This study is conducted to develop the diagnostic test, which can be used to measure the higher-order thinking skill (HOTs) of students of first-grade senior high school in Bima district, West Nusa Tenggara. The step of developing instruments such as test which using modification model of Oreondo which include two activities such as test designing and test trials. The analysing technique of validity of content used Aiken formula, classical test theory used software Iteman 4.3, the model of Rasch used software Winstep and analysing reliability used software SPSS. The conclusion which can be taken are developing instrument has the characteristics as a useful instrument and fulfil requirement used to measure. This case proved from the data of analysis result which confirm that the instrument has been achieved the content of validity by expert judgment and obtained the empirical evidence, both as classical test theory or Rasch model.

The purpose of this study is to examine the fears of children who are 6-10 years old via drawings. In this study, phenomenology research design which is among qualitative research methods was used. The study group of the study consisted of 314 children aged between 6 and 10 years in three primary schools in Kirsehir city center in 2017-2018 academic year. The data obtained from the participants were analyzed by using the content analysis method. As a result of the research, the drawings were collected under 6 categories according to their similar characteristics .When the drawings obtained from the children were classified, it was seen that the most fear is related to the category of animals, while the least fear is related to the drawings of the category of fears related to medical. In addition, children preferred to use black, red, blue, yellow and green colors in their fear themed drawings.

Conflicts are an inevitable phenomenon within organizations. The organization of interest in this study is the elementary school and the conflicts that may emerge into its context. There are many types of conflicts and their consequences vary; there are positive consequences, but also negatives ones. When teachers are to express their opinions on conflicts, they think that conflicts happen often enough, and they recognize both their negative and positive effects. The present study examined teachers’ perceptions on the frequency of certain types of school conflicts and their consequences. The researchers asked teachers working in public elementary schools in Achaia Prefecture, Greece. Personal characteristics of the study’s participants such as age, gender, years in service and teaching specialization were also taken into consideration. It was found that a small percentage of teachers believed that conflicts happen very often. In general, teachers thought that negative consequences are more frequent than positive ones, even though, they recognized the beneficial aspect of conflicts. Lastly, the teachers’ groups that were formed based on participants’ characteristics showed significant differences. Study’s limitations along with suggestions for future research are also discussed.

This study was aimed at investigating whether or not there is an interaction between learning approach and social intelligence towards response fluency. A number of 126 eighth grade students (M = 13.9; SD = 0.5 years) in Bojonegoro, Indonesia were randomly selected to participate in this study. This research used 2x3 factorial quasi-experiment with the matching static comparison design. The statistical Analysis Of Covariance (ANCOVA) ware implemented for analysis of data in the study. The results show that: there is a significant difference in response to fluency between students who learn with a scientific approach and direct learning approach; there are significant differences in response to fluency between students who have high, medium, and low social intelligence, both in scientific and direct learning approaches, the students with high social intelligence levels have better response to fluency than those with moderate social intelligence or low, and the students with moderate social intelligence have better response to fluency than those with low social intelligence, in all levels of social intelligence, the students who were taught by using scientific approach have better response to fluency than those who were taught by using direct learning approach.

This study aims to reveal the prevalence of internet addiction among Kurdish university students and its association with self-control. 623 students form 19 universities in various colleges and schools, 335 boys (54 %) and 288 (46%) girls took part in this study in which they were asked to complete an internet addiction and self-control self-report. The findings indicated that the prevalence of internet addiction among Kurdish university population is very high, concluding that 36.5% of the participants met the internet addiction criteria. In addition, it was found that males and females are equally susceptible to becoming addicted to the internet. The results also showed that internet addiction correlates negatively to the self-control and positively with impulsive behaviour. Based on the regression analysis, 15.7% of the variance of internet addiction can be explained by self-control. Further study should investigate the effect of internet addiction on discomfort intolerance.

This study has experimentally tested how the introduction of simulations, adapting the experience of higher educational institutions of the United States, including the elements of gamification, in the training course Professional Foreign Language stimulates the educational activity of students at higher educational institutions of Ukraine students’ educational activity  through the involvement and creation of activity for constructive competition and cooperation, stimulation of interests and motives, maintaining cognitive attention of students and encouraging feedback. To carry out this research, a script, a methodology for arranging the simulation Coffee Import-Export Procedure was developed. To process the collected statistical information, Covariance-based Structural Equation Modeling (SEM) software, including two-way ANOVA for Mixed Measures, was used, and the Textalyzer software was used to process the answers of the experimental group’s students to the open-type questions. It was found out, that the simulation model Coffee Import-Export Procedure with elements of gamification develops value-motivational, cognitive and activity-reflective components of educational activity of students, develops self-education skills, which are included in the list of key life and career Skills of the 21st Century, moving the formation of competences of self-education from minor to dominant positions, forms the model of future professional activity of students. The scientific and practical results of this research can be used in the practice of corporate training of company’s personnel, professional training of future specialists in management, international business, organizational psychology, law, etc., as well as for the organization of professional training for people with limited access to higher professional education or for those who needs retraining.

Environmental learning in the 21st century requires students to have Higher Order Thinking Skills (HOTS). The purpose of this study was to measure HOTS students using Higher Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The research method used in this study was descriptive method with a total sample of 248 students consisting of Elementary School (ES), Junior High School (JHS), Bachelor Program (BP), and Master Program (MP). The results showed that students overall have a very low HOTS category. HOTS scores scale of 0-100 on ES (22.3) are still higher than JHS (20.2). Whereas at the university level, BP scores (19.9) are lower than MP (21.4). This showed that learning must be oriented towards increasing HOTS through various media development learning, learning materials, learning models, and strategies. This study concludes that the HOTS score of students was still very low and needs to be improved.

This study has been carried out with the families who migrated from Turkey and settled in Amsterdam, the Netherlands, which has an intense cultural and educational diversity. Finding the answer to the question “According to whom; who is who?” constitutes the fundamental ground of this research. However, this research has also been carried out in order to comprehend the points of view that have changed or have not changed between the past and the present and to scrutinize the reasons for such points of view. Moreover, another main objective is to form a comparative opinion about the situations that the settled migrant families in Amsterdam, the Netherlands, and their children have encountered regarding the “other” concept, based on cases in their experiences, with regard to the adaptation concept. Content analysis, which is a qualitative research technique, was used during the research, whereas relevant persons have been contacted by means of the snowball sampling technique. In accordance with the obtained opinions and with the results derived from sample experiences, there surely exist differences in experiences in terms of adaptation and the marginalization-othering concept between those who migrated in the past and those migrating in the present day. Those sample experiences are discussed directly and the comments have been made by considering negative and positive concepts together.

The study aims to promote relevant and effective environmental education (EE) through extracurricular clubs. For this, we studied the state of play of environmental activities (EA) carried out by 48 environmental clubs belonging to urban and rural areas of the Regional Academy of Education Fez-Meknes, Morocco. These extracurricular environmental clubs remain so far without formal environmental education programs. In this study, we identified the bulk of programs offered by extracurricular environment clubs, including types of scheduled activities and percentages of achievement and student beneficiaries in urban and rural settings. In addition, we have identified the main barriers to achieving certain environmental activities. The significant correlations detected between some of the variables studied allowed us to better explain the achievements and the weaknesses of these clubs. Finally, we have made recommendations to promote relevant and effective extracurricular environmental education.

The following analysis provides evidence from the comparative levels of anxiety towards mathematics of the variables from the categories presented by the AMARS and sociodemographic variables as well. A sample of 381 economics students in Mexico answered the survey. For data analysis, descriptive statistics (x̄, Sd.) was carried out and to identify if there are significant differences of means in the sociodemographic variables, the ANOVA analysis was carried out.  Although in general the anxiety towards mathematics presented in Mexican economics students is “very little”, in the dimension of mathematical evaluation the results of the descriptive analysis show that economics students from the south of Mexico have more anxiety than students from other regions. Regarding gender, women feel more anxiety than men towards mathematics evaluation. Likewise, students from public institutions show greater anxiety towards mathematics in the evaluation processes than those belonging to private. Finally, ANOVA test showed that the variable Region showed values less than 0.05 in two of three dimensions (ANXTASK and ANXCOUR). The ANXEVAL dimension showed values < 0.05 in the variable Gender as the ANXEVAL and ANXCOUR showed values < 0.05 in the variable University, this because there is a difference in means.

This descriptive and correlational study investigated the effects of using PSPP in learning Statistics on students’ attitudes and performance. The respondents of the study were 200 Grade 11 Senior High School students who were enrolled in Probability and Statistics subject during the Second Semester of School Year 2018-2019. The respondents were randomly selected from those classes across the different academic strands that used PSPP in their Probability and Statistics subject through stratified random sampling. The results revealed that the students have favorable attitudes towards learning Statistics with the use of the PSPP software.  The students became more interested and engaged in their learning of statistics which resulted to an improved academic performance.

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

A sample of 327 engineering bachelor students from a public university in Mexico took part in an information integration study to explore systematic thinking underlying propensity for cheating during a course exam. All study participants were provided with written descriptions of 12 scenarios pertaining to the academic evaluation criteria and were asked to rate the likelihood that they would cheat under such circumstances. The 12 scenarios reflected the experimental manipulation of three orthogonal factors: teacher’s teaching style, type of exam, and modality of assessment. Analysis results revealed four distinct attitudes toward cheating among students, two of which were independent of context (low and high desire to cheat) while the remaining two were context-dependent (low and moderate desire to cheat). All groups showed systematic thinking underlying their possible desire to cheat that was typified by the use of a summative cognitive rule for integrating information related to academic cheating. However, evaluation of factor relevance varied across the groups.

The physical factors, which were studied less often than the other factors affecting students' learning, were considered in this study. The present study investigated the effect of the flexibility and non-flexibity of the physical classroom setting on undergraduate students' learning. The study adopted a mixed-method research design. The quantitative phase of the study employed the quasi-experimental method of research utilizing the pretest-posttest non-equivalent groups design. T Test and the Repeated Measures ANOVA test was used to compare the group means. In the qualitative phase of the study, the students received a questionnaire with open-ended questions to gather their opinions, and the data were analysed in NVIVO 11. There was no significant difference between the experimental and control groups in terms of learning; however, the achievement scores of both groups were found to be high. Furthermore, the views received from both groups indicated that the physical environment influenced learning in terms of motivation and enthusiasm.

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

This study investigates the emotional responses of EFL student teachers to various affective situations during practicum and their coping strategies to enhance positive emotions and reduce negative emotions. Seventy female EFL student teachers participated in this study. To collect quantitative and qualitative data, two instruments were used: an emotional reflective diary and semi-structured interviews. The results of the study revealed that the practicum is an emotionally positive experience. The frequency of occurrence of pleasant affective situations was more than that of unpleasant ones. In the decreasing order of frequency, the most frequent emotional responses were happy, angry, and stressed and the least frequent ones were lost, influential, and shamed. Furthermore, the results indicated that student teachers adopted many regulation strategies to manage their emotions. The study recommends that teacher education programmes increase the focus on teachers’ emotions and training student teachers to manage their emotions to build future professional identities.

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

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

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

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