This study aims to produce e-modules based on valid and appropriate local wisdom in the Central Learning Model at kindergartens in Jambi. The product of this research is realized in the form of an electronic module using 3D Pageflip Professional software to determine the feasibility of e-modules as well as knowing the teacher's response to e-modules based on local wisdom in Central Learning Model at kindergartens in Jambi city. The type of this research is developing research that refers to the ADDIE model. After the e-learning module was created, the e-learning module was validated by the expert. Validation was carried out by two material experts and an e-learning module expert until the e-learning module is declared feasible. After the e-learning module has been validated and revised, a trial was then conducted by the respondent to see the perception results. The developed e-modules are stated in the valid category based on the results of the validation of the e-module material and the e-module design which obtains excellent criteria. The results of the questionnaire perception of 62 respondents (lecturers, teachers and students) on e-modules showed an average rate of 83% which is included in the excellent category. These results indicate that the e-module developed in this study is very feasible to use. E-Modules developed in this study are highly recommended for use by Lecturers, Students, and Teachers in the major of Early Childhood Education.

The current study aimed to adopt and assess the psychometric properties and measurement invariance of Grit-S among Omani and American students (N = 487) using Exploratory Factor Analysis (EFA) and Multi-Group Confirmatory Factor Analysis (CFA). The scale’s construct validity was estimated by investigating its associations with achievement goal orientations (AGOs). EFA results suggested that a two-factor solution (i.e., perseverance of effort [G_PE] and consistency of interest [G_CI]) was the best factorial structure, explaining 47.74% and 51.02% of the variance in the Omani and American samples, respectively. The factors had good reliability coefficients in the two samples. Related to the intercultural differences, G_PE explained more variance among Omanis (31.02%) relative to American sample, whereas G_CI explained a larger proportion of variance among Americans (36.86%) compared with Omani sample. The first level of measurement invariance, configural invariance, was not supported, necessitating the investigation of the other levels of measurement invariance using a new sample. Grit correlated positively with mastery and performance-approach goals (r = .29 and .12, respectively) and negatively with avoidance goals (r = -.25), supporting the scale’s construct validity. These findings showed that Grit-S scale can be used as valid and reliable assessment tool to assess student interest and perseverance in the academic context in Arabic/Omani and American cultures.

The purpose of this study is to investigate the level of anxiety in learning Chinese, discover the dominant factors of anxiety in learning Chinese language and analyze differences in Chinese language anxiety based on gender, year of study and HSK in foreign students in Wuhan, China. The research method used was quantitative using a survey approach. There are 250 foreign students as the samples, consisting of 108 male and 142 female students. The data collection technique used is questionnaire called CLAS (Chinese Learning Anxiety Survey) adapted from FLCAS (Foreign Language Classroom Anxiety Survey). The data were analyzed using SPSS with descriptive statistical techniques and Multivariate Analysis. The results showed that Chinese language anxiety among foreign students is on a moderate level, with communication anxiety as the most dominant aspect. The male and female students have the same anxiety level in learning Chinese. The foreign students who had longer duration of learning Chinese and had higher HSK tend to have lower level of anxiety in learning Chinese. This showed that years of study and HSK were two factors that determine the high or low level of anxiety in learning Chinese for foreign students.

The industrial revolution era 4.0 has now become a major topic in every country. Various sectors respond quickly to this problem, including education. In response to this, there are several aspects of skills that students must master. One of them is problem-solving skills. One of the aspects that influence the students’ problem-solving skills is the context and problem-based learning model. The purpose of this study is to describe the effect of the model on students' skills to solve physics problems. The research method used is a quasi-experimental research design with non-equivalent control group design. The data analysis technique used Independent Sample T-Test by PASW 18 with a significance 5%. Based on the results of the Independent Sample T-Test can be concluded that there is an effect on the model that was applied with a significant gain of 0,00. The results showed that the context and problem-based learning (C-PBL) model affected the physics problem-solving skills. The C-PBL model is able to improve the students’ physics problem-solving skills, communication skills, the students’ confidence in learning, as well as improving students’ understanding of physics lessons conceptually.

Since the 2008/2009 school year, every primary school in Slovenia has had to prepare its own “school moral education plan” and undertake its moral education activities on the basis of this plan. Although the basic content areas of the moral education plan are prescribed by law, the openness of the legal provisions allows schools to exercise professional autonomy. After a decade of the implementation of moral education plans we conducted an empirical quantitative-qualitative study aimed at analysing them in terms of content. The objective was to determine the extent to which the plans include and how they define the prescribed content areas, as well as the extent to which they include and how they define additional content areas that are not prescribed by law but could be included by schools depending on their individual particularities and the specific challenges of their environment. Data were collected through publications on the websites of a representative sample of randomly selected schools and analysed with a specially prepared instrument. The research shows that upgrading moral education activities through the school moral education plan would require (1) reconsideration and upgrading of the concept, (2) continuous state support for the self-evaluation of schools specifically in this area, and (3) support for schools to gain a deeper professional understanding of current moral education challenges and of forming moral education strategies that differ with regard to the content differences in the reasons for individual moral education challenges.

The purpose of this study was to investigate the effectiveness of the development of motion graphic animation video media in Natural Sciences subjects in Elementary Schools. This study uses a type of Research and Development research with quantitative tests. This study employed the experimental research method involving 27 students in the control group and 27 students in the experimental group. This research was conducted on 5th-grade students in elementary school in 2 different schools. Data collection uses interview methods for preliminary studies, observations and tests to test the effectiveness of animated video media motion graphics. The results of the study showed that there were significant differences between the results of the learning achievement of the experimental group and the control group. As well as motion graphic animation video media, its effectiveness has been tested in improving student achievement, especially the experimental group. Hence, the interactive motion graphic media is effective to be used to improve the students’ knowledge in the science subject of the fifth graders.

The aim of this study, in which one of the qualitative research approaches, the case study design, was used, was to remedy reading problems and develop reading skills in a fourth grade primary school student with sound, syllable and word recognition exercises. The study covers 38 lesson periods in the autumn term of the 2018-2019 academic year. For developing reading skills, the strategies of “prior listening to the paragraph”, “repetitive reading” and “word repetition” were used. For determining reading errors, the “Error Analysis Inventory” was used. Data were obtained by means of observation and document examination. In the study related to determining reading status, it was established that the student had made errors such as repetition, syllabication, omission, addition and failure to notice punctuation marks. Based on the data obtained, first of all, sound, syllable and word recognition exercises were conducted with the student, and then reading exercises were carried out with texts selected to suit the level of the student’s Turkish course books and story books. Analyses were performed by taking audio and video recordings of all exercises. As a result of the intervention, the student’s desire to read increased, he began to read out loud, he began to identify sounds that he previously did not recognise or confused, and improvements in his reading skill were observed.

The vision that we will present is not intended to be exhaustive or totalizing, although it does attempt to highlight the most significant aspects that characterize it. It is a reflection of more than twenty years of work in the educational field, at different levels and with different functions, it is also the result of personal evolution, and how she will be subject to evolution. Comparing media studies with the 19th century, it seems that media has conquered an essential position in every individual's life. This study meets the requirements of a growing pool of traditional and non-traditional students, including teachers, who find education as an important aspect for jobs in the modern age of information and technology. This research will utilize the literature which has been published already, including quantitative as well as qualitative measures. Past papers were selected, which were published in different areas. Comparing with other empirical research, the first phase of the procedure of the study is to collect the data The study is to identify the teachers and learner's characteristics such as affective, cognitive, and social factors which causes an impact on learning and teaching enhanced environment in media studies.

Methods of education in schools should promote students' activeness, self-awareness, initiative and creativity; be suitable with the characteristics of each class and subject; foster self-study methods, ability to work in groups, practice skills to apply knowledge into practice, and impact emotions to bring joy as well as excitement to students. Experiential education is a method of teaching and meets the above requirements. In fact, experiential activities are closely related to teaching and educational activities in schools, in order to create an environment for learners, associate theory with practice, and unify awareness with action and learners, and have the opportunity to experience their own behavior. The main purpose of this study was to evaluate the performance of activities through experience in solving problems about the equation of a circle and investigate students' attitudes as well as beliefs in such activities. The experimental class included 30 10th grade students and was taught by experiential learning model, while the control class also had 30 students and was taught in a conventional way of teacher’s guidance. Both quantitative and qualitative methods were used to analyze and evaluate the collected data. The results showed that the experimental class achieved better mathematical results than the control class as well as had a positive learning attitude, showing interest in the learning topic.

The purpose of the study was to examine and evaluate the impact the “flipped classroom” model-based learning environment accompanied by multimedia-based textbook entitled “Ukrainian language (for professional purposes)” provides for the language proficiency and learning styles of the university students majoring in language and literature teaching. A multimedia textbook “Ukrainian for Special Purposes” was designed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, a 2X2 split-plot design was used to analyze the quantitative data and the two-way ANOVA for Mixed Measures was used to designate the main effects for column and row factors and their interaction effect related to the efficacy of the experiment. Textalyzer software was used to process the students’ responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching Ukrainian for specific purposes to other majors, such as: Psychology, Educational Management, etc. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the “flipped classroom” settings to deliver the language course to the students majoring in literature and language teaching.

This article analyzes the impact of the Information and Communication Technologies (ICT) on students with Down syndrome through the consult of scientific articles published during the 2008 to 2018 period, in five scientific journal databases utilized in the academic world. Through a descriptive and quantitative methodology, the most significant bibliometric data according to citation index is shown. Likewise, a methodology based on the analysis of co-words and clustering techniques is applied through a bibliometric maps, in order to determine the fields of scientific study. The results show that articles published have a medium-low index of impact. There are linked with the importance of using ICT with these students, from educational inclusion and accessibility perspective.

The Computer has occupied a comprehensive coverage, especially in education scopes, including in learning-teaching processes, testing, and evaluating. This research aimed to develop computerized adaptive testing (CAT) to measure physics higher-order thinking skills (HOTS), namely PhysTHOTS-CAT. The Research Development used the 4-D developmental model carrying the four phases of define, design, development, and dissemination (4D) developed by Thiagarajan. This testing instrument can give the item test based on the student’s abilities. The research phases include (1) needs analysis and definition, (2) development design (3) development of CAT and assemble the test items into CAT, (4) validation by experts, and (5) feasibility try-out. The findings show that PhysTHOTS-CAT is valid to measure physics HOTS of the 10th-grade students of Senior High School according to 82.28% of teachers and students assessment on PhysTHOTS-CAT content and media. Therefore, it can conclude that PhysTHOTS-CAT can be used and feasible to measure physics HOTS of the 10th-grade students of the Senior High School.

The purpose of this study is to develop an Interpersonal Mindfulness Scale-TR (IMS-TR) for Turkish culture. For the data collection process, four different sample groups participated in the study. To test the construct validity of the scale an exploratory factor analysis was performed. Results suggested a 13-item, two-factor solution as (1) awareness and (2) being in the moment. Two-factor structure explains 50.65% of the variance. A confirmatory factor analysis results showed good fit for two-factor solution. The Mindfulness in Parenting Questionnaire and the Mindfulness in Marriage Scale were used to examine a convergent validity and positive significant relationships were found between the scales. To test the reliability of the scale Cronbach's Alpha reliability coefficient of the overall scale was determined to be .826. To determine the stability coefficient of the IMS-TR, test-retest method was used and according to result there is a positive relationship between the scales. According to all of these results, it can be said that the IMS-TR has a validity and reliability.

This study aimed to describe seven indicators of students’ verbal linguistic intelligence in reading subject. It used a qualitative research method. The subjects of this study were 30 students consisted of 9 male and 21 female students. They took the reading subject in the second semester of the first year. They were given a test of verbal-linguistic intelligence. Seven students were selected to be interviewed because they have verbal-linguistic intelligence and good communication. To find out the validity of the data, the researchers used triangulation of the test results and the results of interviews and triangulation of the second researcher and research assistants. Furthermore, the data were analyzed using the content analysis method which consisted of three steps, they were data reduction, data presentation, and conclusion drawing/verification. The results of the study show that there were seven indicators of verbal-linguistic intelligence of students in reading subject, first, having excellent initial knowledge in mentioning words, second, enjoying wordplay with Scrabble, third, entertaining themselves and other students by playing tongue twisters, fourth, explaining the meaning of the words written and discussed, fifth, having difficulties in mathematics lesson, sixth, their conversation refers to something they have read and heard, and the last, having the ability to write poetry based on personal experience.

The empowerment of metacognitive skills has an important role in increasing the capacity of critical thinking and active control of students' cognitive processes in learning. Metacognitive skills can be enhanced through the implementation of learning strategies involving higher-order thinking. The RQA, ADI, RQA integrated with ADI are constructivistic learning strategies that can accommodate these skills. The researches specifically examining the correlation between metacognitive skills and critical thinking skills at the implementation of RQA, ADI, and RQA integrated with ADI learning strategies are still rarely found. This research is a correlational research, aiming at revealing the correlation between metacognitive skills and critical thinking skills. The data of metacognitive skills and critical thinking skills are collected by using a valid and reliable essay test. The samples of this research are the fourth semester (IV) biology education students programming Animal Physiology course in the 2016/2017 academic year consisting of 109 students. The results of this research show that (1) there was a significant correlation between metacognitive skills and critical thinking skills at the implementation of the four learning strategies, (2) the regression equations analyzed using Anova obtain regression lines (not coincide), and non parallel regression lines (intersected); meaning that there is a difference in the increase rate and magnitude of the critical thinking skills influenced by the four learning strategies. It is expected that the teachers and the lecturers always strive to improve the quality of the learning process through the implementation of active and constructive learning strategies.

Each child has a different personality type of tendency. Personality type is closely related to emotional intelligence. Through this study, we report the analysis results of the effects of personality type tendencies and the application of learning strategies in controlling the emotional intelligence of elementary school students. This study uses the quasi-experimental method with a 2x2 factorial design in data collection. Data analysis used was a two-way analysis of variance (ANOVA) test. Research findings show that students with extrovert tendencies personality are better than students with introvert personality types. The application of inquiry strategies in learning is better at controlling emotional intelligence than the application of expository strategies.

Environmental learning in the 21st century must be contextual and require the ability of Higher Order Thinking Skills (HOTS) to solve environmental problems such as green consumerism. The purpose of this study was to implement an Android-based Supplementary Book of Green Consumerism (SBGC) to improve students' HOTS abilities in environmental learning. The method used experiment with a sample of 144 students in 8th grade of Junior High School. Students divided into 72 students in control classes and 72 students in experimental classes. The treatment given was in the form of using SBGC in the experimental classes. The results showed that the students HOTS score increased significantly in the pre-post test in the experimental class or when compared to the control class. Increased in the experimental classes from a score 15.7 (very low) to 32.73 (low). Meanwhile, when compared between the experimental classes with a score 32.73 (low) and control classes with a score 25.25 (very low). This showed that SBGC is easy to understand. SBGC is also interesting so that makes students become active in learning. The conclusion of this study was that SBGC can increased students' HOTS in environmental learning.

This research study presents the PGBE model for teaching and learning percentages with students of Grade 7 when their cognitive development enables the conceptual understanding of percentages as proportional statements, and offers the possibility for more effective matching of them with fractions and decimal numbers. The abbreviation PGBE presents the interrelation of the poster method and three instructional models through which different types of students’ mathematical knowledge about percentages can be built. Hence, P stands for the poster method through which the recognition of students’ previous knowledge about percentages can be done, G represents different grids that can be used for building concrete type of knowledge about them; B signifies the bar model for developing students’ proportional understanding of percentages, and E represents the extended bar model for fostering students’ principled-conceptual understanding of percentages. The effectiveness of the implementation of the PGBE model is assessed by organizing two cycles of piloting and conducting the experimental method with 263 students of ten Grade 7 classes. The results of the study show that the implementation of the PGBE model has had an impact on the learning of students, stimulating an in-depth learning and a long lasting knowledge about percentages for this cohort of students.

Stress is inevitable in the world of teaching and practicum training and therefore, student teachers naturally incur a certain level of stress due to the demands for them to use various knowledge and skills in real school and classroom environment. Hence, practicum stress needs to be addressed accordingly. The central focus of this study is using a partial least square-structural equation modeling to explore the inter-relationships among the student teachers’ personal resources to mitigate practicum stress. A sample of 200 student teachers selected by purposive sampling from teacher education institutions in Sabah, Malaysia was used in this study. This study collected data via survey methods using a questionnaire developed from several existing scales. Findings showed that emotional intelligence, self-efficacy, and subjective well-being were able to explain resilience with good predictive accuracy and relevance but poorly for practicum stress. These findings were suggestive of the need to include additional constructs to explain perceived practicum stress better in future exploratory research.

The advancement of information and technology resulted in the change in conventional test methods. The weaknesses of the paper-based test can be minimized using the computer-based test (CBT). The development of a CBT desperately needs a computerized item bank. This study aimed to develop a computerized item bank for classroom and school-based assessments. A research and development method is used in this study, which consisted of four phases, i.e., planning, item development, system development, and field testing. Data is collected through documentation, expert judgment, and field testing. The data were analyzed using descriptive statistics and item response theory. The sample of this study was teachers and high school students in West Sumatera province selected using purposive random sampling techniques. The results of the study are as follows. 1) The computerized item bank has excellent quality based on expert validation. 2) There are 120 items inputted into the item bank system that has a moderate difficulty and good discriminant index based on item response theory. 3) The field testing indicated the computerized economics item banking has high effectiveness of usability, usefulness for the teachers, and feasible for classroom and school-based assessment.