This study aimed to determine the influence of critical thinking skills on misconceptions using a five-tier instrument in mixed-method research. The sampling technique used is simple random sampling. The data collection instrument used a critical thinking skills questionnaire, a misconception test of electric field material, and interviews. Data collection begins with quantitative data, providing a misconception test sheet and a critical thinking skills questionnaire. After that, the researcher took qualitative data in the form of interviews to strengthen data that had been obtained previously. Then from the results of the regression coefficients, there is an influence of critical thinking skills on misconceptions. The descriptive results of critical thinking skills data show that the mean of critical thinking skills is 68.50, which means that students' critical thinking skills are in a good category. Then from the results of the regression coefficients, there is an effect of critical thinking skills on a misconception, with the probability number obtained being significant. The limitations of this study are only to identify and see the impact.

Currently, physics education is a science that is still considered abstract by many students and the public. Thus, there is a need for information on the current trends in physics education to adapt to the current situation. Based on the Scopus, the research objective is to explore the ongoing trends in the last ten years and during the COVID-19 pandemic. This research is a bibliometric and bibliometric analysis. The findings show that research related to physics education is dominated by the most developed during the COVID-19 pandemic (2020 – 2021) countries Indonesia. Meanwhile, the Journal of Physics Conference Series is the journal that publishes the most publications (Scopus) related to physics education, followed by the AIP Conference Proceeding. Research implication to research, librarian, and policy maker (1) Research and development need to be carried out in-depth related to the growing trend of physics education so that it can be published in Scopus. (2) Cooperation and collaboration between other universities to increase publications at the international level. (3) The need for continuous research to follow current trends.

The teaching method is one of the main aspects to make a huge contribution to the success of any education system, and project-based teaching (PBL) is an important aspect to contribute to the success of education also. This research was conducted through a review of project-based teaching that has been used in the education system of Vietnam, including a sample, and setting that included imperial and theoretical literature selected from the fields of education. Findings show that this method has been applied to various sectors of education, from kindergarten education to higher education, in many disciplines and subjects, in schools and educational settings, and has become more widely popular than ever. This method, however, has its drawbacks because it takes time to master and teachers need more skills to manage the learning atmosphere. This method has been commonly accepted as one that can help teachers and learners understand more and get more benefits in the learning and teaching process.

This study reviews 60 papers using a Likert scale and published between 2012 – 2021. Screening for literature review uses the PRISMA method. The data analysis technique was carried out through data extraction, then synthesized in a structured manner using the narrative method. To achieve credible research results at the stage of the data collection and data analysis process, a group discussion forum (FGD) was conducted. The findings show that only 10% of studies use a measurement scale with an even answer choice category (4, 6, 8, or 10 choices). In general, (90%) of research uses a measurement instrument that involves a Likert scale with odd response choices (5, 7, 9, or 11) and the most popular researchers use a Likert scale with a total response of 5 points. The use of a rating scale with an odd number of responses of more than five points (especially on a seven-point scale) is the most effective in terms of reliability and validity coefficients, but if the researcher wants to direct respondents to one side, then a scale with an even number of responses (six points) is possible. more suitable. The presence of response bias and central tendency bias can affect the validity and reliability of the use of the Likert scale instrument.

The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the context of study areas used, focus and trends of past studies, research methods used in previous studies and the role of language in school mathematics education. This review study followed the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) to analyze articles from Scopus and Web of Science. The findings of the study indicate that research trends in the implementation of the DLP on mathematics education for secondary school students showed an increase from 2017 to 2019. Most DLP-related articles are widely developed in the United States and Germany. The findings indicate that previous studies are more interested in studying the implementation of DLP in rural areas. Past studies have also preferred to use the design of either a qualitative study or a quantitative study to be implemented. Questionnaires, tests and interviews are among the research instruments that are often used for a study.

Higher education institutions around the world had to implement an emergency remote education (ERE) modality due to the COVID-19 pandemic. This study aimed to determine the individual and relational factors that affect the perception of learning in engineering, education, and health students during emergency distance education. Through a quantitative, non-experimental, and correlational study, an online survey was administered to a sample of 929 higher education students regarding their ERE experience. They were surveyed regarding their perceived learning, empathy, classroom interaction, self-regulation of learning, positive agency, student engagement, learning approaches, and use of digital resources. Data was analyzed using quantitative methods, namely correlations, comparisons of means and a linear regression analysis. Education students showed a more positive perception of learning, used a deep learning approach, and rated more positively the empathy shown by their professors and the possibilities for class participation than other students. Engineering students had the lowest scores on perceived learning and on almost all other variables. In general, students with a better perception of learning presented a higher engagement in their studies and a lower use of surface learning approach.

This study uses structural equation modeling (SEM) analysis techniques, with the aim of testing the structural effect of family support, entrepreneurial training, on entrepreneurial intentions, with self-efficacy and student achievement motivation as mediators. A total of 203 students participated in this study, through a questionnaire distributed online. The SEM analysis was performed using the Amos 24 App. The results showed that the family environment and entrepreneurship training had a direct and indirect effect on entrepreneurial intentions through self-efficacy and student achievement motivation. The model proposed and tested in this study can be a constructive guide for related parties in an effort to promote students' entrepreneurial intentions.

Education for sustainable development (ESD) refers to education on the values and behaviors necessary for a sustainable future and society where everyone receives high-quality benefits. In the era of the fourth industrial revolution, convergence thinking is emphasized as a method of ESD. Therefore, this study aims to derive a model for developing open convergence subjects for ESD. The idea for this model was derived by combining the process of establishing a Convergence Department at Rey Juan Carlos University in Spain and the unit activities of Kyoto University in Japan. The challenges of failing to achieve the original goal and purpose of convergence due to emphasizing specific majors were solved by defining requirements for the model. Convergence subjects that meet the requirements are developed by following the order of the proposed model. In the future, a convergence subject pilot model will be applied using the proposed model to present and operate a course development process called “technology and future are seen through the window of currency”.

The influence of COVID-19 has caused a sudden change in learning patterns. Therefore, this research studied the learning achievement modified by online learning patterns affected by COVID-19 at Rajabhat Maha Sarakham University. This research has three objectives. The first objective is to study the cluster of learning outcomes affected by COVID-19 at Rajabhat Maha Sarakham University. The second objective is to develop a predictive model using machine learning and data mining technique for clustering learning outcomes affected by COVID-19. The third objective is to evaluate the predictive model for clustering learning outcomes affected by COVID-19 at Rajabhat Maha Sarakham University. Data collection comprised 139 students from two courses selected by purposive sampling from the Faculty of Information Technology at the Rajabhat Maha Sarakham University during the academic year 2020-2021. Research tools include student educational information, machine learning model development, and data mining-based model performance testing. The research findings revealed the strengths of using educational data mining techniques for developing student relationships, which can effectively manage quality teaching and learning in online patterns. The model developed in the research has a high level of accuracy. Accordingly, the application of machine learning technology obviously supports and promotes learner quality development.

The mathematical literacy ability of Indonesian pupils is still relatively low, as indicated by Indonesia's score of 379 for mathematical literacy in PISA 2018. Paying attention to the learning process such as the teaching materials used in learning, is one of ways to increase mathematical literacy skills. To strengthen students' mathematical literacy skills, it is great for building qualified mathematics teaching materials with the nuances of science, technology, engineering, and mathematics (STEM) which are supported by the information and communication technology (ICT)-assisted Preprospec (Prepare, Problem Solving, Presentation and Conclusion) Learning Model. The research method used in this study is research and development (R&D), with the main reference of 4D-model development by Thiagarajan, whose stages are limited to define, design, and develop. The results showed that the feasibility test on teaching materials obtained the total average percentage of validator I to validator V, respectively, 90.19, 95.45, 93.90, 91.95, and 97.95 with very eligible criteria. It is easy to understand by students with a readability score of ρ = .109 > α = .05 or Cochran's Q = 13.091, and it can improve students' mathematical literacy skills, as evidenced by the Wilcoxon test and a gain normalization result of 485.

This study aims to investigate the perceptions of Generation Z students about ideal learning after the pandemic in Indonesia. This research uses a qualitative design with a phenomenological approach. There were 30 students from 6 different campuses in Serang City, Banten, Indonesia, who used a purposive sampling technique as research participants. Data collection was carried out using semi-structured interviews, which were then analyzed using thematic analysis techniques. The findings of this study state that there are four main themes regarding ideal post-pandemic learning, namely: (a) learning that is not monotonous, (b) equal portions of theory and practice, (c) ideal learning managed by an ideal lecturer, and (d) the need for the application of blended learning. This research contributes to the current literature on designing ideal learning on campus after the COVID-19 pandemic.

This research aims to prove the influence of teacher efficacy on learning quality with quantitative meta-analysis. The eligibility criteria in this study include: (a) The publication can be searched in Google Scholar, ERIC, DOAJ, Research Gate, and or ScienceDirect; (b) The publication is indexed in Scopus, WoS, SINTA (a portal indexing journal managed by the Ministry of Education and Culture of the Republic of Indonesia, equivalent to DOAJ and Index Copernicus), DOAJ, Index Copernicus, and at least they must be indexed in Google Scholar; (c) The topic of the studies must be relevant; (d) The studies must be carried out in the 2014-2023 year range; (e) The publication must have a value of (r), (t) or (F); (f) The studies have a magnitude of N ≥ 20. This study used the JASP application for data analysis. The results showed that: (a) the 40 studies analyzed were heterogeneous and normally distributed; (b) the influence of teacher efficacy on education quality is classified as strong (p < 0.05; rRE = 0.800); (c) publication bias was not detected. This study concluded that teacher efficacy has a strong influence on education quality.

This article aims to identify the psychological factors of students that correlate with the smart risk-taking behavior of high school students in Indonesia. The data in this study were distributed to 227 students from 3 (three) regions in Indonesia and evaluated using the Partial Least Square Structural Equation Modeling (PLS-SEM) analysis technique. This study found that students' self-confidence was the biggest factor influencing the increase in smart risk-taking behavior, followed by the intention to learn chemistry and teacher support responses. These three factors were found to positively and significantly influence smart risk-taking behavior. However, we found that the smart risk-taking behavior of high school students in Indonesia is still poor. Therefore, it is necessary to have a learning strategy to utilize information technology in chemistry learning. We made several contributions, such as (a) developing a conceptual framework of psychological factors that can increase students' smart risk-taking behavior in chemistry learning that has not been extensively researched and developed by previous researchers; and (b) mapping out how the three psychological factors of students can be maximized to increase smart risk-taking behavior. For this reason, this research is expected to provide practical and academic contributions that can be used as a reference for bank management and further research.

Pedagogical content knowledge (PCK) consists of a set of understandings, knowledge, skills, and dispositions necessary for effective performance in specific teaching and learning situations. Using Scopus, EBSCO, and Web of Science databases, the study examines the progress of the PCK in science teacher education between 2011 and 2021. In total, 59 articles were reviewed, and 13 were selected according to the inclusion criteria. Among the findings, it stands out that the articles emphasize a series of tools used when teaching applied sciences, such as the use of educational technologies beyond the textbook or the integration of students' thinking. The articles state that PCK transcends subject knowledge and leads to subject knowledge for teaching. Finally, the literature has tried to answer how science teachers use PCK in the classroom, demonstrating strategies and practical value, both of which are vital for the functioning and application of their educational work.

As the globe gradually entered the post-pandemic phase, electronic portfolio practises during the COVID-19 pandemic should be examined for future implementation. During the lockdown, electronic portfolio use was observed in higher education institutions by urging the provision of teaching and learning in a virtual mode. Under these conditions, the study analyses empirical e-portfolio practices and proposes a co-design model for effective e-portfolio implementation. This study is based on a systematic review, which included searching for and retrieving 221 papers from academic paper databases in English, Chinese, and Spanish; systematic screening using the Rayyan tool and the PRISMA model; and finally, extracting 12 publications, which were analysed by VOS Viewer and Nvivo, focusing on collaboration. The data collected allows for gathering several patterns of collaboration in e-portfolio practice. Based on the results obtained, a co-design strategy is suggested, which includes collaborative frameworks in e-portfolio implementation processes such as the community of inquiry (CoI) and community of practice (CoP). The co-design strategy provides the formulation of implementation recommendations related to collaborative e-portfolio. Conclusions reflect on utilising e-portfolios collaboratively in higher education settings by presenting a co-design strategy that is supported by the CoI and CoP frameworks.

The aim of this study was to investigate the effect of collaborative learning on learners’ communicative strategies in English for specific purpose (ESP) tour guide training course. The 12-week study was conducted using a quasi-experimental design with a pre-test and post-test, following the instruction of twelve topics in the ESP language training course. A total of 60 ESP language learners participated in the study. The experimental group was instructed using collaborative learning in the ESP tour guide language training and the control group was taught using a lecture-based approach. Data from the communicative strategies questionnaire were collected to assess the effectiveness of collaborative learning on learning communicative strategies in the ESP context. The results of the study showed that the experimental group was significantly higher than the control group on both the oral problem coping strategy scale and the listening problem coping strategy scale of the communicative strategies scale in the ESP environment. Based on the findings of the study, collaborative learning is effective in enhancing the language learners' communicative strategies in tour guide training course. Moreover, the study suggests that there should be a critical reflection on the ESP training course currently offered for tour guide language learners.

This descriptive phenomenological study looks into the lived experiences of teacher education college students on what it is like to learn math online during the COVID-19 pandemic. Due to the pandemic, online math learning may pose even more significant challenges. Hence, the researchers conducted the study to better understand and support the students in these challenging times. They interviewed 16 college student participants, who consented to participate in the study, to share their actual experiences - the challenges, struggles, and opportunities – in learning math online during the pandemic. The interview transcripts were analyzed following Colaizzi's method. Results revealed the following themes: (a) The hurdles: poor internet connection, unconducive learning space, difficulty in understanding the topics, financial problems, and health problems; (b) The upper hands: ease of access to varied resources, staying at home, and flexibility of the teaching and learning process; (c) The key takeaways: improved time management, self-discipline, resourcefulness, and growth mindset. The researchers recommend that the management of educational institutions consider the students' demographic data, financial level, available resources, and mental and emotional health while designing and implementing online programs. Further, future research may be conducted on the teachers' concerns that may influence students' online learning experiences with Math and other disciplines.

Many education and learning experts currently recommend the flipped classroom model as an alternative to learning after the COVID-19 pandemic. This study aims to explore the impact of the flipped classroom model on social skills and problem-solving skills for cadets. This research used a sequential mix method involving 50 maritime students in semester 7 of the Engineering Study Program at the Maritime Sciences Polytechnic Makassar, South Sulawesi, Indonesia. Researchers used two main instruments, namely problem-solving skill tests and interviews. Furthermore, in the quantitative analysis, the researcher ran paired sample t-tests and one-way Multivariate Analysis of Covariance (MANCOVA) using the SPSS 25.00 program. In addition, researchers also analysed qualitative data from interviews using thematic analysis techniques. The results showed that the flipped classroom model proved to have a positive effect on the problem-solving skills of maritime students. Other findings state that the cadets also respond positively to the flipped classroom model. Researchers recommend that teachers use the flipped classroom model, especially in dealing with learning in the post-pandemic era, like today.

This study investigated the influence of CThink4CS² Module on computational thinking (CT) skills of form four chemistry students. The CThink4CS² Module integrated CT with the Engineering Design Process (EDP) in chemistry class. This study utilized quantitative research methods and quasi-experimental design. Quantitative data were collected using the Computational Thinking Skill Test (CTST) which consisted of algorithmic reasoning, abstraction, decomposition, and pattern recognition constructs. A total of 73 students were in the treatment group (n=39) and control group (n=34). Experimental data were described by means of descriptive analysis and inferential analysis employing two-way MANOVA analysis. The results of the analysis indicated significant differences in CT skills between groups; students in the treatment group demonstrated better results compared to those in the control group. The paper provides insight into the integration of CT and EDP as effective pedagogical strategies for inculcating CT skills.

Education systems worldwide have been significantly disrupted due to the COVID-19 pandemic, creating an immediate need for a revamp of conventional teaching and learning techniques. To explore how this has affected the educational landscape, a scoping review was conducted. This scoping review aimed to examine the changes that occurred in the education field and to explore how it has transformed the educational landscape review. Using Arksey and O'Malley's methodology, 51 articles were selected for analysis from two leading databases: Scopus and Web of Science. All chosen articles were then subjected to thematic analysis. Three main aspects impacted by this global event were uncovered, which are technological advancements and digital transformation, changes in pedagogy and teaching methods, and mental health and well-being issues. This scoping review provides valuable insights into one of the most critical sectors affected by COVID-19, which can assist with planning future strategies for similar crises.