lessons quantitatively, survey contents of the subjective awareness etc. were printed on A4 paper medium and were distributed. The medium were collected after filling them during class. The data are analyzed using Wilcoxon signed-rank test, Wilcoxon rank sum test, and cluster analysis. As a result, overall recognition of technical terms increases on post-survey. There is an increase in the mean score for all items on confidence and desire to engage in environmental education. For the awareness on abilities, students feel that their abilities increased overall across all items.

This research aims to determine the relationship between the seven components of Pedagogical Content Knowledge possessed by kindergarten teachers. The animal theme was chosen to determine the pedagogical content knowledge component profile of 30 kindergarten teachers, with data obtained through classroom observation, interviews, learning plan documentation. This study employed a mixed-method design, a type of sequential explanatory research with the structural equation modeling-partial least squares and descriptive tests used to quantitative and qualitatively analyze the data obtained. The result showed that: the relationship between the components is specified in the context of using themes to learn in the kindergarten; analysis of the relationships between the components is carried out separately, such as the relationship of all 7 (seven) components to 1 (one) pedagogical content knowledge component of kindergarten teachers; Orientation of teaching has the strongest relationship with Knowledge of Instructional Strategies for Teaching; Knowledge of assessment of early childhood education has the weakest relationship with knowledge of early childhood education subject matter; pedagogical content knowledge components for kindergarten teachers that are often found and associated with other components in a learning episode are orientation of teaching, knowledge of early childhood education curriculum, and knowledge of instructional strategies; there are pedagogical content knowledge component for kindergarten teacher that often found and connection with other component in a learning episode.

This research aims to describe the expectations of prospective teachers for students' mathematical thinking processes in solving problem-based on the Polya model. This model is perceived by the theory of mathematical thought processes proposed by Mason. A descriptive method with a qualitative approach was used in this research. The research subjects were 25 students from the Department of Mathematics Education, Ibrahimy University. The test was given to collect data related to mathematical thinking processes expected by prospective teachers to students. Collected data including observations, tests, and interviews were tested in the aspect of their validity by triangulation. The qualitative descriptive was used to analyze the data. The results indicated that: (1) The average GPA (Grade Point Average) of the high, medium, and low group prospective teachers' were 93.25; 89.89; and 83.63 with a standard deviation of 1.754 each; 1.054; and 5.370, respectively (2) The prospective teachers expected that the students' mathematical thinking processes were able to carry out all of four mathematical thinking processes based on Mason Theory; (3) The prospective teachers expected that students were able to use Mason Theory on every stage of the Polya model problem solving; and (4) The expectation of prospective teachers were specializing (89%), generalizing (75%), conjecturing (62%), and convincing (59%). The results suggest for following up in a teachers or lecturer’s meeting in order to find out the expectations of their students' mathematical thinking processes, both in mathematics or other disciplines.

This study examined information integration cognitive mechanisms underlying the test anxiety judgments of 474 engineering students. The experimental design considered the orthogonal combination of three factors (teaching style, exam type, and test mode), resulting in 12 experimental scenarios. During the experiments, participants were provided one scenario at a time and were asked to rate their anticipated anxiety level in the described situation. Subsequent analyses failed to reveal statistically significant differences in the anxiety levels reported by females and males. However, the factor selection and valuation female students adopted to make their anxiety judgments differed from those employed by their male peers. Cluster analysis identified three groups based on the anxiety level (low, medium, and high). The most relevant factor for all clusters was test mode, and only the medium anxiety group considered a second factor (exam type) to make their anxiety judgments, which was integrated through an additive cognitive rule. These findings suggest that participants place a higher weight on the examination context than its type when making their test anxiety judgments. Identifying these cognitive mechanisms underlying test anxiety could help regulate conditions that undermine the students' ability to cope with test anxiety.

A positive learning environment can be achieved if all the school members follow the principal's learning process. The paper aims to study and analyze the principal's implementation of innovation and entrepreneurial leadership in creating a learning environment. The research is conducted qualitatively through a case study. The research subjects were determined using purposive sampling, while the data were collected through interviews, observation, and documentation study. The data were then analyzed descriptively qualitatively using the Atlas.ti software. The results show that the principal has implemented the entrepreneurial leadership employing two main principles to create a learning environment. First, the principal regulates organizational growth through optimization, communication, motivation, monitoring, controlling, role model, and empowerment. The principal makes some innovation through several steps: vision building, staff development, and restructuring. This kind of leadership can create a comfortable and fun learning environment. As a result, all school members can follow the learning process and create innovative products, as well as making some progress in academic and non-academic achievements. The research findings imply a recommendation for the school's program in that a principal's entrepreneurial and innovative leadership is one of the critical factors in learning.

The present study aimed to provide a digital story development experience for pre-service science teachers in the “instructional technologies and material development” course and to determine the impact of these experiences on their views on digital storytelling. Simultaneous parallel design, one of the mixed methods in which both quantitative and qualitative data were collected, was used in the study. Quantitative and qualitative findings are presented in different sections and both were interpreted in the discussion section. The quantitative study data were collected from 50 pre-service teachers, while the qualitative data were collected from 16 pre-service teachers. Quantitative data were collected by a survey and the qualitative data were collected in interviews. Descriptive/inferential statistics were employed in the analysis of the survey data. The steps of the analysis, coding, and categorization were adopted in the study for qualitative data. The positive effect of digital storytelling on the 21st-century skills of pre-service teachers was revealed by both quantitative and qualitative data. Furthermore, it was determined that pre-service teachers considered digital storytelling as advantageous since it provided meaningful and permanent learning, was fun and motivational; however, it also had disadvantages since it was time-consuming and required technological knowledge. It was revealed that they experienced certain difficulties in scriptwriting, finding the related images/videos and photographs, and finalizing the recording, and they considered that most, if not all, topics in the science course were suitable for digital storytelling. For pre-service teachers to acquire 21st-century skills, digital storytelling should be employed in several courses including the teaching practice course, and pre-service teachers should gain experience in preparing the students for digital storytelling.

The research explores the narrative inquiry of Indonesian teachers who are assigned to teach in remote areas. The research was conducted from 2019 until 2020. The teachers, in this case, are considered ethnographers because they try to recognize and enter remote island areas that have not been recognized. During this time, in the education context, narrative inquiry is more focused on teacher identity, teaching, curriculum, assessment, and counseling. In terms of narrative inquiry, the teacher as an ethnographer is very interesting to be studied, because it can provide ethnographic insight into the teacher’s perspective. The research used qualitative methods supported by ethnographic studies and involved 21 participants. Data analysis techniques used were the stages of identification, classification, reduction, and verification. The interview used was unstructured. The results show that the teacher as an ethnographer learned the local language in the early stage. The second stage is understanding the cultural situation of the local community. The third stage is the contribution of the teacher to the local community in the education context.

The purpose of this study was to find the determinants of effective diffusion of educational robotics in rural areas. The study analysed the key components, difficulties, and major lessons of the successful case of the remote northern region of Russia – Sakha Republic. The study used a mixed-method approach consisting of interviews, survey, literature analysis, and participants’ observation.  In the survey participated 57 robotics teachers and 113 elementary, middle, and high school students of the Sakha Republic. From survey participants were randomly chosen 30 robotics teachers and 18 middle and high school students for the interview. The literature analysis explored reports and articles on the educational robotics activities in the Sakha Republic for the period of 2011-2018. Based on the findings, the study developed a process model with five principles and ten components that influenced educational robotics diffusion in the Sakha Republic. One of the main determinants of the model was a support system of public-private partnerships and a local community of educators. Another was the need to consider the local area’s constraints, possibilities, and culture when implementing any technology in the rural region's education. In the researched case two major determinants would not be possible and sustainable without strong leadership. The findings showed that strong local leadership could use knowledge of the local area to provide more appropriate solutions and could build the active support of the local community and public-private partnerships that would accelerate the diffusion of technology in the rural region's education.

This study aimed to describe the profile of the students’ social skills of Bengawan Solo nature elementary school. The study was qualitatively conducted as a case study. The participants were teachers and students who were chosen by employing a purposive sampling technique. The data were obtained through observations, questionnaires, interviews, and document analysis. This study employed an interactive model data analysis included: data validating, data collection, data reduction, data display, and conclusion drawing. The conclusions of the study comprise: (1) the cooperation aspect, students can collaborate well; (2) the assertion aspect, students can get along with new friends and communicate with others; (3) the responsibility aspect, students understand their role and responsibility to the God, themselves, others, and society; (4) the empathy aspect, students can feel others' feeling and problem; (5) the self-control aspect, students can control their mental state so that they can avoid anger and bad influences.