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.

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.

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.

The accuracy of assessing the capabilities of the process and product in chemical practice activities requires appropriate measurement procedures to be followed. It is crucial to identify the components that can introduce bias while measuring student abilities during the measurement process. This study aims to identify the components or criteria used by teachers to assess student performance in practicum activities and analyze the quality of the rubrics developed. The study was conducted with the participation of three raters, 27 high school students, and nine assessment criteria. A quantitative descriptive approach was employed using the many-facet Rasch model (MFRM) analysis for measurement. The results of the MFRM analysis show no significant measurement bias, with data measurement facets fitting the MFRM model. The reliability of all the facets meets the criteria, and the scale predictor functions appropriately. While all students can easily pass four out of nine items, five items can only be partially passed by students. The assessment criteria that require special attention include communication skills, tools and assembly, interpretation, cleanliness, and accuracy when performing practicums. These criteria provide feedback for teachers and students to ensure successful practicum activities. The Discussion section of this study delves into the findings and their implications.

Several studies have demonstrated that bullying and cyberbullying are prevalent in Pakistani educational institutions, negatively affecting students' physical and mental health. Literature has revealed that it has not always been successful to prevent bullying in Pakistani educational institutions by adapting or adopting antibullying interventions from other countries. Sohanjana Antibullying Intervention is the first contextualized antibullying intervention designed specifically for Pakistani teachers. Assisting teachers in identifying bullying and victimization issues prevalent in educational institutions, intervening quickly to assist pupils, and creating a conducive school environment are the main goals of this program. A description of the Sohanjana intervention program, its modules, and its design is presented in the current study. After a comprehensive literature review on bullying in Pakistan, and conducting a baseline survey for need assessment, the program’s content and activities have been developed. In this 32-hour professional development program, teachers are trained on eight different themes over the course of eight modules. In the present paper, the design, the theoretical background, details of the different modules and preliminary evaluation data of the Sohanjana intervention program are presented. A pilot study of the intervention so far has produced successful results and gathered positive feedback from participants. As a result of the feedback, several recommendations and suggestions are discussed in the study.

Inclusive teaching development has provided opportunities for children to study it with special needs to study in the school. Although some parents prefer to enroll their children in schools specifically designed for those with special needs, inclusive learning allows these individuals to participate in the learning process alongside their peers with disabilities. Through inclusive teaching, teachers aim to help children develop their social skills. This research aimed to analyze the influence of visionary leadership and organizational commitment on teacher performance under the visionary leadership of school principals in the implementation of inclusive schools in Malang City. The utilized research methodology was a mixed sequential exploratory, involving data collection through interviews, observations, documentation, and questionnaires. Qualitative data analysis employed content analysis, while quantitative data underwent multiple linear regression inferential statistical analysis. The findings indicated that visionary leadership and organizational commitment influence the instructional efficacy of teachers when working with children having special educational requirements. Therefore, the recommendation to school principals persistently enhances their leadership competencies and reinforces their dedication to cultivating a vibrant teaching environment that promotes inclusive educational advancements.

The study aimed to explore the self-directed learning readiness model and its relationship with various factors such as emotional intelligence, transformational parenting, need-supportive teaching style, and self-efficacy as potential mediators. The research was conducted with 415 junior high school students in Surabaya, Indonesia. To ensure the reliability and validity of the instruments used in the study, confirmatory factor analysis was performed. The loading factor values of all the items in the instruments were found to be greater than .50 indicating a satisfactory level of validity. Additionally, the reliability coefficient of all the instruments exceeded .90 demonstrating good internal consistency. Analysis using structural equation modeling (SEM) demonstrated that the theoretical model of self-directed learning readiness was consistent with empirical conditions because it meets the standard value of goodness of fit. Furthermore, through the indirect effect tests, it was discovered that need-supportive teaching style, emotional intelligence, and transformational parenting significantly influenced self-directed learning readiness, with self-efficacy acting as a mediator. Among the factors examined, self-efficacy was found to have the greatest impact in explaining readiness for self-directed learning readiness.

Changes and challenges in the highly dynamic world of education require postgraduate students to manage their learning well and create something from their creative thinking according to the needs of the field. One of them is the activity of students in developing integrated natural science teaching materials is very necessary because learning at the primary level still uses integrated or thematic learning. Furthermore, students also need to be encouraged to be adaptive to these challenges by empowering their independence in learning. The ability to manage learning and creativity to create something new is highly prioritized for college graduates to contribute generously to their environment. This study aims to describe the empowerment of self-regulated learning and student creativity in developing natural science teaching materials in collaboration through community-based project learning. This study used a quasi-experimental design with a single-subject design type. The instruments used to retrieve data are creativity assessment rubrics and self-regulated learning questionnaires. The conclusion is that students are intrinsically and extrinsically motivated to fulfill the given tasks. Learning is essential for increasing competence, and learning strategies have been adjusted to the material's complexity or the difficulty level of the studied content. The aspect of student creativity in developing Integrated Science teaching materials shows the existence of change from stage one to the next and good categories.

This study investigated the extent to which demographic variables, principal support and teacher self-efficacy contribute to the collective teacher efficacy. In the study, a non-probability purposive sample was used, which included 761 teachers working in compulsory primary schools in all parts of the Republic of Croatia. The first part of the administered online questionnaire provided data on sociodemographic characteristics of the respondents, while in the second part, the following scales were used: The Principal Support Scale, The Teacher Sense of Teacher Efficacy Scale and The Collective Teacher Efficacy Scale. The results of the performed regression analyses show that: 1) the demographic variables - workplace, promotion to a higher rank and principal support have a predictive value in explaining teachers’ self-efficacy; 2) an average number of students per class, promotion to a higher rank, principal support, teacher engagement and teaching strategies have a predictive value in explaining collective teacher efficacy. The findings of this study will be discussed in terms of their potential impact and future research.

The current research aims to analyze art teaching as an inclusive factor and pays attention to diversity in excluded populations to meet the needs of students in the pandemic context. In regard to methodology, we used the naturalistic paradigm, a qualitative approach, and an inductive method with a phenomenological and hermeneutical design. The data collection techniques we used were semi-structured interviews with teachers of the Regular Basic Education in Peru. The findings show that through the mediation of diverse artistic languages and the implementation of different didactic strategies, it is possible to achieve an interaction free from exclusion barriers, driven by good teaching practices that enable the inclusion and attention to the diversity of students, providing them with opportunities to develop capacities and skills to establish better coexistence. We concluded that art education comprises a lasting learning process that guarantees a healthy environment for peaceful coexistence, which today, inclusive teachers, parents, and students should keep in mind.

During the implementation of the inclusive education policy in several countries in Association of Southeast Asian Nations (ASEAN), the psychological health of special education teachers should be considered as a key success factor. This study explored special education teachers’ perceived work stress (PWS), bio-psychological burn-out symptoms (BPS), and transformational teaching (TFT) in inclusive education in Indonesia and Thailand. There were 177 Indonesian and 199 Thai teachers completing a series of questionnaires that included BPS, PWS, and TFT. The results showed that BPS and PWS were high, whereas BPS and TFT were significantly different across nations. No gender differences were found among both Indonesian and Thai teachers. Moreover, TFT could be significantly predicted by positive age and negative work stress, which explained 8% of the variance among Indonesian teachers (R2 = .08, F(4, 172) = 4.18, p < .01) and by positive age and negative burnout symptoms, which explained 6% of the variance among Thai teachers (R2 = .06, F(4, 186) = 3.18, p < .05). Furthermore, inclusive education policymakers and stakeholders should be aware of psychological health improvement including burnout symptoms and work stress, which negatively invade the role of TFT among special education teachers in both countries.

<p style="text-align:justify">The ability to think creatively has a vital role in the development of preschool children. This research provides a comprehensive review of innovative approaches and strategies for developing creative thinking in preschool children based on current trends and methodologies used in educational settings. This research shows three significant areas: (a) creative thinking skills in preschool children, (b) factors influencing creative thinking skills in depth, and (c) innovative strategies and approaches to stimulate creative thinking abilities in preschool children. This research uses a literature study method assisted by the publish perish application to find reference sources related to creative thinking abilities in preschool children. Studies show that creative thinking abilities in preschool children enable them to find innovative solutions, help them adapt to challenges, foster self-confidence and courage, and enrich their experience and knowledge of the world around them. Meanwhile, preschool children&#39;s creative thinking abilities are influenced by collaboration from the external environment (parents, teachers, and society); providing support and examples for children to develop and stimulate their creative thinking skills is very important.</p>

<p style="text-align:justify">The primary objective of this study was to determine how students and teachers in primary schools view the classroom climate and its dimensions: (a) peer relationships and (b) student-teacher relationships. Additionally, the study aimed to explore the role of students&#39; age (11-12 years old - 7th grade students vs. 14-15 years old - 9th grade primary school students) and gender on their perceptions of the school climate. Classroom climate was measured with the &quot;Classroom Climate Questionnaire&quot;, which was completed by a total of 1,531 students (792; 51.6% female) and 348 teachers (296; 84.6% female). The findings of the study indicated that both students and teachers generally perceived the classroom climate as being relatively neutral to positive. However, teachers tended to report more positive classroom relationships compared to students. Furthermore, the study found no significant gender-based differences in how students perceived the classroom climate, peer relationships, and student-teacher interactions. However, differences were identified based on the age or grade level of the students. The results were discussed in the context of the students&rsquo; psychological development characteristics and the aspects of socio-emotional learning within school environments, also considering educational policies for achieving greater school quality.</p>