This research analyzed the involvement of teachers, parents, and school committees in improving scientific attitudes in science learning using Rasch model analysis. A survey method was used in this quantitative study. Participants in the study were selected using a purposive sample of 174 teachers, parents, and school committees in Sleman and Kebumen Regencies, Indonesia. A questionnaire was used in data collection to determine the involvement of teachers, parents, and school committees in improving scientific attitudes toward science learning. The questionnaires were completed using a Likert scale of 1-4, and the data were then analyzed using the Rasch model. The result showed that all participants were the average logit items (+1.03 logit). The reliability was 0.89, indicating a positive response to improving students' scientific attitudes. The results of the Rasch model analysis suggested that the involvement of parents, teachers, and school committees in improving scientific attitudes differed according to their roles. Each instrument element was analyzed in more detail in the Rasch model. Participants' roles were reflected in the specific involvements of teachers in learning, parents at home with children, and school committees participating in school policy-making.

This study aims to investigate the relationship between the science learning skills of primary school teacher candidates and various variables. A correlational survey design was used in the study as a research methodology. With the correlational survey design, the relationships between the science learning skills of the primary school teacher candidates and some variables were examined and their effectiveness in predicting their science learning skills was determined. This study was conducted on 160 teacher candidates in the spring term of the 2019-2020 academic year. As a result of the study, a high level of correlation was found between the science learning skills of the primary school teacher candidates and their self-efficacy belief in science education. In addition, it was found that 38% of science learning skills were explained by attitudes and beliefs. In other words, it was seen that the affective characteristics of pre-service teachers about science significantly affected their science learning skills. In the light of these results, it is recommended to carry out studies in the education process to develop the necessary skills before considering the cognitive competencies of primary school teachers about science. They should also develop positive feelings towards science and gain the understanding that science is not a field of memorization, but a fun field necessary to make sense of the world.  

Internal and external assessment instruments, such as the Vanuatu Standard Test of Achievements (VANSTA) and the Pacific Island Literacy and Numeracy Assessment (PILNA), reveal that mathematics achievements in the Republic of Vanuatu remain below the minimum standard. This study drew on the constructivist grounded theory approach to explore teachers' perspectives of the learning and teaching processes in mathematics education in the Republic of Vanuatu. Specifically, the focus was on the ‘I do-we do-you do’ approach of teaching, which is common in mathematics education in the country. Teachers' opinions about the current situation of mathematics education and possibilities for improving it were extracted using semi-structured interviews with 22 teachers from two randomly selected urban schools. Based on the constructivist grounded theory analysis, four major interlink themes were found. Overall, the findings show that mathematics achievements in the country can be improved through proven discovery-learning strategies for stimulating students' mathematical thinking in the 21st century, such as the ‘try-understand-apply-mastered’ (TUAM) discovery learning process.

The definition of creativity among professional mathematicians and the definition of mathematical creativity in the classroom context are significantly different. The purpose of this study was to investigate the relationship between students’ mathematical creativity (i.e., cognitive flexibility) and figure apprehension when solving geometric problems with novel auxiliary features such as straight lines and curved lines. In other words, this study determined if geometry knowledge influenced mathematical creativity (cognitive flexibility) in problem-solving. Grade-12 students participated in the intervention. The high school that is the research topic attempts to equip students with academic abilities and is, except for vocational schools, the most popular form of high school among all other types. Such a school was chosen for the study so that a significant proportion of students in Makassar could be represented. In this study, we discovered a relationship between cognitive flexibility and the geometric ability of pupils while solving problems involving auxiliary lines. This indicates that the usage of auxiliary lines as a reference for developing pupils’ creative thinking skills must be advocated. In addition, good geometric abilities (e.g., visual thinking, geometrical reasoning) will encourage pupils to generate various problem-solving concepts. This finding contributes significantly to future research by focusing on auxiliary lines.

The purpose of this study was to compile and statistically analyze the results of research studies that examined students' problem-solving skills in worksheets. The research method used was a meta-analysis. The study search was conducted from 2013 to 2022 in Google Scholar and the Garuda portal databases. The search yielded 40 studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. From the extracted results, 45 comparisons of data were examined. Microsoft Excel was used to calculate the effect size of the problem-solving worksheet. This study yielded a value of 1.281 for the entire study, indicating that the worksheet had a significant and positive impact on students' problem-solving skills. The results indicate the need to develop worksheets to improve students' problem-solving skills.

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.

This research aims to prove and find out the influence of local wisdom-based learning media on the character of students in Indonesia. This research uses a quantitative method with a meta-analysis approach. The research data were analyzed using the 0.8.5 version of JASP software. The eligibility criteria used include: (a) The publications must be searchable in search databases such as Google Scholar, ERIC, DOAJ, Research Gate, and or ScienceDirect; (b) The publications are reputable indexed; (c) The publications must relate to learning media based on local wisdom and student character; (d) The publications must be in the range of 2015 to 2023; (e) The articles are worth (r), (t), or (F); (6) N ≥ 30. The results of the analysis of 30 studies showed that there was a significant effect of learning media on the character of students in Indonesia (z = 9.700; p < .001; 95% CI [.987; 1.487]). This effect is categorized as very strong (rRE = 1.237). This meta-analysis study is the result of accurate, valid, and representative research reviewed because publication bias was not detected. Thus, it can be concluded that learning media based on local wisdom has a big influence on student character.  

The purpose of this systematic literature review (SLR) is to identify: (a) the topic of the study, (b) the research methods used, and (c) the results of research on Mathematics education in Malaysia. This study discusses the use of teaching aid (TA) in the field of syllabus and geometry for Form 2 students. The use of TA is considered highly successful and relevant for educators to improve the quality of the teacher’s instructions and students’ understanding. Therefore, using the rules of optional reporting items for systematic review and meta-analysis (PRISMA), a review system was carried out to determine the appropriate strategies and variables for the field. Four stages constitute the PRISMA paradigm used in this study: identification, screening, qualification, and admission. Using criteria opted by researchers from multiple searches, including Google Scholar, ResearchGate, Scopus, and Emerald, over 20 papers were identified for additional investigation. The data were then analysed quantitatively to describe the research's findings. From the results, two main research themes were found, namely (a) learning to use TA; and (b) the field of measurement and geometry of Mathematics. The results of the article analysis indicate that Mathematics education in Malaysia is currently at a moderate level and is ineffective at fostering students' understanding and interest. These results are anticipated to serve as the foundation for teachers, students, schools, and the Ministry of Education to undertake more engaging and interactive learning, particularly in the subject areas of mathematics and geometry.

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 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.

Private universities in Indonesia need to urgently enhance the lecturers' organizational citizenship behavior (OCB), especially in overcoming a transition period of learning patterns after the COVID-19 pandemic from online to offline. Therefore, this research explores employability, personality, and talent management affect OCB and proves job involvement mediates employability, personality, and talent management influences OCB. It was conducted through a survey using a Likert scale questionnaire with 230 participants of lecturers from Indonesian private universities. Path analysis supplemented by descriptive and correlational analysis was used as a data analysis technique. The results showed that employability, personality, talent management, and job involvement significantly affect OCB. In addition, job involvement mediates employability, personality, talent management influences OCB. Therefore, a new empirical model regarding employability, personality, and talent management affect OCB with job involvement mediation was developed. Accordingly, researchers and practitioners can utilize for the model in their future activities.

Active learning (AL) techniques invite students to participate actively, either physically or mentally, in the learning process so that they can change their behavior efficiently to achieve great achievement. Still, there is insufficient knowledge concerning the dimensions of AL techniques for business subjects of secondary school students in Malaysia. Thus, the research’s goal is to assist in the determination of the instruments’ reliability to measure the AL techniques measurement scale for business subjects’ students using exploratory factor analysis (EFA) as well as reliability analysis. Moreover, this research conducted a self-administered survey among secondary school students who have taken business subjects as their elective subjects. From secondary schools in Negeri Sembilan, Malaysia, 123 respondents were randomly chosen for the sample. To measure the AL constructs, the study retained 30 items developed because no items have been omitted since the factor loading turned out higher than the 0.50 cut-off point and was used as a tool for data collection. Essentially, this research empirically validates the dimension which helps lead to AL techniques in business subjects that are improved, and the findings are particularly beneficial to secondary school students in Malaysia.

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.

Based on institutional theory, this study explores the causal relationship between teacher professional identity, perceived institutional norms, and teachers’ conformity behavior in colleges and universities in Hunan Province. A questionnaire survey was conducted on 500 teachers from two universities in Hunan Province. The reliability and validity test results and structural equation modeling analysis show that the professional identity of college teachers positively affects their conformity behavior, and that perceived institutional norms partially mediate the relationship between teacher professional identity and teacher conformity behavior. The research enriches the application of institutional theory in university organization and provides an empirical basis for universities to improve teachers’ conformity behavior.

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.

Interculturality, inclusion, and diversity are generally associated with bilingualism in countries with different socio-cultural identities, but rarely with school coexistence among students hailing from different backgrounds. The present systematic review is framed in a descriptive-qualitative approach since its main objective is to provide an account of the relationship between welcoming, school coexistence, and the integration and inclusion processes in schools in countries receiving foreign migrant families. For this purpose, Web of Science, SCOPUS, EBSCO, and SCiELO databases were searched using a reference chain, and according to search results, 26 empirical studies retrieved from those databases published between 2010 and 2020 were analyzed. The main findings indicate that the inclusion process is developed through the acculturation and disciplining devices of foreign children to the dominant national logic, which marks a hierarchical difference between nationalities. They also highlight the recognition of cultural diversity under the logic of folklorization and a vision that focuses on academic achievement rather than on the particularities that cultural diversity can contribute to social relations and learning within the school.

The objective of this study was to develop a measure that possesses both reliability and validity in order to evaluate innovative thinking within the realm of education. To achieve this, the instrument's validity and reliability were evaluated through quantitative methods in two distinct phases. A team of educational experts conducted the process of establishing content validity and ensuring that the items on the instrument accurately reflected the intended constructs of creative thinking. Following that, the assessment of concept validity was conducted using confirmatory factor analyses. The aforementioned investigations resulted in the discovery of a five-factor solution consisting of 25 elements, all of which demonstrated scores beyond the crucial threshold. This successful outcome confirmed the presence of distinct factors representing different dimensions of innovative thinking. The study enrolled 1250 students from vocational education institutions as participants. The data obtained from the participants was subjected to principal component analysis and confirmatory factor analysis, leading to the development of a model that exhibited a good match with the empirical data. This indicated the effectiveness of the developed instrument in measuring innovative thinking capacity. In conclusion, the research effectively developed an accurate and dependable tool for evaluating innovative thinking in the realm of education. The gathering of positive data from the participants and meticulous quantitative analyses were responsible for this.

Pre-service science teachers need to be aware of eco-literacy and biotechnology as they will teach science subjects to students from the perspectives of 21st-century skills. This study aimed to develop a web-based module on biotechnology and examine preservice science teachers’ eco-literacy skills after using the developed module. The study used a research and development design adopting Molenda’s product development model (Analysis, Design, Development, Implementation, and Evaluation/ADDIE). There were 60 students majoring in science education as the research participants. The data were collected using a needs analysis questionnaire, a curriculum analysis form, a validation sheet, tests, and a response questionnaire. The obtained quantitative data were analyzed using IBM SPSS 25 with descriptive statistical tests with Swanson’s quantifications. Results showed that the web-based module on biotechnology could be developed through ADDIE stages with experts’ high validity results (M = 4.59, valid with revision). The module significantly improved the teachers’ eco-literacy skills on biotechnology topics (F = 14.053, p = .000, N = 60). This result implies that the web-based module on biotechnology can assist preservice science teachers in improving their eco-literacy skills.

Multicultural education is expected to improve the frameworks of educational institutions so that students from various ethnic, racial, cultural, and linguistic groups have equal academic accomplishment possibilities. It is essential for English as a foreign language (EFL) learners and teachers in Indonesia since English has its own culture. This research aims to comprehend the practices of multiliteracies in incorporating multicultural education in extensive reading classes. This investigation used a qualitative case study using observation and in-depth interviews to collect data from the lecturer. The results showed that the lecturer incorporated all aspects of multicultural education in multiliteracies practices using a novel. While generating cultural value from students’ life experiences, the researchers discovered content integration, knowledge scaffolding, equity pedagogy, bias degradation, and empowerment of school culture. Multiliteracies practices can serve as an innovative teaching technique to promote multicultural education. Additionally, EFL lecturers need multicultural learning materials to support this and to encourage students to think critically.

This qualitative study explored the possibility of implementing the happy school model (HSM) in the context of Vietnamese higher education, with a focus on the socio-cultural perspectives of nine tertiary English as a foreign language (EFL) teachers at different career stages. Through semi-structured interviews, thematic analysis, and theoretical underpinning by constructivist paradigm and humanistic education theory, the study illuminated multifaceted insights. Key themes emerged, including aligning the HSM with holistic student development, recognizing challenges and potential benefits, balancing traditional Confucian values, and adapting the model to Vietnam’s unique socio-cultural and economic landscape. The findings provide valuable guidance for educational innovation in Vietnam, highlighting complexities of aligning a new educational paradigm with existing practices and cultural norms. While the study’s focus on a specific cultural context and limited participant pool presents certain limitations, the insights offer rich contributions to the broader global dialogue on education and human development. Future research directions and practical implications are also discussed, making this study a valuable resource for educators, policymakers, and researchers interested in the intersection of universal educational principles and specific cultural contexts like Vietnam.