This study aims to analyze students’ creative thinking skills in answering the problem-solving questions. This study employs qualitative design, involving 110 fifth graders in Malang Municipality and Regency as the subjects. The obtained data were analyzed using the descriptive-explorative approach. The findings reveal that the high-achievers in Mathematics showed good skills in the aspects of fluency and flexibility, but were still struggling in the novelty aspect.  The average-achievers showed good skills in flexibility aspects but were lacking in the fluency and novelty aspects. They showed an understanding of Mathematics problems but found it difficult to decide the solving strategies, and thus their answers were lacking in structure and less systematic. When solving a problem, the calculation made seemed rushing, was less careful, and frequented with trial and error strategy. The low-achievers showed difficulties in understanding the problems. Their answers were not systematic, not well-structured, and not detailed. This indicates that the low-achievers had not shown creative thinking skills in fluency, flexibility, and novelty aspects.

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.

Knowledge is an essential part of the continuity of humanity. Access to science is through knowledge and vice versa. Children are mostly preoccupied with television, mainly with children's programs on television channels especially cartoons. Cartoons are produced in order to entertain children and to contribute to their development and maturation. Since access to knowledge is through science, it is important that cartoons contain scientific images. Through the presentation and interaction with science images, cartoons arouse children’s interest in science and contribute to their devotion to science. The aim of the present study is to determine if science images are included in cartoons and to what extent. The research is conducted in line with qualitative research method according to the case model. Whereas the population of the study is the cartoons broadcasted in the Turkish mass media, while determining the sampling method, purposive sampling has been preferred and thus currently broadcasted cartoons at TRT Cocuk (Turkish Radio and Television Children) channel, providing access to various cartoons from the same source, selected. Relevant data has been collected using " Form for Analyzing Scientific Image Presence in Cartoons” developed and applied by the researcher. The study has determined that the cartoons broadcasted include science images according to their thematic features.

The aim of this study is to analyze and explain the mathematical connection process for students with a high mathematical ability to solve problems in terms of gender. Explorative descriptive research with a qualitative approach was used in this study. Data was collected through written tests and interviews conducted to a male and female student of class X Mathematics and Natural Sciences with high mathematical abilities. Data credibility is obtained through triangulation of methods and time. Furthermore, the data are analyzed with a flowchart which includes data reduction, data presentation, and conclusion drawing. The results showed that there were similarities and differences in the mathematical connection processes of male and female students. Similarities in the process of mathematical connections occur when making mathematical connections with other sciences and with everyday life in each of Polya's stages. In addition, the similarity of the connection process also occurs when connecting in mathematics during the re-checking stage. While the difference in the connection process in mathematics between male and female students is done at the stage of understanding the problem, solving strategies and implementing problem solving.

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.

Despite being a popular research subject internationally, self-regulated learning is relatively under-investigated in the Indonesian context. This article examined student learning motivation and its use as an indicator to predict student learning strategies in an Indonesian school context. This article applied quantitative research design, with Motivated Strategies for Learning Questionnaire (MSLQ) used to collect the data. This questionnaire was completed by 408 public high secondary students randomly selected from the population in Lampung Province schools, and multiple regression was used to analyze the obtained data. Results show that student motivation and learning strategies were positively and significantly correlated; three predictor variables of student motivation could significantly predict learning strategies; and value components of student motivation best predicted learning strategies. In conclusion, these findings indicate that, when teachers apply learning strategies, such variables as motivation including value, expectancy, and affective components should be strongly considered to be in place. It is hoped finally that the students will be self-regulated learners for their success.

Metacognition in science teaching involves processes that include self-awareness and self-regulation. Metacognition enables the teachers to facilitate student learning and to reflect on their teaching in order to enable themselves to improve or to make any changes to their teaching. In particular, teaching activities, especially in the 21st century, do not merely involve the transfer of knowledge and then applying that knowledge into daily life, but teachers need to reflect, plan and evaluate learning outcomes to enhance further in teaching. This study attempts to gain the perspective and implementation of metacognition skills in teaching science in the primary school classroom. The data was collected through a qualitative research method based on interviews with six science teachers in primary school using semi-structured interview protocol. The interview data were analysed for emerging themes, guided by the research questions. Teachers have a similar perspective of the understanding of metacognition in science teaching. Further discussion focuses on the implementation of metacognition in science teaching. This discussion is divided into three aspects, which are constraints faced, overcoming the constraints, and efforts made to implement metacognition in science teaching. Hence, the understanding of science teachers in regards to metacognition in science teaching is important and gives a positive impact towards teaching and learning in primary science teaching.

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.

This research aims to investigate the effect of socio-scientific issues (SSI) based instruction on preservice science teachers’ soft skills and environmental awareness. By applying cluster random sampling, 83 preservice science teachers (PSTs) were selected from the Department of Science Education at a university in Indonesia. The participants were divided into two groups which comprised the experimental group who were taught using SSI-based instruction, while the control group received direct instruction. The quasi-experimental study was carried out through a pre- and posttest control group design. Data was gathered quantitatively using soft skills and environmental awareness questionnaires. The soft skills questionnaire comprised six sub-skills questions: communication, collaboration, problem-solving, creativity, teamwork, and social interaction. The environmental awareness questionnaire contained questions about the PSTs’ attitudes, behavior, and willingness to act. These sub-skills were developed based on literature studies and reviews of previous studies. Face validity was conducted by the experts, and Cronbach’s alpha coefficients of 0.84 (for soft skills) and 0.86 (for environmental awareness) were obtained. The data were analyzed using the Wilcoxon signed-rank test. The result showed that SSI-based instruction had a significant effect on improving preservice science teachers’ soft skills and environmental awareness. After being taught using SSI-based instruction, all the sub-skills of the soft skills of the experimental group had increased compared to before. A similar trend was also found in their scores for environmental awareness. All the components of environmental awareness, after lecturing using SSI-based instruction, showed a significant increase compared to before. These results support the claim that SSI-based instruction fosters soft skills and promotes environmental awareness.

This study aims to determine the effectiveness of the IPA KIT teaching aids for earthquakes science KIT in improving students' collaboration skills and creative thinking. The design of this research is a quasi-experimental research with a stratified random sampling technique. This study involved two classes, namely the experimental class (n = 32) and the control class (n = 33) with a pretest-posttest control group design. This research was conducted at SMP Negeri 5 Depok. The statistical analysis used to test the research hypothesis based on the pretest and posttest scores is the normality test, linearity test, homogeneity test, correlation test, effect size, and MANOVA test. The results showed that the use of IPA KIT teaching aids for earthquakes was more effective in improving students' creative thinking skills and collaboration. Therefore, teachers are advised to use the earthquake science KIT teaching aids for earthquakes to improve the creative thinking skills and collaboration of junior high school students.

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.

Every school should be able to equip students to have the ability to integrate the knowledge gained with real life in responding to global challenges. Assessment of learning outcomes in the form of cognitive and skill aspects must go hand in hand. This study aims to produce: (1) a critical thinking model integrated with the science process, (2) construct validity and reliability instruments that measure the integrated critical thinking skills of science process skills in high school chemistry learning. This assessment model uses the Design and Development approach which refers to the Ellis & Levy model, namely: (1) problem (2) goal setting, (3) model design and development, (4) model testing, (5) evaluation of the test result model, and (6) application model. The validity assessment consisted of 3 measurement and measurement experts, 2 chemistry education experts, and 2 treatments. The trial sample described 289 high school students in Sleman Regency. Proving the validity of the content using the Aiken formula gets a value of 0.923 in the good category. Internal instrument reliability is included in the reliable category with a value of 0.886 (> 0.7), while the Composite Reliability ranges from 0.88 to 0.90. Confirmatory factor analysis showed that the value of the Root Mean Square Error of Approximation (RMSEA) was 0.021 <0.08, the Chi-Square obtained from <2df testing was 38.29 <2 (34) and the Goodness of fit Index (GFI) was 0.97. > 0.90 or a model declared according to the data obtained in the field and can be used in extensive measurements.

The investigation of epistemological beliefs has become important in both pre-service and in-service education of teachers. Different scales have been developed to determine teachers’ epistemological beliefs. The same scale yields different results in different cultures especially due to the cultural aspects of education. Therefore, testing the scales in different cultures contributes to their use. Within this framework, the scale developed by Schommer and adapted to Turkish culture by Deryakulu and Büyüköztürk was adapted to Kosovo culture. In the study, whether the Albanian, Bosnian and Turkish versions of the scale support the same factor structure was tested by employing the quantitative research method. First, the Epistemological Belief Scale was translated into Albanian and Bosnian and expert opinion was received. The scale was applied to 200 teachers who serve in schools where education languages are Albanian, Bosnian and Turkish. The scale comprised 35 items and 3 factors. Linguistic equivalence was prioritized, as the study was carried out in Kosovo. The Confirmatory Factor Analysis was employed to confirm the suitability of the three-factor structure of the scale. The analyses were carried out separately for each language and revealed acceptable fit indices. Reliability analysis produced satisfactory results.

Student learning in higher education is influenced by parental involvement, peer support, and lecturers' perceptions of agreeableness. This research aims to examine the correlation between parental involvement, peer support, and the perception of personality agreeableness of lecturers on self-regulated learning (SRL) students. This research is a correlational field research model with a quantitative approach. The respondents of this research were 250 students of Yogyakarta State Islamic University who were obtained using a purposive random sampling technique. Data collection uses a scale of SRL, parent involvement, peer support, and perception of the agreeableness personality of the lecturer. Regression analysis is used as a data analysis technique. The results showed that there was a positive and significant correlation between parental involvement with SRL, peer support with SRL, personality perception agreeableness lecturers with SRL, and parental involvement, peer support, and perceptual personality agreeableness of lecturers together with SRL with an effective contribution (R2) of 15.1%. It was concluded that the involvement of parents, peer support, and perception of personality agreeableness of lecturers related to SRL of students. Therefore, to see student SRL can be seen based on the involvement of parents, peer support, and students' perceptions of the personality agreeableness of their lecturers.

The article deals with mathematical literacy in relation to mathematical knowledge and mathematical problems, and presents the Slovenian project NA-MA POTI, which aims to develop mathematical literacy at the national level, from kindergarten to secondary education. All of the topics treated represent starting points for our research, in which we were interested in how sixth-grade primary school students solve non-contextual and contextual problems involving the same mathematical content (in the contextual problems this content still needs to be recognised, whereas in the non-contextual problems it is obvious). The main guideline in the research was to discover the relationship between mathematical knowledge, which is the starting point for solving problems from mathematical literacy (contextual problems), and mathematical literacy. The empirical study was based on the descriptive, causal and non-experimental methods of pedagogical research. We used both quantitative and qualitative research based on the grounded theory method to process the data gathered from how the participants solved the problems. The results were quantitatively analysed in order to compare the success at solving problems from different perspectives. Analysis of the students’ success in solving the contextual and non-contextual tasks, as well as the strategies used, showed that the relationship between mathematical knowledge and mathematical literacy is complex: in most cases, students solve non-contextual tasks more successfully; in solving contextual tasks, students can use completely different strategies from those used in solving non-contextual tasks; and students who recognise the mathematical content in contextual tasks and apply mathematical knowledge and procedures are more successful in solving such tasks. Our research opens up new issues that need to be considered when developing mathematical literacy competencies: which contexts to choose, how to empower students to identify mathematical content in contextual problems, and how to systematically ensure – including through projects such as NA-MA POTI – that changes to the mathematics curriculum are introduced thoughtfully, with regard to which appropriate teacher training is crucial.

Students' critical thinking ability requires improvement from schools as an educational institution. Besides, it is important to maximally integrate character education into mathematics learning. One of the attempts was implementing mathematics comic that contains Pancasila values as teaching material through contextual teaching and learning. Therefore, this study aims to analyze the effectiveness of mathematics comic teaching material with Pancasila values in improving students' critical thinking and character. This is a quasi-experimental study that involves non-equivalent control group design. The population was fourth-grade students of elementary schools in Gajahmungkur District, and data were collected using a critical thinking test and questionnaire. The results showed that using mathematics comic teaching material with Pancasila values was (1) effective in improving students' critical thinking ability; (2) effective in developing character, especially discipline and hard work trait. In the beginning, both character traits were categorized as good, and after treatment, there was an increase in the very good category. Therefore, it can be concluded that the use of mathematics comic teaching material with Pancasila values is effective in improving critical thinking ability and character traits.

The teaching and learning in Indonesian elementary schools focus both on students’ concept mastery and character development.  Teachers are encouraged to implement a learning model that integrates character values and yet promote learning interest.  This study was aimed at investigating the mathematics learning interest of grade three elementary school students through the integration of thematic learning with character education, referred to as the character-integrated thematic learning model. Using a quasi-experimental pretest-posttest control group design, this study involved 70 students and employed a questionnaire to obtain data, which were analyzed using descriptive and inferential statistical techniques. Descriptively, the average scores of students' learning interest before and after the implementation of the character-integrated thematic learning model are respectively 117.54 and 140.69 with the gain index of 0.44 in the fair category. While score obtained for thematic learning model are 116.11 and 120.23 with the gain index of 0.07 in the low category. The results of the statistical inference analysis using the independent sample t-test were obtained t-count of 4.98 > t-table of 1,667. This indicates that there has been a significant increase in students’ learning interest scores with the implementation of character-integrated thematic learning model. Thus, this learning model can be applied to pay attention to the development of student’s character which has an impact on increasing student’s learning interest.

Industrial revolution 4.0 is currently present in various countries, including Indonesia. Indonesia responded quickly through technological developments, especially education. The actions of the Indonesian government to deal with industrial 4.0 are contained in the 4C principle, one of which is Critical Thinking. The Science, Technology, Engineering, and Mathematics (STEM) learning approach has become an alternative in building critical thinking skills, especially in science learning. The purpose of this study is to quantitatively measure the impact of the STEM-inquiry model based on the K-13 Indonesian Curriculum towards critical thinking skills of 15-16 years old students. This study employed quasi-experimental with non-equivalent control group design at SMAN 1 (State Senior High School) Padang Cermin, Lampung, Indonesia. The research subjects consisted of 50 students. The critical thinking skill was measured through 10 items of an essay question on the momentum and impulse material. Based on the results of the non-parametric statistical hypothesis test Mann Whitney, the significance level of 0.004 was obtained (sig <0.05). The results of the hypothetical test showed that the student's critical thinking skills before and after using the STEM-based inquiry model were different. It can be concluded that the application of the STEM-based inquiry model was effective in increasing students' critical thinking skills.

Considering the low achievement of Indonesian students in international studies (PISA), which measures Higher-Order Thinking Skill (HOTS) in solving the problem, improving the quality of mathematics learning in Indonesia is very important. The purpose of this research was conducted to explore the variations in students’ learning strategies and students’ Self–Regulated Learning (SRL) in solving mathematical HOT problems. The study employed a mixed-method, namely quantitative and qualitative methods were applied through five tests and seven interviews for over eight weeks. Two types of instruments were employed in this study, and they include tests and interviews. At the initial stage, we randomly selected 30 students from all those in grade 10 (Senior High School ), after which 12 were chosen purposively after the pre-test for an interview, having satisfied all complete group, middle group, and lower group. All of them were treated using metacognitive questions. Data analysis techniques used were percentage, data reduction, presentation, and conclusion. The quantitative results showed the students could generally use orientation, organization, and elaboration learning strategies as observed with 68.3%, 60%, and 56.7% for complete, middle, and lower groups. Moreover, the students were also observed to have conducted three cognitive processes in selecting the rules for solving the mathematical HOT problem, namely using models and drawing, written texts, and combining both. Furthermore, their final solution failures were affected by their misconceptions and errors in creating the mathematical model. The interview results on designing the learning procedures, monitoring the progress, and evaluating the outcomes, show that the students’ SRL level is good for complete (89.3%), middle (75%), and lower groups (60.7%).