The study of character becomes a very important discussion in the 21st century. So that the integration of character values is very important both in the process and in educational assessment. The purpose of this study was to test the validity and reliability of the character assessment instrument for 21st-century high school students. The research approach used was quantitative with a sample of 200 high school students. Data analysis carried out includes validity and reliability tests. The test results of the instrument showed that the construct of the student character assessment instrument was declared valid and reliable. The content validity test shows the value of Aiken's > .80 in the high category. In the construct validation test with EFA, all variables have a loading factor > .5. In the CFA test, the model is declared fit with the estimated standard loading value of .40 and the t-count value > 1.96. Meanwhile, while in testing the reliability of the instrument obtained composite > .70 Cronbach's Alpha reliability > .70 which means reliable. So that this instrument is declared valid and reliable to measure the character of students in high school.

Technological tools are means by which online teaching could encourage the engagement of students, especially elementary students. The present research studies how elementary teachers develop their use of technological tools in their asynchronous and synchronous online teaching, specifically when this online teaching occurs during emergency education. The research was conducted in the academic year 2019/2020. We interviewed two elementary teachers, where one of them taught asynchronous lessons more than synchronous, while the second taught synchronous lessons more than asynchronous. We analyzed the data using two frameworks: one for interaction type and one for engagement type. The research results indicated that different interaction types influenced teachers’ decisions to use technological tools. In addition, what concerned the teachers’ use of tools at the beginning was the cognitive engagement, but they advanced towards focusing on behavioral and the affective engagement.

The onset of the Coronavirus disease COVID-19 crisis has forced pedagogical institutes to adopt online teaching/learning as an urgent strategy to cope with the pandemic. Utilizing the theories of social capital, knowledge sharing, and mobile learning constructs, this research aims to investigate the association among these constructs in one of the higher education institutes in the context of developing countries. Additionally, to improve our understanding of the mediation effect of mobile learning on this relationship, the author used the structural equation modeling technique to analyze the data from questionnaires administered to undergraduate students attending classes during the pandemic. Results revealed that the relationship between social capital factors and knowledge sharing is significantly positive. Results also showed that there is a partial mediation to back up the correlation of social capital factors and knowledge sharing.

This study investigated student teachers’ teaching self-efficacy level and factors that predict it (using five-factor mentoring model). Two hundred and ten third and fourth-year student teachers (N=100/N=110; 93.8% females) were involved in the study and asked to complete a self-report questionnaire. The “Mentoring for Effective Primary Teaching” instrument and “Teachers' Sense of Efficacy Scale” were used to collect the data. Findings indicated that higher levels of student teachers' self-efficacy are positively associated with the level of mentoring experience during the teaching practicum. The results found that fourth-year students reported significantly higher levels of teaching self-efficacy than third-year students. This study reported that there is a significant mean difference in student teachers’ self-efficacy beliefs in terms of having parents in the teaching profession. A multiple regression found that mentor teachers’ personal attributes are the best predictor of student teachers' teaching self-efficacy beliefs.

The purpose of the study was to determine whether emphasising the managerial domain of the preservice preschool teachers’ curriculum is capable to improve their management and leadership skills. This study used the mixed-method methodology that combined the exploratory design and the experimental design. It included three basic phases such as feasibility assessment of making changes to the curriculum, intervention, and controlled observation, followed by the analytical phase. It was proved that the university curriculum upgraded the training approach by using the guided interim directorship. This change addressed the Professional Standard requirements for the preschool heads as well as job requirements. The intervention produced a positive shift in students’ skills of micromanagement, long-term planning, communicating vision, emotional control, and mentoring. There was a shift from the basic level of management skills before the intervention to the intermediate level of the skills after the intervention. The number of students with a superior level of skills increased by 11.54% as well. The students’ comments concerning the integration of the managerial component into the curriculum were complimentary. The observers’ reports suggested that they appreciated the students' work which was the outcome of the updated curriculum.

The learning management system (LMS) is a crucial component of the e-learning transformation which is becoming more urgent amid the Coronavirus disease (COVID-19) outbreak. The issue of adopting LMS is even more decisive in developing countries, where lots of efforts have been put out to broaden educational opportunities. However, there has not yet been any comprehensive analysis of how LMS-related issues are examined in these countries. To address this gap, this study uses the bibliometric method to construct an overview of research on this topic. The results unveil the distribution of the literature, prominent actors, and dominant themes in the literature of LMS in developing countries. In summary, the topic is a robustly potential research matter. Future researchers can use this study as a starter when investigating relevant subjects.

Prospective teachers facing the 21st century are expected to have the ability to solve problems with a computer mindset. Problems in learning mathematics also require the concept of computational thinking (CT). However, many still find it challenging to solve this problem. The subjects in this study were twenty-one prospective mathematics teachers who took number theory courses, and then two research samples were selected using the purposive sampling technique. This study uses a qualitative descriptive method to describe the thinking process of prospective teachers in solving Diophantine linear equation problems. The results showed that the first subject's thought process was started by turning the problem into a mathematical symbol, looking for the Largest Common Factor (LCF) with the Euclidean algorithm, decomposition process, and evaluation. The second subject does not turn the problem into symbols and does not step back in the algorithm. The researcher found that teacher candidates who found solutions correctly in their thinking process solved mathematical problem used CT components, including reflective abstraction thinking, algorithmic thinking, decomposition, and evaluation. Further research is needed to develop the CT components from the findings of this study on other materials through learning with a CT approach.

This review explores research into the effects of collaborative learning interventions on critical thinking, creative thinking, and metacognitive skill ability on biological learning. The search was conducted from 2000 to 2021. We found 36 critical thinking studies, 18 creative thinking studies, and 14 metacognitive skill studies that met the criteria. The results showed that collaborative learning influences large categories (ES=4.23) on critical thinking, influences large categories (ES= 7.84) on creative thinking, and influences large categories (ES= 8.70) on metacognitive skill. The study's findings show that collaborative learning interventions have the highest impact on metacognitive abilities. Based on these findings, we provide insights for education research and practitioners on collaborative learning interventions that seem to benefit the empowerment of high levels of thinking at various levels of education to be combined with various other interventions in the future. The type of intervention, level of education, materials used, and study quality criteria were included in the study.

Character education is urgent in passing down the ethical and moral values in the cultured community life. The local cultural values are a source of ethics and moral education for elementary school students. The school keeps taking an essential role in cultivating the local values through online character education during the COVID-19 pandemic. This study aimed to analyze the effect of implementing online integrated character education and parental engagement in local cultural values cultivation outcome. The method of this study used an exploratory sequential mixed method design. Collect qualitative data using interview forms, observation, documentation, and quantitative data using questionnaires and portfolios. Qualitative data interpretation used content analysis, and inferential analysis used multiple linear regression. Results revealed that parental engagement, teachers’ performance, and online learning obstacles affect local cultural values cultivation outcome in character education partially and simultaneously for sixth-grade students in Padang City. We suggested teachers improve character education management based on local cultural values by building good synergy and collaboration between them and parents to cultivate noble character behavior among students.

The article discusses the topical issue of a model of digital competencies for a future teacher. The analysis of the composition and structure of the most relevant models of digital competencies of a citizen and a modern teacher is carried out. In addition, the article reveals approaches to the formation of the content of digital competence, and provides the results of an empirical study, which consists in analyzing the results of a survey of practicing teachers and teacher-training students in order to identify the most demanded digital competencies of a future teacher. The article substantiates the authors’ content of the competence of a future teacher, a university student. The purpose of this article is to develop a theoretical model of digital competence of a future teacher, taking into account the dynamic technologisation of the modern world and the peculiarities of Russian education, based on an analysis of approaches to determining the content of its digital competencies. According to the analysis of studies, the issue of teachers’ digital competence is not sufficiently disclosed. Numerous studies on digital competencies of a person, teacher, etc. do not fully solve the problem of assessing the digital competence of future teachers.

This study was conducted following the initial stage of the transition to distance education necessitated by the onset of the COVID-19 pandemic and meeting the various challenges that came with it. At this point, countries and teachers have gained experience in preparing and delivering online education. Therefore, the study aimed to identify the beliefs of primary school mathematics teachers about teaching in synchronous virtual classrooms. It adopted a mixed methods approach, following a convergent parallel design. The overall study sample comprised 410 male and female teachers. A questionnaire was used to collect quantitative data across three dimensions (teaching efficiency, employing the philosophy of active learning, mathematical achievement). There were 31 items (verified for validity and reliability) comprising statements measured using a five-point Likert scale, together with open-ended options for further elaboration. In total, 130 teachers completed the questionnaire. Interviews were conducted with 10 teachers to collect qualitative data. The results show means in the range 3–5.75 for agreement with statements concerning the beliefs of mathematics teachers about teaching in virtual classrooms in the following order of importance: teaching competence; mathematical achievement; employing the philosophy of active learning. The study also found no statistically significant differences attributable to the variables of gender, qualification, or teaching experience, and also that many factors are considered to affect teaching in synchronous virtual classrooms related to the teacher, the family, and the student.

In all years of the Program for International Student Assessment (PISA) in primary mathematics education, Finland ranked in the lower places (44-61) in the dispersion index (the difference in scores between the 95th percentile and the 5th percentile), while Israel ranked in the upper places (1-3) in the same index. In the last PISA test, Israel ranked first (among the 78 participating countries) in grade differences, while Finland ranked 61st. The score for dispersion in Israel is 356 points, the highest among the countries and economic entities of the Organization for Economic Cooperation and Development (OECD). Based on these results, this comparative study between Israel and Finland was conducted to investigate the most important sociological factor in the Pisa test that influences most student achievements in mathematics in Finland and Israel, as well as the reasons for the differences in achievement between mathematics scores. The results of this study show that the differences in achievement in Israel are due to students' socio-economic status and the sector. In contrast, Finland's first sociological factor influencing student performance is socio-economic status. Nevertheless, it has a more negligible influence than in Israel. The second factor is student motivation.

A socio-scientific issue is one of the learning techniques used today, which uses various scientific sources to make students think scientifically to conduct a dialogue and discuss solving a problem. Various problems in socio-scientific are controversial, requiring reasoning, and ethical evaluation in the decision-making process. A conflict between chemical reason and students' social point of view will cause students' different assessments and attitudes towards the socio-scientific issue. This study is a research and development (R&D) that focuses on the instrument's validity with the factor analysis technique to assess attitudes towards the socio-scientific issue in chemistry learning. CFA and EFA analysis found five factors in the tool: anxiety, interests, likes, benefits, confidence, validity, and reliability. The total reliability coefficient is .853. Of the eight instrument feasibility analysis requirements, seven instruments were declared fit to meet construct validity.

The primary goal of this study was to explore the effectiveness of Quizizz in enhancing students' motivation, interest, and achievement in physics. This study was conducted at the Nueva Ecija University of Science and Technology (NEUST) – Gabaldon campus during the second semester of the academic year 2021-2022. This study used both a descriptive and a quasi-experimental one-group pretest-posttest design. The descriptive design was used to describe the student's motivation and interest in learning waves and optics before and after the intervention of Quizizz. The quasi-experimental one-group pretest-posttest design was used to determine the effectiveness of Quizizz in increasing students' motivation, interest, and achievement in physics. The study included 20 students pursuing a bachelor's degree in secondary education with a major in science. According to the findings, before the intervention of Quizizz, students agreed that they are motivated and interested in learning physics, and their performance was average. Following the intervention, students unanimously agreed that they are more motivated and interested in learning physics, and their scores in a specific unit increased. According to the t-test, the intervention of Quizizz significantly increases student motivation, interest, and achievement in physics. It demonstrates that using Quizizz in physics instruction improved students' motivation, interest, and achievement in physics.

Kosovo's education system has two different vocational education and training schools: professional schools and centres of competence. The local authorities-municipal directorates of education manage the professional schools, while the centres of competence are managed at the national level by agency for vocational education and training and adult education (AVETAE), operating under the Ministry of Education. This paper compares the collaboration between public schools, centres of competence, and private businesses. For this research, we used the mixed research methodology by interviewing coordinators of career centres from two professional schools and two centres of competence, and four managers of different firms. The research included a questionnaire filled by teachers from both institutions, prepared using the Likert scale. We analysed the data from this research to identify the differences in how those institutions develop partnerships with private businesses to secure better internship opportunities for their students. The study will provide data about the sustainability of cooperation between these two institutions in the creation of employment opportunities for their graduates. The outcomes will help professional schools and centres of competence to improve their cooperation with the labour market. It will help the career centre coordinators and business owners to create new job opportunities for development.

During didactic interactions, teachers and students employ competencies and skills that correspond functionally to one another, and several models propose to typify didactic performances in higher education. For this study, we chose the didactic performance interbehavioral model as the substantive theory to identify six pairs of didactic performance criteria through self-evaluations from graduate students. These included: Competency exploration–precurrent learning behaviors, Criteria explicitness–Criteria identification, Illustration–Participation, Practice supervision–Relevant practice, Feedback–Improvement, and Evaluation–Application.309 Peruvian students from an in-person postgraduate course in Education Sciences filled out two scales (via Google Forms) to assess teacher-student performance criteria during online classes. Convergent and divergent validity were obtained separately for six teacher/student performance constructs through a confirmatory analysis using LISREL 8. Moreover, differences according to sex were only significant for the Illustration teacher criterion (favoring men) and the Application student criterion (favoring women). Students rated Explicitness of criteria and Illustration as the teacher performance criteria most frequently seen during online classes. On the other hand, Criteria identification ranked the highest in terms of the students’ performance criteria, followed by Feedback–Improvement. Another conclusion was that the didactic performance interbehavioral model could be empirically supported by the two self-assessment questionnaires, which yielded good convergent and divergent validity of constructs.

The article deals with financial education. The data were collected as part of the Slovenian project “NA-MA POTI” (NAroslovje, MAtematika, Pismenost, Opolnomočenje, Tehnologija, Interaktivnost- Science, Mathematics, Literacy, Empowerment, Technology, Interactivity), which aims, among other things, to promote financial literacy at the national level. The aim of the survey presented here is to determine teachers’ attitudes towards financial literacy and their teaching strategies in teaching topics related to financial literacy. A total of 158 teachers participated in the survey. The results show that most teachers agree that financial literacy is important. Those teachers who agreed that financial literacy is important were also statistically significantly more likely to use group work, approaches and work methods that require the development of critical thinking and authentic tasks, which provides a good foundation for knowledge transfer in everyday life.

The pandemic case has shifted away from face-to-face teaching to online blended learning. This phenomenon certainly causes various problems in the world of education. The online blended learning is good when applied with good internet connections and complete facilities. However, it differs from Indonesian coastal students who do not have supporting facilities. Therefore, this research aims to analyze the experience and readiness of Indonesian coastal students. It determines the facilities of the process using qualitative research with a phenomenological approach. Purposive sampling was used to collect data from 25 students living in coastal areas in Aceh, Indonesia. Furthermore, in-depth interviews were used to obtain instruments and techniques for data collection, observations, field notes, and audio-visuals. Data analysis was carried out qualitatively by reducing, displaying, drawing conclusions, and verifying data. The data processing was conducted using NVivo 12 plus software. The kappa coefficient is used to check the accuracy of the data since there was no bias during coding. The analysis results show that Indonesian coastal students are not ready to conduct the online blended learning process. Furthermore, it is recommended that future research focus on coastal students’ development. A Hypothetical Learning Trajectory design should be created to assist in independent learning and lessen their readiness.

Learning activities are conducted to help students achieve optimal academic achievement. This research aims to optimize student academic achievement through a learning process that integrates comprehensive formative assessments, including formative tests, self-assessment, peer assessment, and the initiator of creating summaries or concept maps that are given to students in a structured manner at the end of every lesson. The research method used was a quasi-experimental method with a 2x2 factorial design. Students enrolled in the biology education program of the basic physics course for the 1st semester of the 2019 academic year participated in this study. The participants were 66 undergraduate students divided into two classes. Thirty-four students in the experimental group were in class A, while 32 students in the control group were in class B. Data were collected using a learning outcome test instrument to measure academic achievement, which was tested at the end of the semester. Data were analyzed using a two-way ANOVA. This study concluded that a learning process that includes comprehensive formative assessment significantly affects students' academic achievement. These findings support the theory that formative assessment provides feedback, correction, and improvement in student learning.

Metacognitive, critical thinking and opinion expression are in high demand. This study aimed to investigate the effects of the blended project- based literacy that integrates school literacy movement strengthening character education (literasi berbasis proyek terintegrasi GLS dan PPK: Li-Pro-GP) learning model on students' metacognitive skills, critical thinking, and opinion expression. A post-test experimental design was used to answer the research question. The study was conducted from August to October 2021 at Government Junior High School 23 Malang. Seventh-grade students were selected as research participants. The participants included 30 students from class VII-2. The research instrument was five essay questions to measure critical thinking skills. Material and assessment experts validated the essay questions developed by the researcher. The items that were declared valid were tested for validity. The result showed five valid items with high reliability of .670. Metacognitive skills were measured using the Metacognition Awareness Instrument (MAI), which consists of 40 items. The questions declared valid were tested for validity with a very high reliability of .953 for 37 items, and only three items were invalid. The ability to express an opinion was measured with an observation questionnaire validated by experts with a valid instrument score. Data analysis was performed by path analysis using the SmartPLS software. The results showed that the Li-Pro-GP blended learning model significantly strengthened students' metacognitive skills, critical thinking, and opinion formation.