Some evaluation has been carried out in Vocational High Schools (VHSs), but most of it focuses on the documents or passive data rather than the processes happening in VHSs. Thus, this research focuses on the evaluation of VHS performances where the process is initiated with identifying the constructs and developing the instruments of performance evaluation for VHSs with Technology and Engineering expertise programs. Based on the problems found in the field, before conducting the evaluation, the researcher needs to, at first, develop the instrument of evaluation through three stages of development. The first stage is analyzing the concepts related to the evaluation by examining the factors affecting VHS performances. In the second stage, instrument development and instrument analysis (content validation) are conducted with the help of experts. The third stage is performance evaluation in VHSs located in Yogyakarta. The evaluation employs a set of instruments developed by the researchers. This research has produced a set of instruments for performance evaluation, which can be used extensively in VHSs. Based on the evaluation, it is found that the aspects of general management and academic management of the VHSs being studied are considered “Good”.

There is a national trend on the declining percentage of school performance in the Certified Public Accountant (CPA) Licensure Examination in the Philippines. This report aims to present the result of this licensure exam in regional level between private and public schools. Quantitative descriptive type of research was utilized in the study using documentary analysis from the result of the Licensure Examination including almost 415 accountancy schools in the country with first takers. Results showed that large number of examinees did not contribute much to increase the record of passing percentage of a certain region but instead it pulls down the passing rate. Public schools in eight (8) regions of the country have significantly higher passing rate than private HEIs. Private HEIs had been consistent in terms of having higher percentage of institutions with zero percent performance rating among first takers. However, private universities produced more top performing examinees than other private colleges and public schools in the country. Findings of the study may provide insights to educational leaders in ensuring the quality on the delivery of instruction through maintaining qualified teachers with relevant knowledge and competencies necessary to prepare the accountancy graduates for licensure examination.

The study aims to investigate the evaluation model of professional leadership and the characteristics of successful principals at an Indonesian secondary school. It is to further realize the effective learning and to produce instruments that meet the validity and reliability tests. It also aims to discover the correlation and the significance of the independent variables on the dependent variables, and the percentage of influence on the indicators in shaping the model of principals’ leadership. Quantitative data were obtained by distributing questionnaires to 100 students. The number of respondents was determined using a simple random sampling technique. The research findings showed that there was a significant correlation among the principals’ leadership, characters, and effective learning. It indicated that leadership evaluation influenced the school leadership and the principals’ characters on effective learning. The results of the measurement on formative relationships showed that the indicators of behaviour and actions of school principals who manage the teachers to conduct learning activity seriously in the classroom became a determining factor in shaping the effective learning paradigm in secondary schools.

This study was intended to display the role of eco-school program (Adiwiyata) towards environtmental literacy (EL) of high school students by analyzing, (a) EL of students in Adiwiyata and non-Adiwiyata high schools, and (b) EL of students in Grade X and XI, Adiwiya and non-Adiwiyata high schools in Malang-East Java, Indonesia. The survey involved 275 students. The respondents were from four state high school i.e. SMAN 1, SMAN 3, SMAN 4, and SMAN 7. Data were taken via MSELS questionnaire that was modified and filled online. Aspects of EL include ecological knowledge, environmental affect, cognitive skills, and behavior. The results of multivariate analysis showed that the level of students’ EL was significantly influenced by school type and grade. However, the interaction both of them had no significant effect on their EL. Univariate results on school type factor informed that significant differences occured in all aspects of EL, where the lower identified level of students in Adiwiyata schools compared to Non-Adiwiyata was only in the environmental affect. On the other hand, the significant influence of grade level only occurred in cognitive skills aspect. Broadly speaking, all data analyzes concluded that the application of the Adiwiyata program was able to bring a positive impact on the level of students’ EL. There was also a tendency that the higher the student's grade, the better their EL level.

Covid-19 has accelerated the speed of technocratic transformation in teaching and learning. Previous researches on whether technology enhances students’ motivation towards learning or burdens them with additional layer of anxiety in learning the nitty gritty of technology itself have mixed results. The purpose of this study was to explore early undergraduate students’ beliefs about learning mathematics with technology. These research participants were first-year female undergraduate students in a public university in the United Arab Emirates (UAE). The study comprised of phase one with qualitative task-based interviews with four female first-year undergraduate students. Phase two included a quantitative belief survey with a sample of 62 students from the same institution. I constructed four major belief categories from the iterative process of interview data analysis– technology for computing and graphing, technology for speed and accuracy, technology for a short-cut but not for meaning, and affective aspects of beliefs. The quantitative survey result demonstrated that a majority of participants (about 75.8%) were found to be using some kinds of technological tools while learning mathematics. About 90% of them reported using a calculator while learning mathematics. A majority of participants (54.9%) believed that technology helps them in learning mathematics, and about 50% of them also believed that the use of technology improves their learning of mathematics.

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.

New Inquiry-Based Learning (NIBL) was developed to improve students’ multiple higher-order thinking skills (MHOTS), such as thinking critically, analytically, creatively, and practically (CACP). This study aimed to examine the increase of students’ MHOTS ability, their perceptions of the NIBL model, and the contribution of the NIBL model to the learning outcomes.  A quasi-experiment of the nonequivalent control group design was implemented in this study. Research subjects were university students majoring in chemistry education and enrolling in the Organic Chemistry course. The experiment and the control groups consisted of 34 and 32 students, respectively. The collected data were analyzed by using t-test and ANCOVA procedures. N-Gain scores were calculated to measure the differences in the increase in learning outcomes. Eta square values measured the contribution of NIBL. The results of this study revealed that there were differences in the learning outcomes of the experiment and control group. The CACP thinking skills and the mastery of organic chemistry concepts of the experiment group increased significantly. The N-Gain scores of practical thinking skills aspect were on medium category, and for critical, analytical, and creative thinking, as well as for mastery of organic chemistry concepts were on high categories. For the control group, the N-Gain scores of all categories were on low or medium categories. The NIBL model effectively improved the prospective chemistry teachers’ M-HOTS in terms of CACP thinking skills and contributed significantly to the increase in the students’ mastery of organic chemistry concepts.

In the present study, perceptions of Turkish school administrators and teachers towards Syrian refugee children were examined through metaphors. 71 school administrators and 242 teachers from 27 different provinces of Turkey participated in the study. As a result of the study, the metaphors produced by school administrators were grouped into four categories: “child with cultural adaptation and belonging problems”, “fragile and needy child”, “child who is no different from other children” and “problematic child”. The metaphors produced by teachers were grouped into six categories: “child with cultural adaptation and belonging problems”, “child who is no different from other children”, “fragile and needy child”, “problematic child”, “child who can reveal her/his potential with interest” and “compatible child”. Participants' perceptions of refugee children were not related to gender but there was a significant relationship between professional seniority and the number of refugee children at school. Although school administrators and teachers have positive perceptions about refugee children, their negative perceptions are largely due to the lack of professional experience and the high number of students at school. Providing vocational support to teachers and administrators, planning the number of students in schools, and providing resources to schools will improve positive perceptions about refugee children.

The Arduino microcontroller enables ordinary people to perform professional tasks that only traditional engineering professionals could perform. Recently, several educational cases have been applied to primary and secondary schools, which is a desirable attempt to popularize engineering education. This study meta-analyzed the effects of Arduino-based education in primary and secondary schools in Korea from the perspective of engineering education. Accordingly, 16 academic journals and dissertations were selected that verified educational effects by Arduino-based education to primary and secondary students in Korea, and 31 effect sizes were confirmed. According to the results of this study, the overall average effect size was 0.656, which confirmed that Arduino-based education had a positive educational effect. Furthermore, this study calculated the effect size as measured by categorical and continuous variables such as school level, the inclusion of curriculum, giftedness, publication status, the programming language used, publication year, number of sessions, and number of students. Implications were suggested from the perspective of engineering education. This study is meaningful because it suggests the application of Arduino to primary and secondary schools in engineering education by confirming the positive educational effect of Arduino-based education.

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.

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.

This longitudinal study focuses on evaluating grade 7-9 school students’ perceptions of intervention modules intended to be relevant, as well as promoting learning attributes to raise awareness of science-related careers. Students are taught through six purposely developed and designed career-related teaching–learning modules (C-TLMs). Each module is initiated by means of a career-related scenario, followed up by promoting conceptual science learning plus drawing attention to careers to which each module intends to relate. Student perceptions are obtained by means of a questionnaire after each module with respect to its relevance and also the mean by which the learning environment raise interest, enjoyment and motivation associated with career awareness. Outcomes show that, in general, students participating in this study agree that the developed C-TLMs are relevant and students value the learning experienced through the different module contexts. Nevertheless, student appreciation of the specific inclusion of career awareness components in the modules is mixed.

This research aimed at analyzing the influence of ‘Process Oriented Guided Inquiry Learning’ model assisted by realia media, in which it was to improve the scientific literacy and critical thinking skill of primary school students, especially for the material of energy. This quasi-experiment research used single factor independent groups design. The research sample of this research were fourth grade students of SD Inpres Oeba 2 Kupang City, East Nusa Tenggara Province, of which students were in the academic year of 2019/2020. The technique of sample collection was carried out purposive sampling for 2 classes. The IVA class was used as the experimental class (POGIL model assisted by the realia media), in which it consisted of 30 students and the IVB class was used as the control class (expository learning) that consisted of 28 students. The learning was carried out in four meetings. The data of scientific literacy and the results test of critical thinking were collected by means of objective test on the energy material. Multivariate Analysis of Variance (MANOVA) was used to analyze the data using significance level of 0.05. The results indicate that (1) There is a significant difference between the students’ scientific literacy who gain the POGIL learning assisted by the realia media and the students’ scientific literacy who get the expository learning; and (2) There is a significant difference between the critical thinking of students who get POGIL learning assisted by realia media and the students who get the expository learning. It can be concluded that there is a significant difference between the scientific literacy and the students’ critical thinking taught by the POGIL learning that assisted by realia media to the students who use expository learning. Since there is a significant difference, it means that the POGIL learning assisted by realia media has an influence on the students' scientific literacy and critical thinking.

The constraints of history learning in the Indonesia curriculum are the weekly time is only one hour of lessons and the material is quite dense, if delivered with an explanation and discussion the time is not enough. Therefore, it was sought how to get all material delivered and students not bored. Learning this model is done to condition students as a center of learning, increase creativity and learning outcomes, the project undertaken is called the MANSA Historical board game (MANSA is taken from the abbreviation of our school name). In this case, students are asked to create, design their own board game on a different topic for each group. This study aims to determine the differences in learning outcomes and creativity between the control class and the experimental class of students at senior high schools in Salatiga, Indonesia. The research model used is quasi-experimental. The respondents of the research were 35 students in the experimental class and 35 students in the control class, who had the same homogeneity in creativity and learning outcomes. The results showed that the MANSA Historical board game had a significant effect on creativity and student learning outcomes. It is proven that creativity and student-learning outcomes can be increased. As shown by the mean different test results, there was a difference in the creativity of 0.593 and a learning outcome of 4.224 between the control class and the experimental class before and after treatment. The results showed a difference in learning outcomes between the control class and the experimental class. The average learning outcomes of the experimental class are higher than the average learning outcomes of the control class, as well as student creativity.

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 aimed to develop a web-based application for teacher candidate competence instruments to prepare professional teachers in the Industrial Revolution 4.0 (IR 4.0) era. Teacher candidate competencies consist of pedagogical, professional, social, and personality competences. This is a research and development with 8 stages, involving the development of instrument grids/ construct, focus group discussions, instrument item development, instrument validation, manual instrument testing, application development, application assessment by experts, application trial, and final revision of the application. The initial focus group discussions involved 9 experts, while the instrument validation involved 35 experts consisting of 21 experts for pedagogical and professional competences, 7 experts for social competences, 7 experts for the personality competences, and 4 media experts. The trial involved a total of 107 Mathematics, Indonesian, and English student teacher candidates. Expert validation was analyzed using the Aiken formula; application effectiveness and readability were described based on expert judgment, and discrimination tests on the results of social and personality competence tests between the study programs used the Multivariate Analysis of Variants. The results showed that there were no differences in social and personality competences between Mathematics, Indonesian, and English prospective teachers. The developed instruments for pedagogical, professional, personality, and social competences were deemed valid. The application has met the readability aspect and is scored well by experts with an average assessment rating of  .78. These results suggest that the application can be used by the government as a solution to assess teacher candidate competences in the IR 4.0 era.

Boarding schools are the common ‘out-of-home’ placements for adolescents, due to various historical, religiously orthodox, and traditional reasons and due to dysfunction within families. The purpose of the current study is to examine the relationship between a free versus an enforced decision to enroll in a boarding school in terms of personal well-being among emancipated graduates. Ninety alumni graduates (aged range 20-41) of out-of- home boarding schools in Israel were recruited during 2019. Participants were administered a self-report anonymous questionnaire consisting of the following measures: Free versus enforced decision to enroll in a boarding school, retrospective satisfaction with the boarding school, personal well-being and traumatic events. Results indicated that a free decision to enroll in an out-of-home boarding school was associated with current satisfaction with social relationships but not with quality of life. Additionally, the longer the period spent in a boarding school, the higher was the satisfaction from the period at school. Older graduates reported less satisfaction from school retrospectively. It was concluded that involving the adolescent in life changing decisions such as leaving home to a boarding school is likely to influence the person's well-being during and after emancipation.

This study examined the influence of personal factors, school factors and practices performed on job stress and satisfaction. Quantitative research design and purposive sampling method were employed to sample school heads from senior high schools. Data was collected using a self-reported survey questionnaire and was analysed using exploratory, confirmatory and regression analysis to explore the relationships. In the results a high proportion of school heads are satisfied but feel stressed about their job and age, type of school, experience, position and practices performed, had a varied influence on job stress and job satisfaction. The authors advised on building the capacity of school heads in improving their health and performance.

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 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.