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.

The purposes of this research are (a) to make an instrument to measure the achievement of project-based digitalpreneurship learning in students; (b) to describe the quality of the project-based digitalpreneurship learning achievement assessment instrument for vocational high school students; (c) to measure the competence and skills. This study employed to research and development as its methodology, using a combination procedure between Oriondo and Antonio and, Mardapi. The development procedure includes three stages: instrument design, instrument testing, and measurement. A total of 795 students who participated in the study at 5 vocational high schools in Yogyakarta's special region served as responders. Data analysis in this development uses the content validity of the formula Aiken V Index, confirmatory factor analysis establishes the construct's validity, and construct reliability. Measurement instrument development. Research findings that (a) the instrument is ready to be used in the measurement; (b) the quality of the project-based digitalpreneruship learning achievement assessment instrument for vocational high school students is well tested. This is evidenced by the validity test which has a high score >.8; The proof of construct validity in this study using CFA > .5; GOF chi-square value with a critical value of df = 289, X2 = 323, p-value with a critical value of .079, RMSEA with a critical value of RMSEA .019 (≤ .08), SMRM with a critical value of SRMR 0.030 (≤ .05), CFI with a critical value of CFI .990 (> .97), and an NFI with a critical value of NFI .989 ( > .90); (c) the measurement results are identified in the process that needs to be improved again regarding the digitalpreneurship skills of vocational high school students.

This research analyzes the effects of restricting face-to-face classes during the lockdown and students' preparation for face-to-face instruction. During the academic year 2021-2022 break, it was conducted at Nueva Ecija University of Science and Technology (NEUST)-Gabaldon Campus's College of Education. This study employed a descriptive correlational and descriptive comparative research design. The 151 education students who participated in this study were chosen using a stratified sampling method. According to the study, students received satisfactory to very satisfactory grades during the lockdown. The study also showed that after the lockdown and after the Commission on Higher Education recommended face-to-face classes, the majority of respondents agree that they are academically, socio-emotionally, and physically prepared to go through a face-to-face mode of learning. The majority of them prefer face-to-face classes to any other form of distance learning. The general weighted average of a student is a predictor of academic readiness in face-to-face classes. In addition, students' general weighted averages have direct link to their socio-emotional readiness. Students' profiles, on the other hand, have no impact on their physical readiness. There is no significant difference in student preparation in face-to-face classes when students are grouped by gender, year and section, and civil status. There is no association between the student profile and their preferred mode of learning. The theoretical and practical ramifications of the research were also addressed.

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 paper describes an experience based on the use of an active method in which students of a basic physics course prepare multiple choice questions (MCQs) to prepare for exams in the subject. The objective of the research was to provide the students with a method that would enhance their desire to learn physics, and consequently lead to an improvement in their meaningful learning. The participants were 57 first-year students from various engineering degrees. The quasi-experimental design with pre- and post-tests and a control group is described. The results showed that students who use the method of generating MCQs to prepare exams sometimes improve their learning significantly in comparison with the control group. The method also provides a new way to detect students' misconceptions about the concepts covered in class, which thus allows the evolution of their knowledge to be evaluated. Finally, it should be noted that the students valued the method used positively.

Teacher knowledge is one of the main factors in the quality of mathematics learning. Many mathematics teachers have difficulty using proportional reasoning. Proportional reasoning is one of the essential aspects of the middle school mathematics curriculum to develop students' mathematical thinking. Teachers should realize that developing proportional reasoning is not an easy task. In this study, we investigated how teachers give proportional reasoning about the concept of proportional and non-proportional situations, especially in making sense of them. The research subjects were mathematics teachers who had taught proportional-related material. Data was collected using task-based interviews outside the teacher's working hours. Data analysis and interpretation were completed using a framework meaning-based approach. The results of the data analysis showed that the teacher is careful in understanding information, is aware of multiple meanings, and knows key information in understanding the contextual structure of proportional and non-proportional situations. Furthermore, they are also able to identify additive and multiplication relationships, have flexibility in understanding proportional and non-proportional situations separately or collectively, and understand problem-solving systematics in detail.

This study examines how visual thinking may affect Jordanian female ninth-graders reading abilities. The design had an experimental feel about it. The study included 66 ninth-grade female students who were studying English as a foreign language (EFL). An instructional program was created and put into place, and a pre-post reading exam was created to help the study reach its objective. The results were examined using SPSS. The findings show that there are statistically significant changes in the steps of the visual thinking strategy (VTS) modality between the two groups, with the experimental group benefiting more. VTS has been proven to be a successful strategy for greatly enhancing student attainment of good marks and having an impact on student achievement of course learning outcomes. This study triggered the following reading sub-skills: vocabulary acquisition, imaging, building and activating schema, identifying the main idea and details, questioning, inferring, communicating through oral language, and comprehension. VTS has a real impact on teaching reading sub-skills, which is important for both teachers and curriculum designers. Longitudinal research data is required to further analyze and refine this teaching strategy.

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 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 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.

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.

The researcher assessed the subject teachers’ levels of satisfaction and/or dissatisfaction using the Herzberg Two-Factor Theory. The study assesses employee motivation and hygiene, as discussed in the first part of the study about exploring the socio-demographic profile and job satisfaction level among teachers in Alaska. Frederick Herzberg (1923–2000) was a well-known author, and his work was praised by the Harvard Business Review. His theory has been widely accepted by many different groups and studies, with many people adapting and applying the theory to business management. For many years, teachers have been leaving school districts, particularly in Alaska, and this project seeks to investigate the causes of this phenomenon. Running a school is like running a business, except your clients or customers are students and parents. You must be able to choose what type of education they require. Schools have a system structure that is like a business. A school district that oversees several schools is analogous to a conglomerate that oversees a group of businesses. The study was conducted in the Bering Strait School District, in northwest Alaska, which serves fifteen isolated villages and two islands. Various methods including survey questionnaires, interviews and data gathering, were used and implemented. Out of 30 targeted respondents, 13 had high hygiene and high motivator factor (HHHM) scores and were further analyzed through interviews, with the data gathered subjected to thematic analysis. It was noted that some of the factors that affected the respondents in leaving their school are professional-related reasons, professional growth, job stability, physiological growth, no consistent reliable childcare options or childcare, very cold weather, and emotional reasons. Lack of these factors can influence the participants to seek such services elsewhere—from another workplace that can provide them with these services, and thus give them comfort, and peace of mind as well.

The pedagogical and didactic guidance of teachers has been linked, in the relevant literature, to the school management’s adoption of the model of pedagogical leadership as well as to the assurance of a series of factors that influence it. This study aims at investigating the pedagogical role of the principal in Greek primary schools. Data were collected through an anonymous questionnaire completed by 133 Greek primary school head teachers. Results show that head teachers consider that their pedagogical role has mainly to do with the pedagogical climate, psychosocial and pedagogical guidance of the school unit. Additionally, the research results show that head teachers carry out their pedagogical role cooperating and communicating mainly with the members of the educational community of the school. Another noteworthy finding of the present study is that the factors that support head teachers in their pedagogical leadership role, are hard to exist in hierarchical educational realities such as Greece. The originality of the paper draws attention to the school's socio-economic environment, which significantly influences school leadership. Conclusions on the implications of the study are made and directions for future research are suggested.

We propose a plan to facilitate the development of backward constituent skills within a complex learning process through the manipulation of emphasis sequencing. To achieve this, we utilized perceptual offloading cues as supportive information in emphasis sequencing, taking into consideration principles of information processing and cognitive loads. We examined changes in cognitive loads (intrinsic load, extraneous load, and germane load) as the complexity of each component increased. Our sample included 56 college students from Gyeonggi-do province who were tasked with completing a series of progressively complex PowerPoint functions, focusing on the acquisition of constituent skills. The experiments were conducted over five sessions, with cognitive load measurements taken after the fourth session was concluded. Learning transfer was evaluated by collecting and assessing the students' work at the end of the fifth session. The results demonstrated significant effects of emphasis manipulation sequencing in reducing cognitive load and facilitating the learning transfer process. The use of offloaded perceptual cues in this manner proved to be an effective strategy for enhancing the development of constituent skills learned through emphasis manipulation sequencing, while effectively managing and minimizing cognitive load in complex learning scenarios.

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 study explores the impact of gender on the preferred English language learning strategies of self-perceived introverted students in Vietnam, given the burgeoning role of English as an international lingua franca. A mixed-methods approach, involving survey questionnaires and follow-up interviews, was utilized to gather both quantitative and qualitative data from a cohort of 68 English major undergraduates, 29 of whom self-identified as introverted via the Myers-Briggs Type Indicator (MBTI). The investigation provides a comprehensive understanding of the preferred language learning strategies among introverted learners, and specifically examines how gender influences these strategic choices. The results reveal that gender does not present significant differences in the preferred English language learning strategies of self-perceived introverted individuals. Regardless of gender, introverted language learners demonstrate a tendency towards compensation learning strategies, with specific strategies such as deductive reasoning, organizing physical environs, and error rectification receiving almost identical responses from both male and female participants. These findings suggest that the role of personality traits, such as introversion, should be considered in tailoring pedagogical approaches to meet individual learning preferences and needs. Further research is needed to explore this area in greater depth and to examine its broader implications for English language teaching pedagogy.

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.