The objective of this research is to analyze the twelfth graders' mathematics critical thinking skills using a mathematics learning model to stimulate fundamental critical thinking abilities of science courses in SMA Negeri, Pacitan Regency, East Java Province, Indonesia. This quasi-experimental research design was used in this study with one group posttest only design using multiple substantive posttests. The sample of 141 students from the total population of six public schools involving the twelfth graders of the natural sciences was selected through purposive sampling technique, data were taken through tests of students' critical thinking skills and interviews. The data analysis consists of five stages, namely an analysis of one sample t-test, an analysis of students' grades, an analysis of problem-solving stages, an analysis of critical thinking abilities indicators, and an analysis of mathematics critical thinking abilities indicators. The results showed (1) The results of the one sample t-test show that the mathematics learning model is effective to stimulate critical thinking, which means that the application of the mathematics learning model is effective to stimulate critical thinking; (2) the overall grades of students that met the minimum mastery criteria; (3) the data analysis of eleven problem-solving stages proves that the criteria for critical thinking abilities are categorized as good and very good. The highest score indicator considers the principle and definition of transformation, while the lowest grade indicator is mainly concerned with the questions on right and coherent steps; (4) the critical thinking skills have seven indicators that highlight the criteria of students' critical thinking abilities categorized as good and very good. The indicators that get the highest score determine the definitions of terms, while the indicators of the lowest score determine the action; (5) the results of the analysis show indicators of mathematics critical thinking skills that have eight indicators. The criteria of students' critical thinking abilities met good and very good categories along with indicators with the highest value score by considering the definitions of terms, while the indicators of the lowest score deal with the habit of caution.

The purpose of the study is to identify how the instructional model influences students’ reflective disposition and how the students perceived the intervention. The study addressed the research questions through the ‘Artistic Reflection Scale’ for student pre-school educators that consisted of four domains such as students’ observation skills, critical analysis skills, evaluation skills, and the occupation application of artistic reflection, and the course satisfaction questionnaire. The study found that the technology of artistic reflection and image creation was effective in fostering students’ artistic reflective thinking comprising observation skills, critical analysis, their art output evaluation skills with a focus on sharing their reflective experience with the preschoolers. The artistic reflection scale was proved to be a reliable instrument in measuring students’ reflective thinking skills. The study found a change in the artistic reflective skills of the experimental group students was substantially greater than in the students of the control group. After the intervention, there was a shift from the basic level of artistic reflection to the higher levels in the experimental group students, and the proportion of the students being at this stage reduced, while the other proportions increased.

Central to the creativity development in elementary schools are competent teachers. Enhancement of teachers’ competence could be done through the provision of guidance handbooks for the teachers. As based on the problem statements, this research was aimed at developing handbooks of guidance and counseling that could improve teachers’ competence in providing quality guidance and counseling services; the handbooks were expected to help teachers in cultivating the creativity of elementary school students. In this research and development study, the designed handbooks consisted of book 1 Guidance and Counseling Implementation Plan, Book 2 Service Materials, Book 3 Teachers’ Guideline, and Book 4 Evaluation Guideline. The effectiveness of the handbooks was examined using a quasi-experimental method with one group pre-test and posttest. According to the results of experimental data analysis, the tcount and ttable arrived at 7.665 (significance level of 0.05 (14)) and 1.76, respectively, meaning that tcount > ttable. This result signified that the handbooks were practical to build teachers’ competence in providing quality guidance and counseling services, which was helpful in assisting the teachers in instilling the creativity of elementary school students. In brief, the handbooks are recommended to be used by teachers in promoting the creativity of elementary school students.

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.

An evidence-based, interactive teaching method peer instruction (PI) is promoted to support effectiveness over more commonly used teaching methods. Usually it is proposed for the university and upper secondary school. The research reports on the implementation of the PI approach in teaching subject Science and Technology (S&T) in the 4th grade of primary school. The aim of this research was to verify the feasibility of this approach for much younger students in primary school by evaluating the students’ progress in the subject S&T, identifying the differences in individual progress in relation to students’ general learning success, and determining students’ opinions about the approach and where no desired progress has been made. In a selected Slovenian primary school, a classroom with 26 students (age 9 – 10) was included in the study and 5 different content areas (Earth’s motion, Matter, Magnetism, Forces and motion, and Electricity) were taught using this PI approach. Results show that students made progress in all content areas and no differences were identified in the progress of individual students in terms of general learning success. Students were satisfied with the approach, although more than half of them found the multiple-choice questions as too difficult. Although the PI approach is successful, teachers must be aware that some persistent and widespread misunderstandings may still remain and require additional intervention.

This study aimed to analyze the Research-Based Learning (RBL) model implementation in the natural sciences in improving students’ analytical thinking skills. This study employed a mixed-method with a sequential exploratory design. Data collection began with qualitative data and then continued with quantitative data. Qualitative data collection techniques used observation and interviews, while quantitative data collection used essay tests. Sampling was carried out before the research implementation. The samples were students of the PGMI IAIN Surakarta Study Program, Indonesia, which consisted of 34 pre-service elementary school teachers. The research was conducted in the odd semester of the 2019/2020 academic year. Quantitative data analysis techniques used a quasi-experimental design with one group pretest-posttest. Based on the results of four observations on the research treatments, the mean was 3.714, in which the values of preliminary activities were 3.625, core activities were 3.714, and closing activities were 3.75, used a rating scale (1-4) with the very good category. The RBL model implementation in the natural sciences in the concept of energy can improve the analytical thinking skills of students, as evidenced by the N-gain value was 56.57%in the medium category. This increase was obtained from the mean of the pretest score (46.84) and the post-test score (76.9), by using a rating scale (0-100). The research findings provide ideas to lecturers and researchers in improving the student's analytical thinking skills through the application of innovative learning models in the topic of the concept of energy.

This study aimed to analyze the critical thinking skills of students in learning of environmental change material using e-learning madrasah. This study used explanatory sequential design by mixed-methods experiment. The data were collected by interviewing, observing, and essay testing that have indicators modified from critical thinking skills by Watson-Glaser, Facione, and Ennis. There were 67 participants in this study as 7th grade student at a junior high school in Sleman district. Quantitative data analyzed by determining average score and standard deviations and, qualitative data analyzed from interviews and observation. Quantitative analysis showed that there were 3 levels of student’s critical thinking skills which were 14 students (20.90%) in the high category, 38 students (56.72%) in the middle category, and 15 students (22.38%) in the low category. Qualitative analysis indicated learning model made students to learn actively, independently, and enthusiastically looking for several sources. This study provided information about student critical thinking skills in junior high school, especially in the environmental change matter which are still low. Thus, the alternative learning strategies to improve students critical thinking skills are very needed. Besides, information on the application of the discovery learning model with e-learning Islamic school was obtained in the COVID-19 pandemic.

Teaching mathematics in general and instructing mathematics at junior schools in particular not only create favorable conditions for students to develop essential and core competencies but also help students enhance mathematical competencies as a foundation for a good study of the subject and promote essential skills for society, in which mathematical communication skill is an important one. This study aimed to train students in mathematics communication by presenting them with topics in line with the structure's congruent triangles. An experimental sample of 40 students in grade 8 at a junior school in Vietnam, in which they were engaged in learning with activities oriented to increase mathematical communication. A research design employing a pre-test, an intervention, and a post-test was implemented to evaluate such a teaching methodology's effectiveness. For assessing how well the students had progressed in mathematical language activities, the gathered data were analyzed quantitatively and qualitatively. Empirical results showed that most students experienced a significant improvement in their mathematical communication skills associated with congruent triangles. Additionally, there were some significant implications and recommendations that were drawn from the research results.

Learning in high schools has used a lot of smartphone assistance to make it easier for students to understand the material explained by the teacher. However, with the many uses of smartphones in learning, of course, it must provide positive benefits to the ability of students, especially the science literacy ability. In this study, the objectives to be achieved are to examine how much the smartphone's usability in physics learning, examine students' science literacy and examine the effect of the smartphone’s usability on students' science literacy in physics learning. The method used in this study is a quantitative method with a research design used is a one-shot case study. The data on smartphone usability is obtained using a questionnaire, and science literacy of students is obtained through on physics science literacy test. The results of this study indicate that the smartphones usability and students' science literacy in physics learning are respectively in the high and medium categories with a respective percentage of 57.20% and 36.36%. The students' science literacy is influenced by the smartphone's usability in physics learning by 34.30%. These results indicate that smartphone usability by most students is very high, but has not been able to contribute optimally to students' science literacy. Therefore, special treatment is needed in utilizing the use of smartphones in physics learning so that students' science literacy can be optimized.

Student satisfaction with education service has been considered one of the most critical strategic factors to attract students of higher education institutions around the world. Various models of satisfaction with education service quality have been developed to motivate actions towards improving the education quality. This study aimed to confirm a Vietnamese theoretical five-dimension model of student satisfaction with higher education service and investigate the relationship between student satisfaction with education service quality and student satisfaction with educational outcomes in this model. A cross-sectional survey on 2933 students from four-member universities of Hue University in Central Vietnam was conducted. The research results showed that the model of student satisfaction with education service in Hue University was consistent with the proposed theoretical model, which comprises five dimensions including access to education service, facilities and teaching equipment, educational environment, educational activities, and educational outcomes. In addition, the satisfaction of all dimensions of education service quality from dimension 1 to 4 affects the satisfaction of educational outcomes, of which educational activities have the most significant impact. This research result can provide a number of implications and recommendations for Hue University to implement appropriate measures to improve student satisfaction with education services received, thereby enhancing educational outcomes, attracting and retaining students.

The present study aimed to investigate the relationship between students’ academic motivation, implicit beliefs about intelligence and learning strategies among undergraduate healthcare students. First-year students of healthcare degree courses from a university in Southern Italy were surveyed. The study measured psychological constructs by means of Academic Motivation Scale, Motivated Strategies for Learning Questionnaire, and Dweck’s implicit questions about beliefs of intelligence. Two regression models were computed to assess the association between students’ beliefs about intelligence, motivations for studying, and learning strategies. In the first regression model, predicting students’ use of cognitive strategies from implicit intelligence beliefs and motivations for studying, stronger autonomous motivations were significant predictors of cognitive strategies. The second regression model, predicting students’ use of metacognitive strategies from implicit intelligence beliefs and motivations for studying, was not significant. These findings can be useful to plan tailored educational interventions to promote students’ motivation, incremental beliefs about intelligence and their use of learning strategies positively related with academic performance.

The aims of the recent study were; analyzing the effect of creative and online learning using Instagram on the ability to create new products in the technology and learning media course, and determining the level of users’ experience in processing visual media through the Canva application on android. Quantitative approach with this research was carried out through a quasi-experimental research model because it measured the post-test was applied to 58 students as the respondents in two experimental and control classes. This study used two instruments; the cognitive learning outcome questionnaire according to the subject to get the students’ ability to create new products, and the second instrument was taken from ueq-online.org in the Indonesian version to know the users' experience in processing visual media. The data were analyzed using one-way ANOVA, mean and standard deviation assisted by IBM SPSS Statistics 24.0. The results demonstrated that the effect of creative and online learning using Instagram on the ability to create new products in The Technology and Learning Media course was found significant at 0.028 <0.05 which meant it could be applied well. Meanwhile, the level of users' experience in processing the visual media application Canva on Android had the highest score on the Stimulation scale at 1.59, categorized "Very Good" and the lowest score was on the Novelty scale at 0.93, categorized "Above Average". With the strong creative encouragement to create new products, the students were able to process their own visual media which were tailored to the agreed digital visual designs and were published on Instagram.

The quality of the educational process within the humanistic concept and holistic-developmental approach is interpreted as the optimal adaptation to the individual needs and abilities of children, while inclusiveness presupposes equal inclusion and participation of all children. This article explores the opinions of teachers as bearers of pedagogical-educational process. The aim of this research was to determine how much importance teachers attach to certain dimensions of the educational process, and the procedures of inclusive practice. Empirical research included teachers in 5 preschool institutions (N=146). The research instrument was constructed based on relevant literature. Teachers in this sample recognize the importance: of individualized support to all children; of respecting the diversity; of collaboration with parents, and personal professional development. At the same time, the level of formal education and in-service teacher training is positively correlated with the assessment of importance towards child-oriented practice, and respect for diversity. Teachers with a higher level of education significantly value the importance of additional vocational training in the field of developmental and social risks, the use of community resources, and involvement of parents in planning individual support for children.

Academic optimism has an essential role in the adjustment of students in school. This study aimed to examine a model of academic optimism formed from democratic parenting, school climate, internal locus of control, and students’ self-concept. This a cross-sectional non-experimental design research design involved 335 Junior High School students in Kediri. The data collection tool was a scale while the data analysis technique was Structural Equation Modeling (SEM) analysis. The results showed that the theoretical model for developing academic optimism in Junior High School students was in line with the research data and obtained empirical support (X2 = 246.056 < 255.6018; p = 0.110 > 0.05), so this model is feasible and can be used in samples that have been studied. In general, this study adds knowledge about positive psychology studies and supports democratic parenting, school climate, self-concept, and internal locus of control as ultimate factors for creating students’ academic optimism.

Students are aware of the use of technology in the learning process, and they are generally referred to as digital natives. However, there are challenges associated with the availability of internet access as a learning process to both university students and teachers inside and outside the classroom. One of such challenges is students’ ability to access unrelated activities which is known as cyberslacking. In the education sector, this process refers to the use of technology for unrelated academic activities. Studies associated with this activity are significantly conducted in western countries, but it is still limited to the Indonesia education environment. Therefore, this research aims to investigate the cyberslacking behavior of students in Indonesia and its relationship to their academic performances. It also determines the relationship between media multi-tasking efficacy and self-regulated learning. The results showed that there is a significant influence between media multi-tasking efficacy and self-regulated learning with cyberslacking. Furthermore, there is a negative influence between cyberslacking and the academic performance of students in Indonesia. This research adds references to studies on cyberslacking in the scope of education and provides input for universities to develop the management of information and communication technology used in the learning process.

The research delved into the assessment of integrating Learning Management System as an aid in teaching. Data were collected from 26 students at Rizal Technological University-College of Education, Philippines, through pretest-posttest quasi-experimental and normative survey design of research. Data were statistically tested using the frequency, percentage, mean, standard deviation, t-test for dependent and independent samples, and paired t-test. Results of the research indicate that the respondents have optimistic attitudes towards the integration of learning management system in teaching. The respondents performed poorly in the pretest examination but performed very satisfactorily in the posttest examination. Furthermore, the research found out that there is no significant difference between the performances of the experimental group and control group in pretest and posttest, moreover, there is a significant difference between the pretest and posttest scores of the experimental group and the pretest and posttest scores of the control group.

The formed primary level and dynamic and sustainable development of technological competence provides quality management of teaching activities, increases the efficiency of the educational process, accelerates the achievement of pedagogical goals. Delphi expert assessment technique is increasingly used in the paradigm of pedagogy. Due to the set of advantages and objectivity of assessments, it has become the dominant method of this study. The objective of the study is to determine the current level of manifestation of technological competencies, as well as generalized prospects for development and improvement of the identified level within the selected group of freelance teachers using the technology of independent expert assessments –the Delphi method. In general, the following methods were used in the current study: methods of data collection and coordination, anonymous brainstorming, Delphi expert assessment technique, statistical and mathematical processing of results through Delphi formulas, comparative method, generalisations. The diversified approach to the interpretation of the technological competence of faculty members allowed determining: a) the level of faculty members’ knowledge of modern educational technologies at 89.1%; b) activity-practical aspect of training at 83.0%; c) dissonance between the theoretical and empirical level of teacher training and the algorithm for fulfilling the potential in practice at 21.5%; d) mastery of individual creative technologies for the organisation of an effective educational process at 55.9%; e) forecasted development of technological competencies of faculty members in the 5-year perspective under the condition of application of special control and skill trainings at 50.7%. Conclusion of the study is that according to the arithmetic mean of experts’ assessments of differentiated levels of technological competence, the overall level was 75.1%. The average result of the initial student survey on the estimating of the teachers’ technological competence was 69.7%. The difference of 5.4% between the data allows stating that both methods were relevant in this particular case.

This study discusses students’ responses and perceptions on the e-book of Local History of West Java (Indonesia) developed by the researchers. It uses a Research and Development approach and experimental method. Data collection techniques used in this study are observation, interviews, and focus group discussions with interactive model data analysis. The research subjects were students and teachers of high schools in West Java. They were taken as the subjects as they can represent the region. The History E-book is, however, published on ebooksejarah.id page while the system was developed by using SDLC (Software Development Life Cycle) Waterfall model. The results of the study indicate that the components of the e-book on the aspects of the materials, presentation, and completeness are overall suitable to be used by students. The materials are considered to be still inapplicable and not contextual. Further, they are still lack of latest issues as well as photos/illustrations. The study of student responses on the e-book reinforces that the zoomers (those belong to Generation Z) prefer to digital learning media because their social life belongs to the online world. Local history e-books should better adapt to the learning style of Generation Z, who prefer visuals and hands-on experiences to reading texts. Thus, e-book development needs to be equipped with various learning media in short audios and video explainers, animations, and infographics.

The current study explored the potential effect of using the flipped class strategy in developing grammatical concepts among fifth-grade primary school students in Irbid, Jordan during the academic year 2019/2020. The study followed the quasi-experimental design, which was applied to a sample of 52 female students, who were divided into a control and an experimental group. The control was taught traditionally and the experimental group was taught grammar through using a flipped classroom strategy respectively. The study developed a list of suitable grammatical concepts for the study sample and a test to measure the Arabic grammatical concepts: declension, case marking, case ending, representation in a sentence, and extraction. After performing the appropriate statistical analysis, the results of the study showed the presence of significant differences between the experimental and the control groups in all grammatical concepts in favor of the experimental group. The researcher recommended applying the flipped class strategy in teaching the grammatical concepts for female fifth graders.

In this article we present research on Slovenian primary school teachers' opinion about the interdisciplinary approach between fine art and science education. With the help of questionnaires, interviews, and analysis of lesson plans, we determined how primary school teachers use this type of interdisciplinary approach, how often and what their views are. We included 138 primary school teachers from every region in Slovenia. It turned out that primary school teachers in Slovenia use an interdisciplinary approach between fine art and science teaching quite often and consider it useful to achieve different aspects of pupils' development. The study revealed that most teachers find it difficult to consider the educational goals of both fields (fine art, science). They often use the connection between the subjects only on an associative level - they only mention the teaching content of one subject quickly and carelessly, without making meaningful connections and without achieving the goals of both subjects. Content taught in this way cannot be considered a cross-curricular approach in the subject sense.