The implementation of Lesson Study (LS) varies considerably across countries and institutions and is still in a phase of adaptation and experimentation. This article explains the result and the process of a school-based initiative endeavor to implement LS at a suburban elementary in Padang, Indonesia. The study involved 13 teachers, the principal and 6 classes of students. The data were collected through observation and interview. They were classified on the basis of three noticeable emerging themes- teacher collaboration, scaffolding, and reflection. The data were analyzed qualitatively. The results of data analysis reveal a promising improvement in these aspects. Implementing school- support LS increased by weaving the concept into practice helped teachers develop their professionalism gradually. It was obvious that the teachers felt more at ease to work collaboratively when they designed the lesson. This also affected their design which showed more meaningful learning activities and challenging tasks. Then, the teachers improved the way they scaffolded the pupils. The content of reflection and the way the results of reflection were conveyed became better. The principal’s support and the teachers’ strong willingness to elevate their quality apparently took an important role. In spite of that, there were some challenges in carrying out collaboration, providing appropriate scaffolding, and doing reflection. Changing the teachers’ common practice to LS apparently needs some adjustment and time.

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.

In our current society, Digital Competence is an essential and basic competence for teachers. The students need trained teachers who know how to use Information and communication technologies (ICTs) and develop them into pedagogy. However, some of them do not know how. This phenomena is called “The generational digital divide”, which occurs when teachers do not have sufficient digital or technological skills or do not adapt to them. This article aims to determine whether the age of teachers has an influence on their knowledge about Information and Communication Technologies. The objective is to detect if there really exists a digital gap between generations, specifically in Dual Vocational Education Training, a kind of education which has been growing in the recent years. To do so, a study with a quantitative and descriptive method has been carried out, with the participation of 1.568 teachers of this training modality in the Autonomous Community of Andalusia. The data were extracted by means of a questionnaire to measure the level of digital teaching competence in Dual Vocational Education and Training schools. The results showed that the level of digital competence shown was medium to low across all dimensions. With regard to the age factor, only the problem-solving dimension was found to be age-dependent.

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.

Cognitive and psychomotor are two aspects that play an important role in children’s development, especially at the pre-school age. This study aims to create and test products in the form of learning methods with song and movement to improve children's cognitive and psychomotor aspects. This research is a research and development using 4D theory from Thiagarajan, Semmel, and Semmel. There are four phases in this research, namely the define phase, product design, product development, and dissemination. Data analysis used in this study was a qualitative and quantitative approach using instruments in the form of questionnaires, product validation sheets, and learning observation sheets. The collected data is then analyzed using two analytical techniques: (1) qualitative data with content analysis techniques and (2) quantitative data analyzed statistically with the help of SPSS. The results showed that this learning method was proven to have a level of validity, practicality, and effectiveness above the standard to improve children’s cognitive and psychomotor aspects.

This research aimed at analyzing the influence of ‘Process Oriented Guided Inquiry Learning’ model assisted by realia media, in which it was to improve the scientific literacy and critical thinking skill of primary school students, especially for the material of energy. This quasi-experiment research used single factor independent groups design. The research sample of this research were fourth grade students of SD Inpres Oeba 2 Kupang City, East Nusa Tenggara Province, of which students were in the academic year of 2019/2020. The technique of sample collection was carried out purposive sampling for 2 classes. The IVA class was used as the experimental class (POGIL model assisted by the realia media), in which it consisted of 30 students and the IVB class was used as the control class (expository learning) that consisted of 28 students. The learning was carried out in four meetings. The data of scientific literacy and the results test of critical thinking were collected by means of objective test on the energy material. Multivariate Analysis of Variance (MANOVA) was used to analyze the data using significance level of 0.05. The results indicate that (1) There is a significant difference between the students’ scientific literacy who gain the POGIL learning assisted by the realia media and the students’ scientific literacy who get the expository learning; and (2) There is a significant difference between the critical thinking of students who get POGIL learning assisted by realia media and the students who get the expository learning. It can be concluded that there is a significant difference between the scientific literacy and the students’ critical thinking taught by the POGIL learning that assisted by realia media to the students who use expository learning. Since there is a significant difference, it means that the POGIL learning assisted by realia media has an influence on the students' scientific literacy and critical thinking.

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.

The aim of this study was to identify and classify the student’s concept image and its influence on the reasoning of the problem-solving of the derivative. The research used a qualitative description approach and used eight research subjects. From the answers collected upon the given problems, we obtained several variations of students’ concept images, thus it showed how students’ concept image influenced the reasoning. In order to clarify and classify the characteristic of the obtained answers, we summarized there were three categories of the concept image of the derivative, namely symbolically related to a basic formula of the derivative of a function, limit of the ratio of difference value of the functions, and the properties of the derivative of the functions. Furthermore, our study suggested that each student’s concept image affecting the reasoning of the derivative. In addition, we found some misperceptions in answering the problem and misconception in the use of the basic formula of the derivative of the functions among the students’ answers.

This research aims to describe the expectations of prospective teachers for students' mathematical thinking processes in solving problem-based on the Polya model. This model is perceived by the theory of mathematical thought processes proposed by Mason. A descriptive method with a qualitative approach was used in this research. The research subjects were 25 students from the Department of Mathematics Education, Ibrahimy University. The test was given to collect data related to mathematical thinking processes expected by prospective teachers to students. Collected data including observations, tests, and interviews were tested in the aspect of their validity by triangulation. The qualitative descriptive was used to analyze the data. The results indicated that: (1) The average GPA (Grade Point Average) of the high, medium, and low group prospective teachers' were 93.25; 89.89; and 83.63 with a standard deviation of 1.754 each; 1.054; and 5.370, respectively (2) The prospective teachers expected that the students' mathematical thinking processes were able to carry out all of four mathematical thinking processes based on Mason Theory; (3) The prospective teachers expected that students were able to use Mason Theory on every stage of the Polya model problem solving; and (4) The expectation of prospective teachers were specializing (89%), generalizing (75%), conjecturing (62%), and convincing (59%). The results suggest for following up in a teachers or lecturer’s meeting in order to find out the expectations of their students' mathematical thinking processes, both in mathematics or other disciplines.

This study aims at investigating the impact of implementing digital storytelling as a method to be utilized to help pupils acquire active listening skills and creative thinking skills, including fluency, flexibility, and originality, in the Arabic language classes of the primary third grade. The sample consists of (200) pupils in a mixed-gender type and divides into two equal groups; one is the experimental group, and the other is the control one. Both groups expose to two posttests, the first test is a post active listening test and the second is a creative thinking test; the validity and reliability of these tests have assured. The results showed significant differences in (p ≤ 0.05) between means scores of the control and experimental groups students in the posttest of active listening skills in favor of the students who studied through storytelling. The results also showed that the storytelling strategy affected the experimental group students’ acquisition of one skill of the three creative thinking skills, which is fluency.

Despite being a popular research subject internationally, self-regulated learning is relatively under-investigated in the Indonesian context. This article examined student learning motivation and its use as an indicator to predict student learning strategies in an Indonesian school context. This article applied quantitative research design, with Motivated Strategies for Learning Questionnaire (MSLQ) used to collect the data. This questionnaire was completed by 408 public high secondary students randomly selected from the population in Lampung Province schools, and multiple regression was used to analyze the obtained data. Results show that student motivation and learning strategies were positively and significantly correlated; three predictor variables of student motivation could significantly predict learning strategies; and value components of student motivation best predicted learning strategies. In conclusion, these findings indicate that, when teachers apply learning strategies, such variables as motivation including value, expectancy, and affective components should be strongly considered to be in place. It is hoped finally that the students will be self-regulated learners for their success.

Metacognition in science teaching involves processes that include self-awareness and self-regulation. Metacognition enables the teachers to facilitate student learning and to reflect on their teaching in order to enable themselves to improve or to make any changes to their teaching. In particular, teaching activities, especially in the 21st century, do not merely involve the transfer of knowledge and then applying that knowledge into daily life, but teachers need to reflect, plan and evaluate learning outcomes to enhance further in teaching. This study attempts to gain the perspective and implementation of metacognition skills in teaching science in the primary school classroom. The data was collected through a qualitative research method based on interviews with six science teachers in primary school using semi-structured interview protocol. The interview data were analysed for emerging themes, guided by the research questions. Teachers have a similar perspective of the understanding of metacognition in science teaching. Further discussion focuses on the implementation of metacognition in science teaching. This discussion is divided into three aspects, which are constraints faced, overcoming the constraints, and efforts made to implement metacognition in science teaching. Hence, the understanding of science teachers in regards to metacognition in science teaching is important and gives a positive impact towards teaching and learning in primary science teaching.

This paper adds to writing to learn research by reporting on empirical and conceptual studies on the subject matter but also by speculating on the learning virtues that writing offers besides its function as an assessment tool, namely that it can provide students with an adequate avenue to reflect on their learning. For this purpose, I reviewed 17 studies spanning a 17-year period (2004-2020) and representing both the L1 and L2 contexts. Reviewed studies examined writing to learn in different disciplines and grade levels across countries, including the US, Canada, Turkey, Norway, Spain etc. Later in this paper, I set out to elaborate on thematic patterns if these existed and identify areas where further research may be warranted. Findings indicated that writing to learn is an effective instructional strategy across different grade-levels and disciplines both in the L1 and L2 teaching and learning contexts. Finally, this paper overviews relevant pedagogical implications and future research directions.

The present study aimed to provide a digital story development experience for pre-service science teachers in the “instructional technologies and material development” course and to determine the impact of these experiences on their views on digital storytelling. Simultaneous parallel design, one of the mixed methods in which both quantitative and qualitative data were collected, was used in the study. Quantitative and qualitative findings are presented in different sections and both were interpreted in the discussion section. The quantitative study data were collected from 50 pre-service teachers, while the qualitative data were collected from 16 pre-service teachers. Quantitative data were collected by a survey and the qualitative data were collected in interviews. Descriptive/inferential statistics were employed in the analysis of the survey data. The steps of the analysis, coding, and categorization were adopted in the study for qualitative data. The positive effect of digital storytelling on the 21st-century skills of pre-service teachers was revealed by both quantitative and qualitative data. Furthermore, it was determined that pre-service teachers considered digital storytelling as advantageous since it provided meaningful and permanent learning, was fun and motivational; however, it also had disadvantages since it was time-consuming and required technological knowledge. It was revealed that they experienced certain difficulties in scriptwriting, finding the related images/videos and photographs, and finalizing the recording, and they considered that most, if not all, topics in the science course were suitable for digital storytelling. For pre-service teachers to acquire 21st-century skills, digital storytelling should be employed in several courses including the teaching practice course, and pre-service teachers should gain experience in preparing the students for digital storytelling.

The research explores the narrative inquiry of Indonesian teachers who are assigned to teach in remote areas. The research was conducted from 2019 until 2020. The teachers, in this case, are considered ethnographers because they try to recognize and enter remote island areas that have not been recognized. During this time, in the education context, narrative inquiry is more focused on teacher identity, teaching, curriculum, assessment, and counseling. In terms of narrative inquiry, the teacher as an ethnographer is very interesting to be studied, because it can provide ethnographic insight into the teacher’s perspective. The research used qualitative methods supported by ethnographic studies and involved 21 participants. Data analysis techniques used were the stages of identification, classification, reduction, and verification. The interview used was unstructured. The results show that the teacher as an ethnographer learned the local language in the early stage. The second stage is understanding the cultural situation of the local community. The third stage is the contribution of the teacher to the local community in the education context.

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 aims to determine the effectiveness of the IPA KIT teaching aids for earthquakes science KIT in improving students' collaboration skills and creative thinking. The design of this research is a quasi-experimental research with a stratified random sampling technique. This study involved two classes, namely the experimental class (n = 32) and the control class (n = 33) with a pretest-posttest control group design. This research was conducted at SMP Negeri 5 Depok. The statistical analysis used to test the research hypothesis based on the pretest and posttest scores is the normality test, linearity test, homogeneity test, correlation test, effect size, and MANOVA test. The results showed that the use of IPA KIT teaching aids for earthquakes was more effective in improving students' creative thinking skills and collaboration. Therefore, teachers are advised to use the earthquake science KIT teaching aids for earthquakes to improve the creative thinking skills and collaboration of junior high school students.

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.

The purpose of this study was to identify how the leadership training programme based on the acmeological approach for the Master’s students influences the students’ emotional stability and how that programme was perceived by graduates. The study used both qualitative and quantitative methods to yield data. The dimensions of emotional stability such as behavioural self-awareness, communication and conflict management, emotional and behavioural self-efficacy, adaptability, and self-programming of a positive mental attitude were used as variables in the study. Three qualitative and quantitative tools were used in the study. Those were the adapted and modified Emotional Stability Scale in the leadership context, the focus group interview, and the Linguistic Inquiry and Word Count software. The IBM SPSS Statistics (25.0.0.1) was used to compute the yielded data. The study found that the train-the-trainer leadership programme entitled “Crisis-driven Leadership” based on the acmeological approach fostered a statistically significant improvement in the Master’s students’ emotional stability. Moreover, the graduates perceived the programme positively and could more or less accurately explain how it enhanced their experience. The study upgraded the concept of leadership training by focusing on the development of the students’ emotional stability. The latter was trained using the combination of the age psychology and cross-disciplinary games (gamified activities, simulations), online and offline personality-development-purpose learning, a project method, collaborative learning technologies. It increased substantially the effectiveness of both development of the students’ emotional stability and leadership training. The study has brought a new psychological perspective to developing emotional stability in the students aged 20-22.

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.