Transcript Based Lesson Analysis (TBLA) is a transcript-based learning analysis method developed at Nagoya University, Japan. This new method is believed to justify the success of instructional design planned by the teacher. So far, the success of learning design has been reflected in student learning outcomes, even though the learning outcome data are not sufficient to provide an overview of the actual classroom conditions. This study aims to analyse the communication patterns in learning Chemistry using the TBLA method. This research is a descriptive qualitative study that analysed the lesson of Chemical Bonds and Carbon Atoms Characteristics, which were conducted in two Senior High Schools in South Kalimantan, Indonesia. The data were collected using observation and documentation study. The lessons recorded using cameras and camcorders devices were transcribed and analysed using the Excel program based on the number of words spoken by teachers and students and the frequency of keywords in learning chemistry. The data were transformed into graphs. The results showed that analysis using TBLA provided integrated information about communication patterns and classroom quality. In these two classes, communication pattern occurs in Chemistry learning was teacher-student interaction only. The multi-ways transactions pattern has not occurred. The low quality of teacher questions and the incomplete deep learning phase in learning chemistry caused the expected multi-directional transaction communication has not been conducted. The result implies that TBLA is an effective tool to reflect on teacher practices and improve their teaching process for better instructional practices.

The coronavirus disease (COVID-19), which affected the whole world and caused millions to be locked at their homes, brought many difficulties in domestic life. Especially, women are the leading group that has been affected the most negatively due to the workload during the days staying at home and experiencing the constraints of traditional roles. In this study, in which descriptive phenomenology analysis was used, the aim was to reveal how mothers working as psychological counselors in schools experienced motherhood during the days staying at home during the epidemic, and how their professional skills reflected on their role as mothers. In this study, in which the criterion sampling was used, semi-structured interviews were conducted with 15 mothers who are school psychological counselors and could not continue their work since schools shut down during the pandemic. The data were analyzed by Giorgi’s descriptive phenomenological method. Analysis results revealed six main themes that define the experiences of the participants: adaptation to the new order, parenting codes, introspection during the pandemic, distribution of parenting roles, professional reflections in motherhood, and complex motherhood experiences. It is believed that the results obtained from this study conducted with psychological counselor mothers will contribute to parenting practices and to the content of in service trainings for school psychological counselors.

This paper explores misconceptions and errors (M/Es) of eighth-grade students in Nepal with a quasi-experimental design with nonequivalent control and experimental groups. The treatment was implemented with teaching episodes based on different remedial strategies of addressing students' M/Es. Students of control groups were taught under conventional teaching-learning method, whereas experimental groups were treated with a guided method to treat with misconceptions and errors. The effectiveness of treatment was tested at the end of the intervention. The results showed that the new guided treatment approach was found to be significant to address students' M/Es. Consequently, the students of experimental groups made significant progress in dealing with M/Es in mathematical problem-solving at conceptual, procedural, and application levels.

The primary purpose of this research was to determine the effect of principal instructional leadership behavior on several determinants: organizational commitment, efficacy, and teacher satisfaction through school health. Five instruments that had been used are the principal instructional management rating scale (PIMRS); organizational health inventory for elementary schools (OHI-E); online course questionnaire (OCQ); teacher satisfaction scale (TSS); teacher efficacy scale (TES). All of these instruments had high validity and reliability; with Cronbach’s alpha values of each was PIMRS (.83), OHI-E (.81), OCQ (.80), TSS (.86), and TES (.79). A total of 350 public primary school teachers in Surakarta had been selected as respondents in this study with satisfied random sampling. AMOS software version 6.0 is used to analyze CFA and SEM. The results of SEM analysis to the structural model built by the researcher was good, with Probability = .001; RMSEA = .043; GFI = .941; AGFI = .907; CMIN/DF = 1.522), so the relationship between the variables in the constructs was interpreted; (1) The Principal instructional leadership behavior had a significant direct influence on the school health, (2) The school health parameter had a significant direct influence on organizational commitment, efficacy, and teacher satisfaction, (3) The principal instructional leadership behavior did not have a significant direct effect on organizational commitment, efficacy, and teacher satisfaction through the variables and school health.

Creative thinking skills are 21st century learning needs that can be applied through the Scientific Reading Based Project (SRBP) model. The purpose of this study is to empower creative thinking skills through SRBP models in science learning in elementary school teachers’ education students. This research is mixed research with qualitative and quantitative approaches. Qualitative research is used to explore students' creative thinking abilities. Quantitative research uses a quasi-experimental approach carried out for six months on the candidates of elementary school teachers’ education. Participants in this study were the candidate of elementary school teachers’ education of 75 people who took the Basic Concept of Science subject. Data collection in this study was through observation, documentation, pre-test, and post-test with essay questions to measure creative thinking skills. The final result of the project is the final product to measure creativity. The data analysis used was an ANOVA test to measure every aspect of creative thinking skill. Qualitative analysis was used to describe the learning process and the final project of creativity. The results showed that there was an increase in creative thinking skills from aspects of flexibility, elaboration, fluency and originality. The SRBP model has a positive effect on improving the ability to think creatively.

Online English comic is one of reading material that can be used by students. Students should be triggered by interesting and understandable reading material to increase their reading motivation and English proficiency. The objective of this study is to discuss the benefits of online English comics as reading materials and to discover the applications and websites that are usually used by students to read online English comics. This study applied the descriptive qualitative study supported by interviews as a data-gathering technique. The results of this study showed the benefits of online English comics as reading materials. Those are adding language knowledge such as vocabulary and grammar, enhancing reading comprehension, building critical thinking, increasing creativity, and developing reading motivation. The second finding is about the applications and websites to read English comics that students prefer to read. There are some applications and websites that are usually used by students to read English comics. The applications are Webtoon and Ciayo Comic, and also the websites include Mangakakalot.com, Mangareaderapp.com, Mangazuki.info, and Mangapanda.com.

This study aims to present the potential of Participatory Action Research (PAR) to bring together the experiences of teachers and researchers with the intention of improving teaching practices and students’ learning outcomes. Participants in the study were 7 teachers, their 160 fifths grade students, and researchers (authors). Teachers and researchers participated as partners in all collaborative activities during the period of 12 weeks.  All teachers assisted by the researcher (first author) who serves as a teacher at the same school, were involved in implementing the reciprocal teaching method (RTM) in math classes. They examined each step of the implementation of this method in order to investigate whether it has an impact on student achievement in solving mathematical word problems. Teachers observed the work of students in their classes, whereas in the joint meetings they discussed occasional ambiguities as well as issues that were most challenging for them and their students. The results showed that there was a significant improvement of the students’ results in the post-test of the mathematical word problems. The analysis of teachers' reflections highlights the benefits of collaboration within the PAR project, both for students and teachers. The study suggests that the PAR model can be used effectively within school settings as a research model, and as a pedagogical practice.

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.

The primary purpose of this article is to analyze how the origin of the Cold War is represented in Turkish history textbooks for general secondary school education for the twelfth grade. The author examined three history textbooks, which are only approved by the Ministry of National Education (MoNE) for teaching the course of Contemporary Turkish and World History. This research applied content analysis, including narratives and visual interpretation of the origins of the Cold War, and also the events regarding the emergence of Soviet Bloc and Western Bloc in high school history textbooks in Turkey. Findings indicate that treatments of the origin of the Cold War in Turkish history textbooks are remarkably similar in many ways. The traditional approach of the origin of the Cold War, which depicts the Soviet Union as an aggressive power whose primary purpose was to expand Communism to the world, constitutes the dominant narrative in Turkish history textbooks. The representation of the United States is very positive. All textbooks underline that the United States played a crucial role in solving many problems in many different parts of the world to prevent the expansion of Communism.

This article presents the findings of an action research study that evaluated the effectiveness of differentiated instruction in the subject of Information and Communications Technology (ICT) in primary education in Greek primary schools. Effective teaching poses a challenge to all educators in all educational levels. The subject of ICT poses multiple challenges to educators due to its applied nature, the limited allocated time and the diverse needs of the students. A differentiated teaching intervention was designed and applied from January to March 2020 to 113 upper elementary students from two elementary schools in Athens. The findings of the research highlight the improvement of the quality of the students’ assessment and the level of students’ active participation due to differentiated instruction. Furthermore, the strategy of flexible grouping, the technique of “thumb it up” cards and the applied differentiated working routine proved to be highly effective. Lastly, the implementation of asynchronous working combined with hierarchical learning activities proved to be challenging to the educator due to its complexity. Based on these findings, the article discusses the importance of further research in the systematic implementation of differentiated instruction in mixed ability classrooms and in multiple subjects.

Many studies have pointed out a proportionate relation between metacognition and reading strategies. This study advances such an understanding by arguing that this relation is comprised of several sub-relations. Metacognitive Awareness Inventory and Reading Strategies Inventory were conducted among 92 English as Foreign Language students at a Vietnamese university. This study highlights 3 major findings. First, metacognition processes do not merely mean “cognition about cognition”. Second, while previous studies tended to portray metacognition as a whole, it is argued in this study that it is constituted by two main clusters (knowledge of cognition and regulation of cognition) which can be further specified into eight sub-components. Third, there seem to be some sub-linearities that underpin students’ metacognition and that influence their uses of reading strategies. These findings are hoped to shed light on preserving spaces and autonomy in curriculum/syllabus development for students to exercise their own metacognition.

The discussion about the loss of nationalism values in the Indonesian migrant workers’ (IMW’s) children in border areas, has become an important issue in the world of Indonesian education. The purpose of this study is to describe the role of Community Learning Center (CLC) in fostering nationalism values in IMW’s children, as well as to reveal the teaching experience and meaning of nationalism from the perspective of teachers at CLC Sarawak, Malaysia. The research uses qualitative method with case study approach that focuses on factors that can foster nationalism of IMW’s children. Data collection obtained through observation techniques, in-depth interviews, and documentation. The results showed meaningful findings according to the conditions in the education system in CLC, as well as socio-cultural conditions that affect every activity in the border area. The first finding indicates that CLC has an important (central) role in fostering the nationalism of IMW’s children in border areas. The second finding shows the fact that teachers are still experiencing some problems in the field, such as; limited access to information and communication, teacher education background, school conditions, limited educational units, learning facilities, and family and social environments. The third finding emphasizes the importance of nationalism for teachers who devote themselves to teaching in border areas, because teachers have a crucial role in transferring knowledge, providing meaningful learning experiences, and fostering the nationalism of IMW’s children.

The Coronavirus disease (COVID-19) pandemic outbreak in the Indonesians nowadays, the public education department established the policy of the online education system to all education levels. Most educators employ an online flipped learning method to support the policy. Research aimed to measure the effect of online based-flipped classroom learning between using Microsoft Team and WhatsApp and student engagement on reading comprehension skills. The research approach was a quasi-experimental model with a 2 x 3 factorial pre-test-post-test non-equivalent control group design. The sample of this investigation was early period undergraduates of the management economics study program. Data analysis employed a two-way ANOVA test. The result confirmed that the online flipped learning scheme using Microsoft Team was better than WhatsApp in improving student engagement and reading comprehension skills. We advise English lecturers to apply better online media services, pay attention to the completeness of the learning features and train their competence in implementing distance learning to use compatible synchronous flipped classroom teaching based on internet technologies.

Problem-solving is considered one of the thinking skills that must be possessed in 21^st-century education because problem-solving skills are required to solve all problems that arise. The problem-solving stages that can be used are Polya's four steps, namely, understanding the problem, devising a plan, carrying out the plan, and looking back. Problem-solving skills are essential for solving word problems. Word problems based on arithmetic operations are divided into three types: one-step, two-step, and multistep. This qualitative research aimed to see problem-solving skills viewed from the type of word questions and elementary school students’ third, fourth, and fifth grades. A purposive sampling technique with 22 third-grade students, 28 fourth-grade students, and 21 fifth-grade students was used. The data were collected using documentation, testing, and interview methods. The findings of the study showed that fourth-grade students’ problem-solving skills are better than those of third-grade students, and the problem-solving skills of fifth-grade students are better than those of fourth-grade students. The percentage of Polya's steps always decreases because not all students master problem-solving. Based on the types of questions, the percentage of the one-step word problem is better than that of the two-step while the percentage of the two-step word problems is higher than that of the multistep.

This study aims to measure the effectiveness of “multiplex teaching method” in mastering vocabulary for deaf students. Multiplex teaching method consists of picture language, sign language, printed-word language, written language, and spoken language. The research was designed as a single subject research (SSR) with baseline, intervention, and maintenance phase (A-B-A’ design). The research subjects consisted of two deaf students in special school of SLB Bhakti Luhur Malang, Indonesia. In addition, a special education teacher and an observer were involved in this study. The intervention instrument comprised five lesson plans (LP), each containing a vocabulary of four words. The data were analyzed using intra-condition and inter-condition graphical inspection with a focus on data stability, trends, and score changes. The effectiveness was determined by the Percentage of Non-Overlapping data (PND). The change of score from A'/A achieved by Subject-1 was 7.86 points, while Subject-2 obtained 7.68 points. Subject-1 obtained an average PND B/A of 100% and average PND A'/B of 82.5%. Subject-2 achieved an average PND B/A of 99% and PND A’/B of 90%. Thus, multiplex teaching method is very effective in helping deaf students master vocabulary.

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.

Teacher professional development (TPD) is an important component of enhancing student learning and school education quality. Vietnamese Ministry of Education and Training is reforming education, including curricula, teaching methods, and textbooks. Many requirements have to been done to effectively implement the reform, and TPD is considered a significant contribution. Using data from an in-depth interview with the principal, teacher questionnaires, and school policy-related documents, this qualitative case-study research in a selected high school for gifted students in Central Vietnam aimed to find out how TPD had been implemented in response to education reforms in Vietnamese high schools. TPD was widely perceived and respected by the principal and teachers in this case study, and these positive perspectives were transferred into practice with numerous effectively employed TPD strategies at this high school for students’ enhanced learning and achievements.

Coronavirus disease (COVID-19) Pandemic changed education conditions worldwide forcing all the parties involved to adapt to a new system. This study aimed to collect information related to the effects of teaching English online on English as a Foreign Language (EFL) students’ achievement. Data were collected from EFL teachers and students enrolled in three different Ecuadorian Universities (Technical University of Ambato, Higher Polytechnic School of Chimborazo, and University of Cuenca) from five different levels: A1, A2, B1, B1+, and B2. This preliminary paper reports the results of 480 students regarding four major sections: pedagogical practice and assessment, learning outcomes, affective factors and perceptions of students about the advantages and disadvantages of online learning during the pandemic COVID-19; considering the Hierarchy of online learning needs of Justin Shewell. An online survey questionnaire with 17 questions and a 5-point Likert scale was applied. The Cronbach's Alpha test presented 0.84 and 0.73 level of reliability. The Kolmogorov Smirnov’s statistic and, the Kendall's Tau_b tests, and the Levene's test for homogeneity of variances were performed with the SPSS statistical program. The results made evident that online learning affects academic achievement in EFL students during the COVID-19 pandemic, which was confirmed after analyzing four main areas: pedagogical practices and assessment, learning outcomes, affective factors and students’ perceptions about the advantages and disadvantages of online learning. The importance of online learning was highlighted since it has been understood as a tool to face the emergency produced by the COVID-19 pandemic.

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 purpose of doctoral education is not only to produce a thesis but also to develop graduates who are highly competent in research, publications and the norms and values of being a researcher. Only a handful of studies have examined early-career academics’ perceptions of doing research at the doctoral level. This exploratory qualitative study sought to fill the gap and contribute to understanding of factors contributing to early career academics’ research capability development. Semi-structured interviews were used to explore in-depth the issues concerning research, publication, supervision, and networking among early career academics. The data were collected from 19 early-career academics in the first year of their career, who are attached with different universities and in different disciplines in Malaysia. The findings from the thematic analysis identified that supervision, individual’s participation in scholarly research activities, and institutional formal learning supported the development of the participants’ research capabilities. Although the PhD programme lay emphasis on independent learning, it should be seen as a process that occurs in phases; hence, the research courses offered and support from the supervisor are important to assist the transition to becoming an independent scholar. Based on the findings of the study, it is recommended that universities be more sensitive to the demands and expectations of academic career so that the PhD programmes offered do not merely focus on research but also develop the skills required of future academics at university.