The development of information technology rapidly has an impact on the changing paradigm of education. On the other hand, education holds an important responsibility to create students who have a good and strong character. This research aims to: 1) describe the concept and framework of interactive multimedia courseware; 2) test the feasibility of interactive multimedia courseware by experts and practitioners; 3) test student responses to the use of interactive multimedia courseware. This research and development involved experts, teachers, and students. The data were collected using expert validation sheets, teacher questionnaires, and student questionnaires. They were then analyzed using the descriptive statistics analysis based on mean and percentage. This research yielded interactive multimedia courseware called IMONEC (Interactive Multimedia courseware integrated with Bandura’s Observational learning model and National historical Event to strengthen students' Character) that integrates three important components: the principles of interactive multimedia learning; Bandura's observational learning model; and the noble values and messages of national historical events to strengthen students' characters. The framework of the interactive multimedia courseware consists of the title, user instruction, home, core competency and basic competency, concept map of material, learning material, and quizzes. The results of the expert validation, teacher questionnaire, and student questionnaire showed that the interactive multimedia courseware is feasible for use in learning and effective in strengthening students’ characters.

Nowadays, teaching and learning activity employing the flipped classroom model has an important position in the process of providing education. This research aimed at identifying and analyzing articles examining the flipped classroom model that has been published in several reputable international journals issued in the 2010-2019 timeframe, which was conducted using bibliometric studies. The research was conducted using a 4-stages systematic mapping method: (1) searching for articles using the Publish or Perish application in the Scopus database, (2) classifying the articles for the bibliometric analysis, (3) checking and completing the metadata of those articles, and (4) conducting bibliometric analysis using VOSviewer application. The bibliometric analysis produced seven findings, as follows: (1) the trend of flipped classroom publications continued to increase from 2013-2019; (2) the ten most contributive journals has published 88 articles by 2019; (3) the ten most cited articles has produced 1,155 citations; (4) the three highest order of author keywords most widely used in flipped classroom articles were flipped classroom, active learning, and blended learning; (5) author collaboration with strong links only occurred in 21 authors through one document; (6) institutional collaboration with strong links formed through 28 collaborating institutions; and (7) state statistics were formed into three clusters and spread across various countries through contributions from authors who were in charge of 456 institutions. The flipped classroom model can be concluded as an educational model that is currently popular among researchers.

Current research on self-efficacy beliefs of interdisciplinary science teaching indicates shortcomings in facing recent teaching challenges in secondary education and corresponding valid instruments. Thus, we designed the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) instrument based on a pedagogical content knowledge model for science teaching. We ensured the factorial validity of ten factors. To bring construct validity down to a round figure, we examined convergent and divergent validity in this paper. For answering the overall research question regarding arguments for the convergent and divergent validity of the interpretation of the SElf-ST instrument’s test values (and related hypotheses), we analyzed data of pre-service, trainee, and in-service biology, chemistry, and physics teachers (n = 590) in a cross-sectional study. While the strong latent correlations of the ten SElf-ST factors with self-efficacy beliefs of interdisciplinary science teaching in primary education (r = 0.40 – 0.63, p < 0.01) indicate convergent validity, the rather weak correlations with self-efficacy beliefs of general teaching (r = 0.17 – 0.54, p < 0.01), self-rated content knowledge in science (r = 0.13 – 0.40, p < 0.01), and perceived stress (r = -0.13 – -0.19, p < 0.01) support different divergent validity intensities. Thus, assumed relations within the nomological net surrounding the self-efficacy beliefs of interdisciplinary science teaching construct were confirmed for secondary education. In sum, we shed light on a rarely explored aspect of construct validity in science education research regarding self-efficacy beliefs. Doing so, we gained strong arguments that the SElf-ST instrument’s test values can serve as indicators of self-efficacy beliefs of interdisciplinary science teaching in secondary education.

Train-the-Trainer (TTT) methodology uses an expert to train a non-expert on how to implement an intervention and is often used by Cooperative Extension personnel for delivery of programs in the natural setting. In these interventions using multiple educators and/or non-experts, a measure of implementation (fidelity of implementation) is necessary to determine if delivery of the instructional program is as it was designed to be. The objective of this paper is to report the fidelity of implementation (FOI) of iGrow Readers (a literacy-based curriculum that uses children’s books focusing on themes of healthy nutrition and physical activity behaviors) that was delivered by Extension personnel to preschool children in the natural setting of 14 childcare centers through TTT approach. Structural and instructional FOI were assessed by a trained Extension associate. Assessing the FOI of the curriculum delivered by TTT approach provides evidence that the TTT approach is a feasible method of delivery for programing provided by Extension personnel in the natural settings.

This article highlights the main ideas that underlie the differences in potential pragmatic knowledge constructs students experience when solving problems, between the zone of proximal development (ZPD) and the zone of potential construction (ZPC). This qualitative research is based on a phenomenological approach to finding the meaning of things that are fundamental and essential from the ZPD and ZPC phenomena. Researchers observed mathematics learning by a teacher on 24 fourth-grade students who were divided into groups A (high IQ) and B (low IQ). Data collection through tests, observation, and interviews. While the validity of the data is done through triangulation of methods and triangulation of sources. The results showed that students of the Upper (A) group had high IQ but small ZPD and ZPC. In contrast, students in the Lower (B) group have low IQ but large ZPD and ZPC. This result means that intelligence (IQ) is measured not only logically-mathematically but also in the verbal-linguistic and spatial-visual fields. The conclusion is that there are differences in the construction of students' knowledge in the learning zone. This difference occurs because the knowledge constructs that the students have previously had an effect on the accommodation process of the schemes that students have built while in the proximal development zone (ZPD) where scaffolding works. Meanwhile, the potential construction zone (ZPC) is not sufficient to describe the real development of students. However, it only reflects what students have accomplished.

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.

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

This research aims to determine the relationship between the seven components of Pedagogical Content Knowledge possessed by kindergarten teachers. The animal theme was chosen to determine the pedagogical content knowledge component profile of 30 kindergarten teachers, with data obtained through classroom observation, interviews, learning plan documentation. This study employed a mixed-method design, a type of sequential explanatory research with the structural equation modeling-partial least squares and descriptive tests used to quantitative and qualitatively analyze the data obtained. The result showed that: the relationship between the components is specified in the context of using themes to learn in the kindergarten; analysis of the relationships between the components is carried out separately, such as the relationship of all 7 (seven) components to 1 (one) pedagogical content knowledge component of kindergarten teachers; Orientation of teaching has the strongest relationship with Knowledge of Instructional Strategies for Teaching; Knowledge of assessment of early childhood education has the weakest relationship with knowledge of early childhood education subject matter; pedagogical content knowledge components for kindergarten teachers that are often found and associated with other components in a learning episode are orientation of teaching, knowledge of early childhood education curriculum, and knowledge of instructional strategies; there are pedagogical content knowledge component for kindergarten teacher that often found and connection with other component in a learning episode.

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

The purpose of this study was to find the determinants of effective diffusion of educational robotics in rural areas. The study analysed the key components, difficulties, and major lessons of the successful case of the remote northern region of Russia – Sakha Republic. The study used a mixed-method approach consisting of interviews, survey, literature analysis, and participants’ observation.  In the survey participated 57 robotics teachers and 113 elementary, middle, and high school students of the Sakha Republic. From survey participants were randomly chosen 30 robotics teachers and 18 middle and high school students for the interview. The literature analysis explored reports and articles on the educational robotics activities in the Sakha Republic for the period of 2011-2018. Based on the findings, the study developed a process model with five principles and ten components that influenced educational robotics diffusion in the Sakha Republic. One of the main determinants of the model was a support system of public-private partnerships and a local community of educators. Another was the need to consider the local area’s constraints, possibilities, and culture when implementing any technology in the rural region's education. In the researched case two major determinants would not be possible and sustainable without strong leadership. The findings showed that strong local leadership could use knowledge of the local area to provide more appropriate solutions and could build the active support of the local community and public-private partnerships that would accelerate the diffusion of technology in the rural region's education.

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 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.

This study was conducted to determine the effectiveness of virtual laboratory based on semi second life (s-SL) on higher order thinking skills of general senior secondary school in chemistry learning process. The research design was adopted posttest-only design approach to a quasi-experimental. This study was conducted in the one of public general senior secondary school in 3T regions – Bangkalan City – one of the cities in East Java Province, Indonesia. There were 81 students in the grade 11 of natural science who involved in this study. The participants were divided into three groups, namely the students who did practical work by demonstration methods in chemistry real laboratory, the students who did practical work by experiment methods in virtual laboratory based on s-SL, and the students who did practical work by combination both of them (demonstration methods in chemistry real laboratory and experiment methods in virtual laboratory based on s-SL). The students in each group was tested by posttest of higher order thinking skills. The data was analysed with one-way ANOVA. The results of data analysis shows that there is a significance difference of each groups. Virtual laboratory based on s-SL has enough effect on the students’ higher order thinking skills.

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.

Teachers in the constitution in Indonesia are professionals who must meet pedagogical, social, personal, and professional competencies. This qualitative research with a phenomenological approach aims to explore the experiences of the teacher professional education program (PPG) participants in gaining soft skills. The research data were collected through in-depth interviews conducted on fifteen PPG participants consisting of seven females and eight males. The fifteen participants attended PPG in five universities spread out from universities in Central Java, West Java, Yogyakarta Special Region, and Jakarta Special Capital Region. The sampling technique used was purposive sampling. Data analysis was carried out through the horizontalization, texturally, structurally, and essential descriptions stages. The results of this research found that PPG participants received soft skills learning in hidden curriculum patterns so that each participant had an initial understanding and how to get various soft skill understandings. Soft skills obtained by participants during the PPG implementation are self-confidence, collaboration, hard work, respect for culture, patience, wisdom, maturity, mental resilience, humility, responsibility, creative thinking, positive thinking, cooperation, humility, respect for others, and tolerance. This research recommends that soft skills learning at PPG be implemented with a structured curriculum so that participants have better abilities as teachers.

The study aims at investigating basic level schoolteachers' awareness of their students' mathematics learning disability (MLD) in the context of Nepal. It is based on a mixed-method research design in that it combines both qualitative and quantitative approaches as appropriate. Using the stratified random sampling technique, 300 basic level mathematics teachers were selected from 150 basic level (grades 1-8) community and institutional schools representing the three significant ecological regions (the Mountain, the Hill, and the Terai) and demographic variables (gender, place of residence, and school type) from Province 1 of Nepal. A Mathematics Learning Disability Awareness Scale (MLDA-Scale), was developed and used to measure the basic level schoolteachers' awareness of their students' MLD. Besides, a semi-structured interview was conducted with the purposively selected basic level schoolteachers for the qualitative data. The basic level schoolteachers' awareness of MLD factor categories was calculated using descriptive statistics. Similarly, t-tests were conducted to examine the effects of the demographic variables. The qualitative data, however, were analyzed thematically. The results reveal that the majority of the basic level schoolteachers' knowledge toward their students' MLD was inadequate and that the demographic variables had no significant effects on the teachers' knowledge of their students' MLD. Finally, the study recommends developing the managerial practices regarding the MLD issue further.

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.

Recently, Emergency Remote Teaching (ERT) has caused a considerable interest in the school community due to the wide-scale lockdown brought about by the COVID-19 pandemic. The curriculum's alteration necessitated a call to explore mechanisms for effective remote instruction delivery—including parental involvement. This research determined the psychometric properties of the "Strategies for Parental Involvement during Emergency Remote Teaching - Scale (SPIERT-S). The tool assesses the strategies used by teachers to facilitate parental involvement during ERT. Through a thorough literature review, 22 items about home and school collaboration and ERT were initially developed. Evidence related to content validity was established through two-round expert consultation, while data related to construct validity were gathered through factor analyses. The content validity analysis resulted in the deletion of four (4) items; hence, 18 items were retained. A three-factor structure was yielded from Exploratory Factor Analysis (parents as facilitators of learning, parents as sources of information, and parents as collaborators), and a total of 15 items were retained. The confirmatory factor analysis indicated an acceptable level of the goodness-of-fit indices measured. The internal consistency of the factors and the whole scale showed excellent reliability. The results suggest that the SPIERT-S has good, valid, and reliable psychometric qualities and can be used to examine the strategies for parental involvement that teachers utilize during emergency remote teaching. Recommendations and limitations of the study are discussed.

Continuous changes in social demand and development provide an acute and continuous pressure on universities. The question is whether higher education institutions (HEI) in Ecuador deliver graduates with the competences to provide timely economic, ecological, and sustainable solutions. Additionally, HEIs should prepare graduates to find employment in a society characterized by greater uncertainty, extensive use of information technology, speed, risk, complexity and interdisciplinary work. To face this challenge, universities need lecturers to possess a mix of aptitudes, attitudes, and professional development in teaching, research, and services. Unfortunately, knowledge is sparse about the readiness of their pupils to function effectively in a rapidly changing and increasingly globalized environment. Accordingly, this study uses an explanatory sequential mixed-methods approach to explore the impact of lecturers’ aptitudes, attitudes, and professional development on teaching and student learning at the University of Cuenca. Lecturers’ perceptions about their aptitudes and their attitudes are higher than the students’ perceptions. Faculty representatives believe that untenured lecturers have a better attitude and aptitude than the tenured lecturers. A third part of lecturers have achieved one of the required criteria in research development. Students from biological sciences are more satisfied with their lecturers and the competence development that they receive than the students from social sciences or engineering. Understanding the likely implication of the variables, aptitudes, attitudes and professional development, on the quality of teaching and learning is fundamental for the design and carrying out of educational reforms.