This study was intended to display the role of eco-school program (Adiwiyata) towards environtmental literacy (EL) of high school students by analyzing, (a) EL of students in Adiwiyata and non-Adiwiyata high schools, and (b) EL of students in Grade X and XI, Adiwiya and non-Adiwiyata high schools in Malang-East Java, Indonesia. The survey involved 275 students. The respondents were from four state high school i.e. SMAN 1, SMAN 3, SMAN 4, and SMAN 7. Data were taken via MSELS questionnaire that was modified and filled online. Aspects of EL include ecological knowledge, environmental affect, cognitive skills, and behavior. The results of multivariate analysis showed that the level of students’ EL was significantly influenced by school type and grade. However, the interaction both of them had no significant effect on their EL. Univariate results on school type factor informed that significant differences occured in all aspects of EL, where the lower identified level of students in Adiwiyata schools compared to Non-Adiwiyata was only in the environmental affect. On the other hand, the significant influence of grade level only occurred in cognitive skills aspect. Broadly speaking, all data analyzes concluded that the application of the Adiwiyata program was able to bring a positive impact on the level of students’ EL. There was also a tendency that the higher the student's grade, the better their EL level.

This study aims to investigate students’ attitudes towards e- book use, and its relationship to self-efficacy and academic motivation in Omani higher education institutions. The sample of the study, which was chosen based on the stratification random method, consisted of 200 students from both genders and different colleges and academic years. To achieve the aims of the study, a descriptive correlational approach was adopted using attitudes, academic motivation and self-efficacy scales developed by the researchers, and administered to the study sample after assessing their psychometric properties. Findings show generally a positive significant correlation between students’ attitudes towards e-book use, self-efficacy, and academic motivation.

This study aims to identify students’ approaches toward courses lectured by visual arts teachers with elements of popular culture with a view to enabling students to attain 7th grade targeted achievements. To this end, the multiple-case design, one of the qualitative research methods, was utilized in the study. The sample of the study comprised 11 visual arts teachers working at secondary schools located in three central districts of the Bursa province of Turkey. As the data collection tools, two interview forms and document review were used. The obtained findings were evaluated through the thematic analysis technique and were compiled under the theme of ‘implications on students’. As per the research results, it was discerned that there were certain differences in the students’ approaches toward the course along with employment of elements of popular culture in the visual arts course. It may be alleged that, of these differences, the primary ones were attraction of students’ attention to the course, active participation into the course and facilitation of comprehension.

The purpose of the study was to examine the mediating role of self-orientations in the relationship between resilience and world assumptions of psychological counsellors. A total of 321 psychological counsellors, were recruited and 211 of them were women and 110 of them were men.  The ages of the participants ranged from 23 to 52. The Brief Resilience Scale, World Assumptions Scale, and Balanced Integration-Differentiation (BID) Scale were used as data collection tools. In the analysis of the data, descriptive statistics, Pearson Correlation Coefficient, as well as the Bootstrap method was used to analyze the mediation effects. The findings showed that the assumptions of benevolence, randomness, self-worth, and justice and self-orientation were positively related to psychological resilience. Results of the mediation analysis revealed that self-developmental and interrelational orientations had mediation effects on relationships between world assumptions and resilience as in the proposed model. Findings for the model tested in the study were discussed with the literature and the implications were given to field experts, researchers, and psychological counsellors.

Covid-19 has accelerated the speed of technocratic transformation in teaching and learning. Previous researches on whether technology enhances students’ motivation towards learning or burdens them with additional layer of anxiety in learning the nitty gritty of technology itself have mixed results. The purpose of this study was to explore early undergraduate students’ beliefs about learning mathematics with technology. These research participants were first-year female undergraduate students in a public university in the United Arab Emirates (UAE). The study comprised of phase one with qualitative task-based interviews with four female first-year undergraduate students. Phase two included a quantitative belief survey with a sample of 62 students from the same institution. I constructed four major belief categories from the iterative process of interview data analysis– technology for computing and graphing, technology for speed and accuracy, technology for a short-cut but not for meaning, and affective aspects of beliefs. The quantitative survey result demonstrated that a majority of participants (about 75.8%) were found to be using some kinds of technological tools while learning mathematics. About 90% of them reported using a calculator while learning mathematics. A majority of participants (54.9%) believed that technology helps them in learning mathematics, and about 50% of them also believed that the use of technology improves their learning of mathematics.

Environmental learning in the 21st century requires a high level of thinking ability, especially to solve environmental problems when COVID-19 pandemic. This was to develop a new level of thinking, namely Higher Order Thinking Skills of Environmental Problem (HOTSEP) which is a revision of Anderson's Taxonomy. The purpose of this study was to measure students HOTSEP in the context of environmental problems related to COVID-19. The research method used in this research was descriptive. The sample used 277 university students from several cities in Indonesia. The instrument used HOTSEP which has 3 categories of thinking level start from develop innovation about environment (C6), solve environmental problem (C5), criticize environmental problem (C4). The results showed that students HOTSEP were still in the very low category (33.64). This study concludes that the HOTSEP of students was still low and needs to be improved to the understanding of COVID-19 concept in environmental learning. Suggestion for further research was HOTSEP need to implement in school or university for several environmental learning topics in many subjects/courses start from Natural Science, Social Science, Engineering, and others relevant subject. HOTSEP can be measured not only in school or university, HOTSEP can be implement in community and public.

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

New Inquiry-Based Learning (NIBL) was developed to improve students’ multiple higher-order thinking skills (MHOTS), such as thinking critically, analytically, creatively, and practically (CACP). This study aimed to examine the increase of students’ MHOTS ability, their perceptions of the NIBL model, and the contribution of the NIBL model to the learning outcomes.  A quasi-experiment of the nonequivalent control group design was implemented in this study. Research subjects were university students majoring in chemistry education and enrolling in the Organic Chemistry course. The experiment and the control groups consisted of 34 and 32 students, respectively. The collected data were analyzed by using t-test and ANCOVA procedures. N-Gain scores were calculated to measure the differences in the increase in learning outcomes. Eta square values measured the contribution of NIBL. The results of this study revealed that there were differences in the learning outcomes of the experiment and control group. The CACP thinking skills and the mastery of organic chemistry concepts of the experiment group increased significantly. The N-Gain scores of practical thinking skills aspect were on medium category, and for critical, analytical, and creative thinking, as well as for mastery of organic chemistry concepts were on high categories. For the control group, the N-Gain scores of all categories were on low or medium categories. The NIBL model effectively improved the prospective chemistry teachers’ M-HOTS in terms of CACP thinking skills and contributed significantly to the increase in the students’ mastery of organic chemistry concepts.

Knowledge is an essential part of the continuity of humanity. Access to science is through knowledge and vice versa. Children are mostly preoccupied with television, mainly with children's programs on television channels especially cartoons. Cartoons are produced in order to entertain children and to contribute to their development and maturation. Since access to knowledge is through science, it is important that cartoons contain scientific images. Through the presentation and interaction with science images, cartoons arouse children’s interest in science and contribute to their devotion to science. The aim of the present study is to determine if science images are included in cartoons and to what extent. The research is conducted in line with qualitative research method according to the case model. Whereas the population of the study is the cartoons broadcasted in the Turkish mass media, while determining the sampling method, purposive sampling has been preferred and thus currently broadcasted cartoons at TRT Cocuk (Turkish Radio and Television Children) channel, providing access to various cartoons from the same source, selected. Relevant data has been collected using " Form for Analyzing Scientific Image Presence in Cartoons” developed and applied by the researcher. The study has determined that the cartoons broadcasted include science images according to their thematic features.

Owing to the rapid expansion and development of newly upgraded undergraduate colleges and universities in China, the Ministry of Education implemented the College English Language Teaching Reform (CELTR) to improve College English language teaching and learning at higher institutions. This reform aims to improve the quality of teaching and learning of English as a Foreign Language (EFL). The present study aims to identify potential factors influencing the EFL teachers’ professional development in the context of the College English language curriculum reform in mainland China. In total, 92 EFL college teachers from a newly upgraded university located in Nanyang City, Central China participated in this study, and data were collected using a survey questionnaire. Overall, the findings indicate that the EFL teachers’ professional development improved during the implementation process of CELTR and the potential factors that contributed to their professional development were teachers’ understanding, self-reflection, and teaching practice.

This study aimed at analyzing the implementation of authentic assessments and constraints faced by junior high schools' teachers in mathematics teaching. A qualitative approach was applied in the study. The data on the implementation of authentic assessments and constraints were obtained from 50 mathematics teachers in several public junior high schools in Malang City, East Java Province-Indonesia, trained by the 2013 curriculum. Documentation, questionnaires, observations, and interviews were used to collect the data. The study results showed that most teachers implemented authentic assessments in mathematics teaching as designed in the learning plan. The obstacles faced by the teachers in the implementation of the authentic assessment included the time limit and accuracy. The efforts made by the teachers varied, but the teachers tried to administer the authentic assessment properly following the demands of the curriculum.

The objectives of this research included to study the effects of democratic parenting and teaching activities on global citizenship according to logical reasoning in making decisions on political attitudes among 2,286 students from 80 classrooms. The research instruments included 1) a set of rating- scale questionnaires for students with 92 items, having the reliability as 0.968 and 2) a set of rating- scale questionnaires for teachers with 23 items, having the reliability as 0.893. The results of the multilevel structural equation model analysis revealed that the factor of political attitudes was the most important in describing each student's global citizenship with the explanation of the variance with democratic parenting and the analysis of applying the reasons in students’ decisions was as 68.50%. Teaching activities affected positively on global citizenship both directly and indirectly through statistically significant factors with and together explained the variance of the global citizenship of each student by 84.00%. These findings highlight the importance of developing and fostering political attitudes that affect students' global citizenship through parenting and teaching activities covering the development of relevant factors as discussed in the Discussion and Implementation Part.

This study conducted in Thailand examined the relationship between measures of social relatedness and motivational goal orientation as well as bachelor degree aspirations of vocational school students.  Data were collected from students enrolled in a vocational school near Bangkok (n = 386).  The analysis found that teacher support for students was the best predictor of students’ adoption of mastery goals, school identification was the best predictor of students’ adoption of performance approach goals, and peer involvement was the best predictor of students’ adoption of performance avoidance goals.  There was a significant interaction between school identification and peer involvement on the intention to pursue a bachelor degree.  The researchers interpreted the results in terms of self-determination theory and discussed the implications of students’ sense of relatedness to vocational school environment.

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.

Lessons on Satoyama environmental education were held for undergraduate students who are training to be educators. The lessons blend inquiry-based learning through research using ICT tools and experiential learning in a complementary manner. Students learn about the underlying concepts about the environment from a global perspective through inquiry-based learning; experiential learning can encourage students to get involved with the environment at the local level and also develop abilities and skills to conduct classes in environmental education. This paper investigated how the lessons influenced the students in these areas: knowledge of technical terms related to Satoyama environmental education, students’ confidence and desire to engage in environmental education, and how awareness of their own abilities were improved through the lessons. To understand the impact of the lessons quantitatively, survey contents of the subjective awareness etc. were printed on A4 paper medium and were distributed. The medium were collected after filling them during class. The data are analyzed using Wilcoxon signed-rank test, Wilcoxon rank sum test, and cluster analysis. As a result, overall recognition of technical terms increases on post-survey. There is an increase in the mean score for all items on confidence and desire to engage in environmental education. For the awareness on abilities, students feel that their abilities increased overall across all items.

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

Boarding schools are the common ‘out-of-home’ placements for adolescents, due to various historical, religiously orthodox, and traditional reasons and due to dysfunction within families. The purpose of the current study is to examine the relationship between a free versus an enforced decision to enroll in a boarding school in terms of personal well-being among emancipated graduates. Ninety alumni graduates (aged range 20-41) of out-of- home boarding schools in Israel were recruited during 2019. Participants were administered a self-report anonymous questionnaire consisting of the following measures: Free versus enforced decision to enroll in a boarding school, retrospective satisfaction with the boarding school, personal well-being and traumatic events. Results indicated that a free decision to enroll in an out-of-home boarding school was associated with current satisfaction with social relationships but not with quality of life. Additionally, the longer the period spent in a boarding school, the higher was the satisfaction from the period at school. Older graduates reported less satisfaction from school retrospectively. It was concluded that involving the adolescent in life changing decisions such as leaving home to a boarding school is likely to influence the person's well-being during and after emancipation.

A positive learning environment can be achieved if all the school members follow the principal's learning process. The paper aims to study and analyze the principal's implementation of innovation and entrepreneurial leadership in creating a learning environment. The research is conducted qualitatively through a case study. The research subjects were determined using purposive sampling, while the data were collected through interviews, observation, and documentation study. The data were then analyzed descriptively qualitatively using the Atlas.ti software. The results show that the principal has implemented the entrepreneurial leadership employing two main principles to create a learning environment. First, the principal regulates organizational growth through optimization, communication, motivation, monitoring, controlling, role model, and empowerment. The principal makes some innovation through several steps: vision building, staff development, and restructuring. This kind of leadership can create a comfortable and fun learning environment. As a result, all school members can follow the learning process and create innovative products, as well as making some progress in academic and non-academic achievements. The research findings imply a recommendation for the school's program in that a principal's entrepreneurial and innovative leadership is one of the critical factors in learning.