Due to the pandemic in many countries, schools were closed in 2020. Therefore, education was suspended, and distance education was started. During the Coronavirus disease (COVID-19) pandemic, teachers gave lessons online in virtual classrooms. In this study, Scale of Attitudes Towards Online Formative Assessment (S-AOFA) for teachers conducting online and distance courses was developed, and the teachers' attitudes were examined with respect to demographic variables. In the study conducted in the mixed-design method, qualitative and quantitative data were collected for the scale development and survey. Data were obtained from 369 teachers (science teacher, mathematics teacher, classroom teacher, and teachers in other fields) working in school in Turkey. S-AOFA was made up of 20 items and two factors as a five-point Likert-type. When the teachers' attitudes towards online formative assessment (AOFA) was examined, it was found that the mean for the factor of "Assessment Systems" was lower than that of the "Assessment Approaches". In addition, the findings revealed that there was no significant difference in the teachers' AOFA in terms of gender and that no significant difference existed in AOFA with respect to the school levels of the teachers (elementary, secondary and high school). Moreover, the results demonstrated that there was a low negative significant relationship between the teachers' AOFA and the number of students in which virtual lessons were given online. Lastly, there was a low level positive significant relationship between the teachers' AOFA and the in-class participation percentages of the students who were taught online in virtual classrooms. S-AOFA could be used by researchers in different studies in future.

South Africa, like other countries in the world, went into lockdown due to the Coronavirus disease (COVID-19) which meant closure of venue-based exam centres, university libraries and academic offices for more than three months. This encounter forced higher institutions of learning to review and reconfigure their assessment practices and conduct alternative assessment practises like timed exams, take home exams, randomised multiple-choice examinations and an online portfolio. Over and above that South Africa experienced load shedding (interruptions to electricity supply) and connectivity challenges which impacted the online examinations. This paper explores the experiences of lecturers whilst administering online examination at a South African Open Distance e-Learning university during COVID-19. Data collected from the lecturers who administered online examination through semi-structured interviews. Thematic analyses were used to analyse the data. Lecturers reported on student challenges related to time allocation, exam security, internet connectivity and data access, digital incompetency and support received from the information communication technology (ICT) department. Academics’ reflection suggests that the system and students were not fully prepared and ready to write the online examination. The researchers propose continued technical and technological education and support for academics and students. Therefore, in line with these experiences, it is important to conduct further the research.

Teacher professionalism is needed for quality education. The current practice for increasing teacher professionalism is to use skill applications. However, the implementation of skill applications has, in fact, not succeeded in significantly increasing teacher professionalism. This study aims to explain the importance of an effective skill application model coupled with a comprehensive approach to raise the level of teacher competence. This study is qualitative with its data derived from observations, interviews, and questionnaires. The paper's research findings show that existing programs are not sufficiently enhancing teacher competencies and professionalism. Various teacher professional development activities are conducted; however, there has been no continuous post-activity follow-up. These professional development activities tend only to fulfill the administrative requirements for teacher promotion. What is needed is a comprehensive and continuous teacher professionalism assessment model, which is underpinned by a system of mentoring. This study has implications for evaluating the teacher's professional competencies. More comprehensive skill applications need to be formulated as part of an integrated, sustainable, and mentoring [terpadu, sustainable, pendampingan-TSP] approach to develop teacher professionalism significantly.

The purpose of this qualitative research is to analyze the reflective thinking process of prospective elementary teacher in numeracy problems in terms of their mathematical disposition. The subjects in this study were 26 prospective elementary school teachers who had attended elementary mathematics lectures. The focus in this research is the process of mathematical reflective thinking in solving story problems of a two-variable linear equation system in terms of the level of mathematical disposition. The research instrument consisted of a disposition questionnaire, a reflective thinking ability test and the researcher himself as the main instrument. Good mathematical reflective thinking skills are supported by disposition, by constantly monitoring one's own performance, reflecting on one's own performance, reasoning on one's own performance, considering the overall situation, the habit of analyzing the relationship between variables, being flexible in various alternative solutions to mathematical problems and trying to solve mathematical problems. From the results of this study, lecturers can develop learning media, scaffolding, or teaching materials that accommodate different dispositional abilities of prospective teachers that can be used to improve the reflective thinking process.

This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.

There are different strategies to analyze teacher and student performance when they interact with each other in class. The most used strategies are direct observation and verbal reports. Even though what is observed or reported depends on theoretical frameworks regarding didactic interactions, these must be related to teacher functions such as supervision, providing feedback, and evaluation of student performance. In this study, instruments for observational recording and verbal reports were developed and validated considering teacher functions and their student performance counterparts to compare the degree of correspondence or divergence between data gathered from both strategies. 135 students enrolled in a science class and their teachers participated. The class was taught in a public high school located in center/south Mexico. Classes were videotaped and the corresponding observational records were analyzed. Two months later, verbal reports were administered to students and teachers. Coincidences and differences that were found revealed that observer-observe interaction is conditioned by social norms. These results were interpreted considering the notion of silence as a communicative element.

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.

Traditional houses are part of the culture of every country. Indonesia is a country that has a variety of traditional houses. The traditional Banyuwangi house is known as the Using house. This house can be explored in terms of ethnomathematics and used as part of learning mathematics. This research is focused on knowing and describing mathematics learning that integrates the ethnomathematics of Using house, thematic, and connected models. The research was also conducted to determine the effectiveness of the learning that has been carried out. The results showed that the use of the Using house in ethnomathematical-thematic-connected-based mathematics learning: (1) could be done using the trivium concept (literacy, matheracy, and technoracy); (2) can be done thematically by integrating four subjects (Indonesian, social sciences, fine arts, and mathematics); (3) can be connected by integrating two mathematical concepts (two-dimensional geometry and arithmetic); (4) through seven phases of learning; and (5) effective because 80% of students can solve problems as expected.

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.

The aim of this research is to find out how higher education (HE) teachers reflect on the possibilities of personal development and evaluate the institutional promotion of academic teaching in an HE community. The purpose was thus to understand how university employed teachers experienced and reflected on the benefits of their pedagogical education and pedagogical fellowship during and after the studies. To obtain information regarding the current situations and prospects for the future of the research persons, questionnaires were used, and unstructured essays were written through their study time and subsequently. The research methods were qualitative content analysis and deep analysing methods. The teachers possess cognitive thinking skills of the highest level. Pedagogical and transformative thinking are not at the same level. The research persons express their views tactfully when outlining how teaching should be realized in the future. Still, they criticized the resistance to changes in academic teaching, especially before they themselves were part of the administration.

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 field of studies in metacognition points to some limitations in the way the construct has traditionally been measured and shows a near absence of performance-based tests. The Meta-Text is a performance-based test recently created to assess components of cognition regulation: planning, monitoring, and judgment. This study presents the first evidence on the structural validity of the Meta-Text, by analyzing its dimensionality and reliability in a sample of 655 Honduran university students. Different models were tested, via item confirmatory factor analysis. The results indicated that the specific factors of planning and monitoring do not hold empirically. The bifactor model containing the general cognition regulation factor and the judgment-specific factor was evaluated as the best model (CFI = .992; NFI = .963; TLI = .991; RMSEA = .021). The reliability of the factors in this model proved to be acceptable (Ω = .701 & .699). The judgment items were well loaded only by the judgment factor, suggesting that the judgment construct may actually be another component of the metacognitive knowledge dimension but having little role in cognition regulation. The results show initial evidence on the structural validity of the Meta-Text and give rise to information previously unidentified by the field which has conceptual implications for theorizing metacognitive components.

Tests are an integral part of most formal language learning processes, exerting far-reaching effects on many aspects of language learning. Among other things, tests affect language learning motivation (LLM), an element that is fundamental to many learning contexts. However, little attention has been paid to how tests affect LLM and what the pedagogical implications may be. Using qualitative semi-structured interviews with 20 adolescent Arab learners, this study attempts to explore how and when tests can motivate or demotivate language learners. It also examines the main strategies learners deploy to cope with the demotivating experiences associated with test taking. The data suggest that tests have the potential to both motivate and demotivate learners before, during, and after taking a test. Additionally, the results reveal several strategies that learners employ to cope with demotivation. This leads to a discussion regarding pedagogical implications on how to effectively employ tests to increase learners’ motivation and decrease their demotivation.   

The aim of this study is to capture and analyse perspectives on higher education from the views of five students through in-depth interviews. The students' statements are analyzed in order to gain an understanding of their experiences of developing academic literacies in their university studies. They are regularly visiting the university study workshop for help with their exam assignments. The following questions have been formulated to fulfil the aim of the study: (a) what aspects of studies in higher education do the students express as important, favorable, or unfavorable, for their development of academic literacies? and (b) in what way do the students value the study workshops as an educational tool? The analysis reveals three themes: the importance of explicit support structures, the importance of teachers’ feedback, and the importance of using the students’ pedagogical capital. The results also show that the students highly value the study workshop when they reflect upon the one-to-one feedback, but the support seems to be insufficient both in supporting them to be more independent in their studies and in developing academic literacies from a critical and epistemological point of view.

In some places of the world, disasters occur virtually every day. If disasters are not properly foreseen, they may result in many fatalities. This research aims to examine the growth and pattern of literature on natural disaster education in schools. This analytical strategy combines quantitative and statistical methods to discover trends, assess quality, and track development. A total of 216 documents were chosen from the 403 documents collected. Following 2015, there was a considerable increase in four-year publications. Authors from the United States contributed to 45 papers with 37% citations and ranked first, followed by authors from Japan (31 documents; 15% citations) and Indonesia (31 documents) with rankings citations below the top 10. Most publications were published in the International Journal of Disaster Risk Reduction (12 docs; Q1 Scimago Journal Rank 1.1 (SJR 1.1)). The Journal of Child Psychology and Psychiatry and Allied Disciplines had the most citations (100; Q1 SJR 3.6) and was ranked first in its discipline. The existing core literature on school education on natural disasters demonstrates that this topic is developing rapidly, but with insufficient international research collaboration. Research cooperation in this area must be strengthened to better the global response to natural disaster mitigation, which should begin in schools worldwide. There is a need to widen the scope of study in this field to include natural disaster preparedness education in the school curriculum, assessments, learning media, disaster response education, and instructional designs. Finally, disaster education in schools must be addressed as soon as possible to contribute to disaster preparedness.

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.

Anger is a topic that requires intervention from teachers, counsellors, psychologists, parents, and all communities. The expressions of anger are subjective and sometimes hard to identify. Thus, anger should be measured more objectively, while the expressions need to be examined closely. The purpose of this study is to provide valid confirmation for development of an online instrument to measure the types of anger expression among adolescents. Data were collected from 935 adolescents from nine schools in northern Malaysia and the theoretical literature search. The data were analysed to provide evidence of construct validity in terms of item factor analysis, reliability estimates, and correlation between the types of anger expressions. Findings were used to develop an online Adolescent Anger Instrument. It measures five types of anger expressions, namely, physical, verbal, intrinsic, extrinsic, and passive. The results showed that the instrument is internally consistent with high evidence of construct validity. Exploratory factor analysis, with varimax rotation, suggested the existence of five distinct types of anger as conceptualised. Meanwhile, the correlation between types of anger expressions indicates the strength of the relationship between them. Discussions on the findings are provided, while suggestions for future research are also described.

Gamification in education refers to the application of game design elements and game principles in teaching with the goal of increasing students’ motivation and engagement, which contributes to more successful achievement of learning outcomes. Gamification can be used in education at different levels, from primary and secondary schools to universities and adult education. An analysis of the literature on the use of gamification in education has shown that it is more common in university education and less common in primary and secondary schools. Nonetheless, experience shows that games and numerous digital tools are successfully used in schools for the purpose of gamification, although this is generally not supported by the relevant research published in the papers. The research presented in this paper represents a systematic review of the literature on relevant research on the use of gamification in primary and secondary schools to explore the field and make recommendations for future research. The conclusion is that research on gamification should continue to suggest appropriate pedagogical and technological frameworks which would facilitate the use of gamification in schools by teachers.

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.