This study aims to examine the 9th-grade 2018 physics curriculum according to various criteria. A cross-sectional survey model was used. The sample consists of 36 physics teachers working in various high schools in 12 regions of Turkey in the 2022-2023 academic year. The data of the study were collected via the “9th-grade 2018 physics curriculum Evaluation Form”. The data collected via the evaluation form were determined with the multilevel Rasch analysis program. The results of the research revealed that the criteria determined in the evaluation of the 9th-grade physics curriculum differed in terms of strictness and generosity. In addition, the quantitative data analysis revealed that the physics teachers mostly comply with the criteria set in the program while they disapprove of some criteria. The physics teachers reported some deficiencies in the objectives, content, and educational status of the elements included in the program. In this context, it is recommended that the achievements of the 9th-grade 2018 physics curriculum be reviewed in line with the evaluations of the stakeholders related to the subject.

This study focused on the development of teaching aids for the topic of Isometric Transformations for Form 2 students in Malaysia. The first objective was to determine the usability of teaching aids in the isometric transformations kit integrates game-based learning (GBL) Method (KitTI Method) and the second objective was to examine the effectiveness of using the KitTI Method on students’ achievement and motivation. This study was directed by the Design and Development Research (DDR) model with survey and quasi-experimental designs. The sample selection was conducted by cluster sampling involving Form 2 students from schools in the district of Muallim and Batang Padang in the state of Perak. The instruments used were KitTI Method Teaching Aids Usability Questionnaire (KMTAUQ), Isometric Transformations Topic Achievement Test (ITTAT), and KitTI Method Motivation Questionnaire (KMMQ). The findings showed that the mean score of KitTI Method‘s usability was high, the treatment group obtained significantly higher improvement in achievement compared to the control group while the mean scores of pre-test achievement as a covariate and students’ motivation in learning Isometric Transformations were high. Therefore, the KitTI Method is suitable to be implemented as a guide for mathematics teachers in designing dynamic teaching and learning and is able to improve students’ achievement and motivation.

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 exploratory and descriptive study aims to theoretically promote the schema of pseudo-thinking processes in mathematical problem-solving by students. The participants in this study were 36 eighth graders and one math teacher. The researchers collected the data using tests and interviews. The results showed that the structure of pseudo-thinking based on the processes of assimilation and accommodation is theoretically composed of five hierarchical components, namely (a) the structure of the problem, (b) the structure of the subject's thinking, (c) the analytic process, (d) the integration of structures or substructures, and (e) the complete integration of structures. When the subject integrates incomplete substructures into existing thinking schemes, assimilation or accommodation becomes imperfect, resulting in cognitive disequilibrium. The results of such a thought process are called pseudo-thinking. Pseudo-thinking processes can be refined and improved into actual thinking processes through reflection and scaffolding. Assimilation and accommodation occur through defragmentation or organization to rearrange the internal schema so that full structural integration occurs. In the end, the subject experiences cognitive equilibrium so that it becomes an actual student thought process.

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.

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.

This study illustrated an alternative way to evaluate students’ academic learning. It involved the joint and intertwined application of the natural semantic network technique, computer simulations, and semantic priming experiments to assess the cognitive changes in knowledge structures due to academic learning in two groups of psychology students. The experimental group was enrolled in a course on computational cognition, while the control group was oblivious to this course. The results indicated that the cognitive assessment tools discriminate the cognitive changes produced as a result of general training undertaken in a psychology degree versus the influence of a specific course. After the course, the experimental group increased their technical vocabulary, changed their conceptual valuation of definers related to computational theories of mind, and reorganized the relations among definers according to the computational cognition approach. Also, this group presented a higher connectivity index between the concepts of the semantic network, their conceptual activation level and conceptual co-activation pattern changed, and their access level to the evaluated schema’s concepts improved. In contrast, the control group did not show significant changes in their cognitive patterns after the course. These findings suggest that cognitive tools may be helpful in the diagnosis of academic learning.

The computing and creative skills of students in Indonesia are still low since the government has not focused on student creativity and computational empowerment programs. This research aims to develop a science, technology, engineering, art, mathematics, and reflection (STEAMER) hybrid learning project model for teachers' creative and computational thinking abilities, as well as analyze elementary school teacher candidates' perceptions of the use of STEAMER hybrid learning model to improve teachers' creative and computational thinking abilities. This research is development research with an analysis, design, development, implementation, and evaluation (ADDIE) model. The instruments used in this study were questionnaires and interviews with experts, lecturers, and elementary school teacher candidates. The research was conducted at eight universities in Indonesia with a total sample of 100 elementary school teacher candidates. Through quantitative and qualitative data analysis, the research results have developed the STEAMER hybrid learning project model based on learning theory, syntax, social systems, support systems, and the instructional impact of learning models. The results of the validation show that the developed learning model is feasible in terms of model, material, media, and language experts. The model is suitable for elementary school teacher education. Furthermore, based on the perceptions of the teacher candidates, it is stated that the STEAMER hybrid learning project can develop the ability of the teacher candidates to think creatively and computationally.

Although research on ethnomathematics has been widely carried out, there is still little empirical evidence reporting the mapping and trends of ethnomathematical research in Scopus-indexed journals. The purpose of writing this article is to map trends in ethnomathematical research in Scopus-indexed journals in the range from 1986 to 2022. The fundamental tenet of ethnomathematics is to study, appreciate, and exclusively take into account the application of mathematics by ethnic groups. In other words, in understanding mathematics to look attractive, it is necessary to make a connection between everyday life and the realm of abstract mathematics. Scopus is a resource for further research, identifying scientific uniqueness and gaps. This study uses bibliometric analysis methods using VOSviewer, article searches using Publish or Perish (version 8), and SEforRA applications. Bibliometric research provides a reliable and impartial way to gauge the contribution of an article to knowledge advancement and is a tool that is often used to analyze trends and performance on certain subjects. These findings reveal an increasing trend in ethnomathematical research and identify some topics or keywords that could form the basis for additional studies. In conclusion, for future studies, bibliometric analysis will provide information and knowledge about the evolution of ethnomathematical research.

This study evaluates the effectiveness of a twelve-week Inquiry-Based Science (IBS) program on enhancing science process skills and scientific knowledge among preschool children in Morocco. Conducted in a quasi-experimental setting, it involved 105 children (M = 60.46 months, SD = 4.32), with 37 in the IBS group and 68 in the control group. The program utilized the 5Es instructional model and the Engineering Design Process (EDP) to engage children in active, hands-on learning experiences. Statistical analysis demonstrated that the IBS group achieved substantial improvements in both science process skills and scientific knowledge relative to the control group, with between-group effect sizes (Cohen’s d) ranging from 1.02 and 2.31. These findings highlight the significant impact of structured inquiry-based approaches in early childhood education. The study underscores the need for integrating such methods into the preschool curriculum to foster scientific understanding and skills from a young age, thereby better preparing Moroccan children for future academic and professional challenges. The results advocate for educational stakeholders to consider adopting inquiry-based learning frameworks to enhance the overall quality of early childhood education in Morocco.

This study examines the impact of digital tools on fraction comprehension among 5th-grade students with learning difficulties in mathematics. It assesses the effectiveness of three teaching methods: educational software, video tutorials, and their combination. The research involved 252 students from 8 state-funded elementary schools, employing a quantitative experimental design with pre- and post-test assessments. Grounded in Constructivist Learning Theory and Technological Pedagogical Content Knowledge (TPACK), this research explored how technology can enhance mathematical understanding. Results indicated that the combined method achieved the highest improvement (58%, p < .001, Cohen’s d = 3.03), significantly outperforming educational software alone (33%, p = .015, Cohen’s d = 2.52) and video tutorials alone (7%, p = .987, Cohen’s d = 0.14). These findings highlight the substantial benefits of integrating diverse digital tools to effectively support mathematics learning among students facing additional educational challenges.

This study delved into Terry Borton’s reflective model and 7E instructional model to produce comprehensive and guided tools that fit as observation and reflective tools for enhancing learners’ engagement and outcomes in Mathematics lessons. The aim was to gather insights that can inform strategies to adapt Borton’s model to produce tools to be used to observe and analyse 7E model-based Mathematics lessons to contribute to improved student outcomes. Literature information was used to explore, analyse, and synthesise the study’s related existing theories and models to provide a deeper understanding of constraints and prompt question descriptors to produce 21st-century tools to observe and reflect on a Mathematics lesson. After comparing different prompt question descriptors from different literature and Borton’s model, concise descriptors were retained for educational purposes to be analysed, considering the 7E model phases, to produce the guided tools. As a result, two products. “Classroom Observation-Guided Tool”, which includes a guided tool table with a last column for the observer to write comments during class. This column is used to identify gaps in student engagement and learning practices across the 7E phases, which may have been misused. The “Post-Lesson Discussion Guided Tool”, to make a positive post-lesson discussion session, enabling teachers to identify areas for improvement in student engagement to achieve better outcomes next time. Other researchers can study the applicability of 21st-century observation and reflection-guided tools to other subjects, exploring their long-term impact on teacher professional development to improve overall student achievement across all school subjects.