This study aims to investigate lecturers' needs for academic writing learning materials and determine their prototypes. This study is qualitative research in the form of an exploratory case study. The research instruments were semi-open-ended questionnaires and unstructured and open-ended interview guides. The data were analyzed using content analysis. The results show that the developed learning material for academic writing skills contains seven needs for lecturers in the Department of Indonesian Language and Literature. Four of them have not been found by previous researchers. The results from this study provide new knowledge and contribution to the literature about the need to prototype the learning materials. The lecturers or other researchers can use these seven needs in prototyping learning materials for academic writing skills, such as the needs of learning materials, their forms, presentation system, language use, evaluation form, main menu design, and the way of creating learning materials.

The primary objective of this study is to require the experts’ unanimous agreement on the e-learning antecedents and usage behavior towards e-learning performance. This study used the Fuzzy Delphi Method (FDM) to gather answers and feedback using a 7-point Likert scale. The survey (items) was reviewed and approved by eight panel members or experts. It was analyzed using Fuzzy Delphi Logic (FUDELO 1.0) software. The data were evaluated using triangular fuzzy numbering and the position (ranking) of each variable was established through defuzzification. The findings revealed that all of the items received high levels of expert agreement, significantly greater α-cut defuzzification values >.5, the overall value of the threshold (d) is less than .2 and had to comply with the overall percentage of percent consensus, which must be greater than 75%. All 45 recommended items were retained adequately and acceptable for a large-scale survey in this study. Finally, each item was prioritized (ranked) based on the defuzzification value, and then some additional items were added, as recommended by experts.

This study used the structural equation modeling (SEM) approach to test a model that hypothesized the influence of self-efficacy, self-control, emotion, and engagement on student academic performance. The structural equation modeling model was developed to link all the study variables with a literature review to describe the interrelationship. Data collected were from 413 college students in their second year. The results show that self-efficacy, self-control, emotion, and engagement predict student academic performance. And through emotion and student engagement, both self-efficacy and self-control predict student academic performance indirectly. Practically the measures used in this study give more information about the learning environment in higher education settings than those usually come from traditional practices faculty received in the classroom, such as student rating forms and feedback. The main findings of this study have some implications for higher education, theory development, measurement, and future research.

By the spread of COVID-19, the entire world shifted suddenly to e-learning including schools. This study aims to find ways to enjoy teaching. Gamification in education refers to the introduction of game elements in non-game environment. A case study was adopted for this study as a qualitative approach to investigate the possibility of improving motivation. The study was conducted in the first and second semester of the 2020/2021. The sample consists of (6) participants of pre-services teachers studying in special education course for 15 weeks. Data were collected through semi-structured interviews. The result of the interview showed that there is a clear desire among the students to succeed during learning using game elements. Their desire is very clear and higher. Most of them became active during their learning. They enjoyed learning in gamified learning environment. The researchers recommended that the Ministry of Education should train teachers to employ game elements to motivate their students.

Digital puzzle worksheet (DPW) is innovative teaching material designed using open-source software such as Canva and Liveworksheets. Subsequently, puzzle games in the form of questions can improve problem-solving skills by engaging in metacognitive processes. This research used a case study method to describe the impact of applying the DPW to identify the metacognition levels of students through the assignment of contextual maths problems. The source of informants was third-grade elementary school students in West Java, Indonesia. Test instruments, observation sheets, and interviews were used, while data analysis adopted an iterative model. Furthermore, the method and time triangulation increased confidence in the resulting conclusions. The results showed that male students were at the metacognitive level of ‘strategic use’ and ‘aware use’ for females, based on the characteristics of the observed metacognitive level. The most prominent feature was identifying and determining problem-solving strategies with metacognitive awareness. The reaction of students to the DPW improved problem-solving abilities, expanded conceptual understanding, and enhanced digital technology competence. Therefore, this experience was applied when solving contextual mathematical problem assignments.

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

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

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

Political context, community participation, principals’ supports, and the implementation of e-learning, refer to the orientation of efforts in overcoming the pandemic pressures, where these factors must ensure that all school programs can run effectively and efficiently. This study aims to identify the relationship between political context, community participation, principals’ supports, implementation of online learning and student achievement. Respondent in this research was the principal and elementary school teacher in East Java, Indonesia, 300 teachers and principals were respondents in this research. The Structural Equation Modeling method with the help of AMOS 24.0, is used in this study, while, mediation hypothesis testing is done with the Sobel Test. Based on the results of political context can significantly improve the achievement of students through community participation, principals’ support and implementation of e-learning. Research contributions show that with an ideal political context, high community participation, adequate principal support, and implementation of quality e-learning can improve the achievement of students even in crisis conditions in this case under the pandemic pressures.

This study investigates whether digital competency and self-leadership influence teachers’ innovative work behavior in Islamic International schools. The participants in the quantitative research were 108 teachers from the Islamic International School, who were selected using saturated sampling. The researchers used a 41 items questionnaire to collect data on the study variables. Quantitative data were analyzed by applying structural equation modeling partial least squares (SEM-PLS) using Smart-PLS 3. According to the study's findings, digital competency has a positive and significant impact on innovative work behavior, while self-leadership also has a positive impact that significantly influences innovative work behavior. Overall, the impact of digital competency and self-leadership simultaneously was 0.584 or 58.4%, while the other variables not tested in this study influenced the other 41.6%. This research emphasizes schools to improve building their teachers’ innovative work behavior and for teachers themselves through training, self-development programs, building knowledge sharing among teachers and school leaders, and open ideas about developing pedagogical and sustainable programs for schools.

This study aimed to compare and examine the effectiveness of interactive STEM learning and paper-and-pencil STEM learning in terms of mathematical literacy skills of elementary school students. This research is of a quasi-experimental type with a non-equivalent pretest-posttest control group design. Sampling was carried out on the elementary school populations in Bengkulu and South Sumatra Provinces in two stages. In the first stage, schools in rural and urban areas were selected, and in the second, classes in each school were randomly selected. The selected sample consisted of fifth-grade students of the Public Elementary School of Terawas, Musi Rawas, with an experimental class A (n = 20) and an experimental class B (n = 19), as well as fifth-grade students of the Public Elementary School of Bengkulu City, with an experimental class A (n = 25) and an experimental class B (n = 22). Data collection was conducted using mathematical literacy skills tests in reference to the PISA and Minimum Competency Assessment (level 1–3). Data analysis was performed using descriptive and inferential statistics; it employed an independent t-test for the comparative testing and an N-gain test for testing the effectiveness of STEM learning. The results showed that there were differences in math literacy skills between interactive STEM and paper-and-pencil STEM for students in urban schools, but not significantly different for students in rural schools. General STEM learning was effective in increasing the literacy of elementary school students, and interactive STEM in particular demonstrated the highest level of effectiveness in the urban school.

This meta-analysis study investigates the effect of computer-based tests on motivation. The random effect model is the basis for calculating the summary effect, and it is found that the 30 articles obtained through the PRISMA method, which consist of four parts, namely identification, screening, eligibility, and included, can be generalized. Data analysis was performed using R studio and OpenMEE. Based on the research results, the p-value <.05 was obtained, so it was concluded that using a computer-based test significantly affected motivation. In the moderator analysis, it was found that computer-based tests were most effective for intrinsic motivation for the motivation variable, university students for the participants variable, and the country of Iran for the region variable. Evaluation of publication bias using the funnel plot and regression method shows no publication bias, proving that the 30 articles analyzed represent all existing studies on computer-based tests.

In recent years, educational robotics has gained ground in educational policy around the world, and primary education is no exception. However, there has not yet been a thorough synthesis of methodologically appropriate empirical research on the effects of robotics upon cognitive performance among primary school students, which this paper attempted to do. Following literature screening, a total of eight studies published between 2018 and 2022 with a sample size of 567 children met inclusion criteria and were meta-analyzed. Resultantly, a medium aggregate effect size in favor of robotics experiments emerged (standardized mean difference of .641), which was significantly higher compared to non-robotics learning (p <.01). No between-study heterogeneity was detected. Subgroup analysis revealed a slightly larger overall effect for interventions on first- to third-graders rather than those in grades 4-6. Additionally, the analysis indicates that in order to enhance cognitive abilities in primary students, robotics interventions should be no longer than four weeks and involve robot construction. Based on the findings, implications, and suggestions are outlined for future research and practice.

This study aimed to explore the implementation and impact of the Flipped Learning Model (FLM) and STEM Approach in elementary education. The advancement of technology and the Covid-19 pandemic has increased the importance of e-learning, including in elementary schools. The literature review analyzed 193 academic works published in the past six years using NVivo, Mendeley, and VOSviewer software. The validity of the data was verified through the analysis of five online databases. The results showed that STEM research has been well-developed with innovative approaches that improve learning outcomes, while FLM research in elementary schools is limited. The study suggested that combining FLM with STEM Approach (FLM-SA) can optimize learning in the technological era. By integrating FLM-SA, students can engage in active learning experiences in class and acquire fundamental knowledge outside of class, offering a solution to e-learning challenges. The study emphasized the strong connection between FLM and STEM Approach and how they can support each other to enhance student learning.

The need for early comprehension of scientific concepts in elementary school students is crucial. However, studies have indicated that some students lack a fundamental understanding of such concepts, highlighting the importance of effective teaching methods to improve scientific literacy at an early age. Therefore, this study aimed to determine the ability of Project-Based Learning in Science, Technology, Engineering, Art, and Mathematics (STEAM-PjBL) to improve students' scientific literacy, knowledge, and application of foundational scientific principles. A quasi-experimental methodology was employed, involving 22 female and 26 male fourth-grade elementary school students as participants. The study administered a Scientific Literacy Test (SLT) treatment to the students, followed by unpaired and paired t-tests to examine the impact of the STEAM-PjBL model on their scientific literacy skills. The results showed that STEAM-PjBL improved students' scientific literacy skills significantly more than traditional instruction. The experimental group outperformed the control group in the post-test, indicating the effectiveness of STEAM-PjBL. Therefore, the study recommends the adoption of the STEAM-PjBL model by elementary school teachers to improve students' understanding of fundamental scientific concepts.

The aim of this exploratory case study is to investigate the impact of the pandemic as an unexpected situational variable on university instructors’ perceptions and attitudes towards technology integration, as well as their foresight about the future of education in post Covid-19 era. The data for the study came from autobiographies, narratives, and opinionnaires. The findings revealed that the degree of familiarity with educational technology and eagerness to integrate technology into education made a difference in academicians’ adaptation to the new mode of delivery. As for their predictions for the future, an increase in the use of educational technology not only in teaching, but also in testing and assessment is expected. Participants also emphasized a need to enhance the infrastructure to avoid any further technical issues and offer continuous development opportunities for teachers and students to become familiar with new technologies.

Learning motivation and self-regulated learning are prominent and essential characteristics to possess in this time of change, leading to lifelong learners. The aim of this study was to investigate the impact of the ADMIRE program on the learning motivation and self-regulated learning behavior of undergraduate students. The research consisted of a quasi-experimental design conducted for two months. The participants were divided into two homogenous groups including the intervention group (n = 85) and the control group (n = 79). Data were collected before and after the intervention using the learning motivation scale and self-regulated learning behavior scale. Finally, data were analyzed using MANOVA. The study results revealed that the ADMIRE program made a significant impact on the learning motivation and self-regulated learning behavior. Therefore, it can be concluded that the use of the ADMIRE program can lead to greater learning motivation and self-regulated learning behavior in the intervention group compared to the control group. The ADMIRE program gives students the opportunity to participate in initiatives to reach the desired learning outcomes. Instructors can also use the ADMIRE program during the process of proactive learning in various forms.

This study sought to investigate the current state of innovative teaching research and identify emerging themes and trends in the field from 2013 to 2023. The Scopus database was searched for the term “innovative teaching,” resulting in 1005 documents. After manual screening, 903 articles were exported in the BibTeX format for further processing in Bibliometrix using three bibliometric analysis types: network analysis, science mapping, and performance analysis. Performance analysis revealed bursts in publication output in 2015 and 2021, with a moderate boost in 2018. Ten top-cited journal papers were identified. The citation rates were low between 2019 and 2021, but there has been an upturn since 2022. The top keywords included simulation and nursing education, and there was a shift in research topics from broad educational concepts to more specific approaches, such as e-learning. Innovative teaching has been predominantly investigated in higher education, particularly in nursing education, with themes like “teaching/learning strategies” suggesting an emphasis on enhancing teaching practices not just through technology infusion. This study can aid educators and researchers in staying current with innovative teaching developments and inform their teaching practices.

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.

Momentum-impulse requires critical thinking skills, and teaching should be encouraging for students. Critical thinking skills can be fostered through inquiry-based learning. During the COVID-19 pandemic, familiar learning media were used for students. Therefore, it is necessary to develop creative learning media. This developmental research aimed to create a momentum-impulse e-book based on inquiry supported by infographics (MIB -In-graph) to enhance students' critical thinking skills. The developmental model was a 4D model with field testing, i.e., a pretest-posttest control group design with three classes. Descriptive analysis showed that MIB-In-graph, an Android application, received a good average rating in content, worksheets, and forms. Students’ responses were very positive. Mixed design ANOVA showed that the mean score of students’ critical thinking skills increased significantly from the pretest to the posttest in each class and students’ critical thinking skills in the experimental class was more salient than control class 1 and control class 2. The highest difference in mean scores was in the experimental class. The differences were influenced by various factors such as learning approaches, media use, pictures, and collaboration.