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The purpose of this study was to demonstrate the effectiveness level of the Provus-Alkin-amalgamation evaluation application based on Weighted-Product-"Rwa-Bhineda" modification through the results of field trials. This evaluation application was an evaluation tool formed by a combination of educational evaluation models (Provus model and Alkin model), decision support system methods (weighted product), and the concept of Balinese local wisdom ("Rwa Bhineda"). This research approach was developed, using the Borg and Gall model. The focus of the development phase in this study was field trials and revisions to field trials. The tool used to provide scores by respondents in field trials was a questionnaire. Subjects involved in field trials were 164 respondents. The research location was at several IT vocational schools in Bali. Data analysis was done by comparing the results of field trials with effectiveness standards referring to a five scale. The results showed that the percentage of effectiveness was 81.20%. It proved that the Provus-Alkin-amalgamation evaluation application based on Weighted-Product-"Rwa-Bhineda" modification was good. The impact of the results of this research is as a trigger to develop innovations in educational evaluation by integrating various fields of science (multidisciplinary science) in the form of one digital application.

This literature review examines how mathematics education uses the Technology, pedagogy, and content knowledge (TPACK). This study examines how TPACK affects mathematics classroom instruction, student engagement, and learning outcomes. A detailed examination and synthesis of pertinent publications over the last decade will accomplish this. The study illuminates significant topics, including digital technology utilization, teacher professional development program enhancement, and TPACK acceptability. It also highlights long-standing issues such as limited technology budgets, teacher training issues, and the need for ongoing support. This post provides current ideas and a full literature review to assist us in understanding TPACK. The findings impact educational policymakers, teacher professional development programs, and math teachers. The paper then advises future research. One is a longitudinal study of different educational environments to determine long-term effects on teaching and student growth. Policymakers, educators, and academics can utilize this study review to advocate for acceptable technology usage in mathematics education.

Education is a pivotal pillar in modern society, and technology has brought about major changes in how students learn. Online learning is becoming an increasingly popular form of education, especially since the coronavirus disease (COVID-19) pandemic broke out. However, the challenge of maintaining student engagement and motivation in online learning environments remains a concern for many educators. This is where the concept of gamification erupts as an innovative solution to this problem. This study aimed to examine the effect of case and project-based gamification models on student engagement and academic achievement in online learning in tertiary institutions. Quasi-experimental post-test only non-equivalent control group design was chosen as the method of this research. The subjects of this study were 117 students from Universitas Pendidikan Ganesha. The instrument used to measure student engagement was a questionnaire developed by researchers with reference to the online student engagement (OSE) indicator; meanwhile, an objective test was to assess student academic achievement. The data were analyzed using a one-way multivariate analysis of variance (MANOVA) technique. The study results show significant differences in student engagement and academic achievement between groups of students taught using case and project-based gamification models and direct e-learning models. Case and project-based gamification models used in online learning were effective in increasing student engagement and student academic achievement.

Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.

The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.

Digital literacy is an important part of vocational secondary school education. Along with the development of technology and the expansion of access to digital resources, digital literacy is very important for vocational students. Digital literacy itself indirectly helps Vocational High School students to gain greater access to information and helps them in the learning process of various topics using trusted sources. This descriptive quantitative research aims to analyze the digital literacy skills of private vocational students in Surabaya City. Students' digital literacy ability was measured with the Likert Scale as a variable in this study. The population consists of students from four private vocational schools in Surabaya City with a total of 700 students. The sample consisted of 100 students, using a random sampling technique. Data collection is carried out through digital literacy instruments and data analysis using descriptive analysis. The results of the research data analysis showed that respondents' ability to elements of basic literacy skills averaged 2.79, average background knowledge 2.26, and information and communication technology (ICT) skills averaged 2.53. In addition, the attitudes and views of users of student information averaged 2.59. The results showed that the digital literacy ability of private vocational school students in Surabaya City was in the "Good" category.

The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.

English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils' learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country's folktale. This phenomenological research aimed at tapping the teachers' perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.

Idiomatics--the scientific study of idiomatic language and figurative language--is a pervasive theme in global literature, yet its precise terminology often lacks clear definition. This article addresses this challenge directly by delving into the etymology, significance, and universality of idiomatics. It emphasizes the pivotal role of idiomatics in understanding human behavior and language development, stressing its interdisciplinary relevance. Advocating for idiomatics to gain recognition as a distinct academic discipline, the article calls for the establishment of clear boundaries and methodologies within academia. It concludes with a compelling appeal for collective action, urging idiomatists worldwide to unite under the imperative "Make it happen!" To this end, it presents ten strategic priorities that transcend geographical and linguistic divides, uniting researchers and language professionals in a common mission to advance idiomatics. These priorities underscore the urgency of addressing the current state of idiomatics and shaping its future trajectory, emphasizing the need for decisive action and collaboration. Through concerted efforts, the article seeks to propel idiomatics into new heights of understanding and application across diverse linguistic and cultural contexts, one priority at a time.

Oral care-related challenges are well documented in the autistic community. This review examined interventions designed to improve oral health in autistic individuals across the lifespan. Through a systematic process, 36 studies were identified which focused on improving home-based oral care skills and routines, and reducing fear, anxiety, and/or negative behaviors in the dental clinic. Studies incorporated preparatory interventions to support home-based hygiene activities or improve an approaching dental encounter (n = 29), most often using visual aids, and/or strategies to manage behavioral difficulties exhibited in the dental office (n = 17). Some studies used both approaches (n = 10), combining visual aids prior to a visit with behavior management in the dental office. Using an evidence-based rubric, methodological quality of most articles was only "adequate" (n = 8) or "weak" (n = 23). Findings provide preliminary support for preparatory home-based visual interventions to improve toothbrushing and/or ready patients for dental visits, and distraction or sensory-reducing interventions to improve experiences in the dental clinic. Only one study purposefully recruited autistic adults and no studies included intervention elements tailored to race/ethnicity, culture, and/or socioeconomic status. This review highlights the need for high-quality studies investigating the impact of oral care-related interventions for autistic individuals and identifies a gap in interventions for autistic adults and those from minoritized populations.

A family-centered early intervention (EI) approach mandated by the U.S. Individuals with Disabilities Education Act (IDEA) Part C, means involving parents fully in EI and ensuring they know their legal rights and responsibilities for participating. However, many parents report difficulty accessing information and decision-making in EI. IDEA mandates all jurisdictions provide parents with a procedural safeguard notice (PSN) outlining parents' rights and advocacy processes. Yet, it is unclear to what extent PSNs are accessible, particularly to parents with marginalized identities. This study analyzed PSNs from 56 Part C jurisdictions for the components required by law, understandability to the general public, and availability in multiple languages. The PSNs generally did not include all required information, necessitated grade-levels above high school, minimally attended to plain language, and were infrequently available in non-English languages, suggesting that many parents are prevented from information about EI. PSNs, therefore, are a source of bias in Part C.

The impact of sustainable mobility may be considered through the mode of non-motorization, which may vary by spatial environmental conditions, especially accessibility by active mobility in a necessarily safe, comfortable, and pleasant atmosphere. Sustainable mobility comprises willingness to allow commuting behaviors on non-motorized travel for safety and green ethics. These chiefly participate to create livable places, improve health and well-being, and promote quality of life and economic growth. By contrast, an impoverished street environment decreases the possibility of active mobility and relies on motorization. It is essential to explore the perception of road users through diverse environmental features of street networks and sidewalks directly affecting road user behavior and preferences about motorization and non-motorization. This study evaluated multi-indicators of sustainable urban mobility (SUM) for a group of road users, with data gathered by questionnaire-based survey. 1,998 Pathum Thani Province inhabitants in Thailand were asked to evaluate their neighborhood characteristics by SUM indicators. In addition to different social dimensions and socioeconomic backgrounds, transportation characteristics among diverse trip makers and different perceptions of mobility indicators were classified by factor analysis using principal components and spatial visualization. Results were that traffic management, including intersection controls and signage, as well as information, sidewalk, management, and personal mobility choices, is a key strategy to improve sustainable mobility. This is achieved by tailoring solutions to achieve a modal shift prioritized over other supportive facilities.

This study investigated the reciprocal relationship between self-perceived employability (SPE) and psychological well-being (PWB), a connection previously suggested by theory but not yet explored empirically in early career research. Drawing from the Conservation of Resources theory, we analysed the reciprocal effects between SPE and PWB. Using data collected from 376 Italian university students and graduates, we tested the hypotheses with the random intercept cross-lagged panel model (RI-CLPM) to analyse the SPE-PWB reciprocal linkage at both the between-person and within-person levels. While we observed a reciprocal SPE-PWB association across three waves at the between-person level, we obtained mixed findings at the within-person level. This study is the first to test the reciprocal associations between SPE and PWB among labour market entrants adopting a within-person approach. The findings offer new empirical insights into SPE during early career stages, with implications for both future research and practical applications.

Higher education institutions are utilizing comprehensive college transition programs (CCTPs) to streamline support, promote retention and success, and address the structural barriers that at-promise students face. Yet, research about the role of CCTPs rarely explores the importance of major and career self-efficacy (MCSE) for these populations, despite the established connection between MCSE and success outcomes. External pressures on degree attainment further emphasize the importance of major and career decision-making processes. Based on longitudinal survey data from the Promoting At-Promise Student Success (PASS) project, quasi-experimental modeling shows that CCTP participants have significantly greater MCSE than students without program exposure, which points to the important role of major and career-related programming and support implemented as part of CCTPs to promote at-promise student success. Implications for advancing the development of MCSE for low-income, first-generation, and racially minoritized students are offered as potential strategies for addressing equity gaps related to retention and completion.

In this study, we examine preschool storybook apps to identify the types of characters represented in these stories and how they relate to design quality and opportunities for children to build their vocabularies -- a significant predictor of later success in learning to read. Specifically, we sought to understand (a) how storybook apps portray gender, race, and disability status; (b) how these characteristics compare in apps that contain the most and least opportunities to learn vocabulary; and (c) how these characteristics compare in apps with design features that might provide additional support for children's word learning. To do so, we conducted a content analysis of 70 best-selling preschool storybook apps in the United States. Results indicate that most protagonists in these apps are animals, while human characters are overwhelmingly white, able-bodied, and male, particularly in apps with the highest percentage of advanced vocabulary and design qualities that are most likely to support children's word learning. Thus, apps with the greatest learning potential lack human diversity, raising significant concerns for inclusive education.

Purpose: The purpose of this review was to expand the knowledge base regarding the relationship between principals' leadership styles and teachers' organizational citizenship behaviours drawing on a database of 87 studies. The study utilized four different data sources (WoS, Scopus, ERIC, and Google Scholar). Design/methodology/approach: Descriptive and content analysis methods were used to highlight the key tends in this literature, including growth trajectory, authorship trends, citation impact, quantitative research techniques, the composition of leadership styles, and detailed mediators and moderators. Findings The results revealed that transformational leadership was the most frequently studied leadership style. The study synthesized how principal leadership directly and indirectly affects teachers' OCBs. The findings were interpreted considering existing educational leadership and management (EDLM) literature. Originality/value: Given the rapid growth of research on the linkage between principals' leadership styles and teachers' OCBs and the fact that the field has been missing a comprehensive review to lay out the relevant literature on this topic, it is important to systematically review and scrutinize the relationship between leadership styles and teachers' OCB. Reviewing this literature will provide guidance for future researchers through identifying major methodological gaps and suggesting recommendations for future directions. This study is the first review on the relationship between principals' leadership styles and teachers' organizational citizenship behaviours (OCBs).

Purpose: This study aims to help researchers design observational measurement systems that yield sufficiently stable scores for estimating caregiver talk among caregivers of infant siblings of autistic and non-autistic children. Stable estimates minimize error introduced by facets of the measurement system, such as variability between coders or measurement sessions. Method: Analyses of variance were used to partition error variance between coder and session and to derive g coefficients. Decision studies determined the number of sessions and coders over which scores must be averaged to achieve sufficiently stable g coefficients (0.80). Twelve infants at elevated likelihood of an autism diagnosis and 12 infants with population-level likelihood of autism diagnosis participated in two semistructured observation sessions when the children were 12-18 months of age and again 9 months later. Caregiver follow-in talk was coded from these sessions. Results: Two sessions and one coder were needed to achieve sufficient stability for follow-in talk and follow-in comments for both groups of infants at both time points. However, follow-in directives did not reach sufficient stability for any combination of sessions or coders for the population-level likelihood group at either time point, or for the elevated likelihood group at Time 2. Conclusion: Researchers should plan to collect at least two sessions to derive sufficiently stable estimates of caregiver talk in infants at elevated and general population-level likelihood for autism.

Purpose: The present study explored the extent to which early prelinguistic communication skills predict expressive language in toddlers with autistic siblings (Sibs-autism), who are known to be at high likelihood for autism and language disorder, and a comparison group of toddlers with non-autistic older siblings (Sibs-NA). Method: Participants were 51 toddlers (29 Sibs-autism, 22 Sibs-NA) aged 12-18 months at the first time point in the study (Time 1). Toddlers were seen again 9 months later (Time 2). Three prelinguistic communication skills (i.e., intentional communication, vocalization complexity, and responding to joint attention) were measured at Time 1 via the Communication and Symbolic Behavior Scales Developmental Profile-Behavior Sample. An expressive language aggregate was calculated for each participant at Time 2. A series of correlation and multiple regression models was run to evaluate associations of interest between prelinguistic communication skills as measured at Time 1 and expressive language as measured at Time 2. Results: Vocalization complexity and intentional communication displayed significant zero-order correlations with expressive language across sibling groups. Vocal complexity and responding to joint attention did not have significant added value in predicting later expressive language, after covarying for intentional communication across groups. However, sibling group moderated the association between vocalization complexity and later expressive language, such that vocal complexity displayed incremental validity for predicting later expressive language, covarying for intentional communication, only within Sibs-NA. Conclusions: Results indicate that prelinguistic communication skills, in particular intentional communication, show promise for predicting later expressive language in siblings of autistic children. These findings provide additional empirical support for the notion that early preemptive interventions targeting prelinguistic communication skills, especially intentional communication, may have the potential to scaffold language acquisition and support more optimal language outcomes in this population at high likelihood for a future diagnosis of both autism and language disorder.

Given sample data, how do you calculate the value of a parameter? While this question is impossible to answer, it is frequently encountered in statistics classes when students are introduced to the distinction between a sample and a population (or between a statistic and a parameter). It is not uncommon for teachers of statistics to also confuse these concepts. An excerpt of a national mathematics examination paper, where a sample is mistaken for the population, is used to illustrate this confusion as well as sample variation and its link to sample size. We discuss two techniques that can be used to explain the difference between a parameter and a statistic. The first is a visual technique in which the variability in calculated statistics is contrasted to the fixed value of the corresponding parameter. Thereafter, we discuss Monte Carlo simulation techniques and explain the contribution that these methods may have.

Gender representation in children's books may influence young children's formation of the gender-equity concept. Previous studies show a male protagonist overrepresentation in US children's books. This study analyzed 956 Chinese children's books to investigate if similar patterns of gender representation exist. Research Findings: Binomial logistic regression showed significant male overrepresentation as a function of three variables of interest (author gender, character type, and genre) and interactions of all variables in Chinese children's books, suggesting the presence of cross-cultural male-character overrepresentation. Male protagonists are more prevalent in books written by male authors. Significant interaction terms also show that preschool-aged Chinese children are more exposed to male characters in fiction, while infants/toddlers encounter male overrepresentation in nonfiction and stories with non-human central characters. In original Chinese stories, male overrepresentation is found in fiction featuring non-human protagonists and in nonfiction featuring human protagonists. Practice or Policy: To reduce gender bias in children's literature, authors can consciously increase the number of female characters when creating children's literature. Young girls can be encouraged to work as media creators, for example, book writers, to contribute to the parity in gender representation in books.

Objective: The objective of this study was threefold: (a) to create a rubric for response complexity (RC), defined as an admixture of response length, grammatical diversity, categorisation, and sophistication; (b) to measure behavioural and cognitive engagement through students' written responses on a school-based written activity, and (c) to study if RC in writing can lead to mindset alteration compared to self-report engagement. Design: The study used a randomised control-group pre-test-post-test design with college students. The experimental group participated in mindset activities, while the control group read an article. After each activity, both groups answered open-ended questions. Data were analysed using two models: one with RC and one with self-report engagement as a mediator between group assignment and mindset post-test scores. Results: Using RC as a mediator and controlling for the mindset pre-test, participants in the experimental condition demonstrated a change in mindset at post-test. This did not occur for self-report engagement. Conclusion: Our findings suggest that RC can be used as a measure of engagement through writing that could then lead to learning and knowledge changes. Implications for RC is that teachers may find it as a useful and easily implemented measure of writing and student engagement.

Epistemic injustices are wrongs done concerning a person's capacity as a knower. These actions are usually caused by prejudice and involve the distortion and neglect of certain marginalized groups' opinions and ways of knowing. A type of epistemic injustice is hermeneutical injustice, which occurs when a person cannot effectively communicate or understand their experience, since it is excluded in scholarship, journalism, and discourse within their community. Indigenous Peoples (IPs) are especially vulnerable to hermeneutical injustice because their way of life is unfamiliar or inaccessible to others. This leads to the exclusion of their ideas from public discourse, especially those important for human and societal development. This phenomenon is particularly evident in instances related to IP education. José Medina claims that there are cases of hermeneutical injustice which hinders the ability of people to share and make meaning, or simply, hermeneutical death. Ben Kotzee, on the other hand, identifies the specific educational dimension of epistemic injustice. Using both of these frameworks and citing the results of local studies on indigenous education as illustrative points, we attempt to show instances and scope of hermeneutical injustice in the education of IPs in the Philippines.

While interdisciplinarity has been promoted in universities for decades, research suggests that untenured faculty struggle to receive recognition for their interdisciplinary research. Informed by the microfoundations of institutional theory and discursive legitimation, we examine how members of academic departments participate in the legitimation and reproduction of tenure and promotion norms in relation to disciplinary and interdisciplinary research in a prestigious private university. Our analysis draws on 59 interviews with department chairs, directors of interdisciplinary centers, and disciplinary and interdisciplinary untenured faculty in the STEM fields, the social sciences, and the humanities. Our findings reveal three mechanisms and processes through which tenure and promotion norms become legitimated and reproduced in academic departments: 1) institutional micro-practices concerned with evaluation and gatekeeping, 2) discursive legitimation of the expulsion of interdisciplinarity at the pre-tenure stage, and 3) scholarly positioning through discursive boundary strategies directed at rationalizing the expulsion of interdisciplinarity or the expansion of existing tenure and promotion norms. Taken together, these findings advance our understanding of the tensions between the promotion of interdisciplinary research in higher education institutions, reproduction of the disciplinary order in academic departments, and interdisciplinary early-career scholars' career advancement.

In prior research, museum attendance has been shown to positively impact educational outcomes for children, teens, and adults, yet little has been documented about who is attending and how often. This paper is the first to provide comprehensive descriptive and regression analyses to explore museum attendance among youth (5 to 18 year-olds) in the U.S. using data from five nationally representative datasets spanning two decades. Furthermore, though anecdotal evidence indicates disparities across demographic groups, there has yet to be a comprehensive analysis documenting the magnitudes of these differences. Our analyses identify characteristics that are highly correlated with museum attendance generally, and art and science museums, specifically. Our findings show that attendance rates among youth typically range from 50-70%, but that there are significant differences by socioeconomic status, race/ethnicity, gender, and location. These findings indicate that policies to improve access to museums for students, particularly low income youth and those in rural areas, may be beneficial for promoting wider cultural, artistic, and hands-on STEAM opportunities.

School psychology scholars argue that diversifying the profession will advance equity and social justice. Yet, nontraditional and racially and ethnically minoritized students are underrepresented in school psychology programs. These diverse college students bring complex identities that may complicate as well as enrich their paths to achievement. This is a challenge as higher education environments often do not optimize support for these students. To address this challenge, we investigated the influence of a school-based task on cognitive engagement, subjective task value, positive and negative emotions, identities, and context-sensitive high-effort coping called John Henryism in 294 U.S. college students. Correlation and regression analysis demonstrated a strong relationship between John Henryism and subjective task value. Latent profile analysis and follow-up logistic regression demonstrated that older and Latinx students predicted membership in the group that was high in John Henryism and subjective task value. We discuss theoretical and practical implications of this work in better understanding the mixed consequences of achievement motivation, contextualizing subjective task value using John Henryism, and recommendations for higher education institutions.

As school choice policies continue to become more prevalent nationally and internationally, educational scholars are interested in understanding how parents make school selection decisions. Existing studies of parental educational decision-making mainly explore how white, middle-class parents make educational decisions. There is limited research on the criteria Black parents, specifically Black mothers, prioritize when selecting schools for their children. This study draws on in-depth interviews with five Black mothers to explore the factors they consider when choosing schools for their elementary-aged children within a school choice context. Findings show Black mothers in this study prioritize factors to protect their children from racism and prepare them for racist practices embedded in American institutions and society.

The COVID-19 pandemic resulted in dramatic changes to the experiences of school for young people around the world as youth and adults navigated changes to instructional format and means of engaging in teaching and learning. School connectedness during the pandemic served a potentially protective role for adolescents during this uncertain time. In this study, we investigate students' (n = 64) experiences of connectedness with their teachers and peers and examine how students' perceptions of belonging relate to their science self-efficacy. We draw on mixed-methods with students at two middle schools using dramatically different instructional approaches. These multiple data sources provide insight into the importance of building and sustaining relationships and connectedness for students' self-efficacy, specifically during the COVID-19 pandemic and beyond. Connectedness to one's science teacher was the strongest predictor of science self-efficacy, and qualitative data describe how connectedness was fostered even when typical approaches were unavailable.

Background/purpose: Leadership behaviors correlate with job satisfaction, which is supposed to have impact on overall organizational performance. This study aimed to establish a model to explain organizational performance by determining the relational effect size between transformational and transactional leadership, job satisfaction, and organizational performance, and to examine the moderating effect of educational context. Materials/methods: Meta-analytic structural equation modeling (MASEM) technique was used to determine the effect size of the relationship between transformational and transactional leadership, job satisfaction, and organizational performance. The model-data fit of the models established between these variables was then examined. Correlation coefficients from 25 primary studies were combined according to the random effects model. Results: Analysis showed that significant effect sizes (p < .05) were found between transformational and transactional leadership, job satisfaction, and organizational performance. The model constructed between these variables was found to have a good model-data fit. Transformational and transactional leadership affects employees' job satisfaction, and job satisfaction affects their organizational performance. The primary findings of the study are that employee job satisfaction is a partial mediator of the indirect effect of transformational leadership on organizational performance, and that leadership context does not significantly moderate the effect between these variables. Conclusion: Organizational leaders need to consider the job satisfaction level of their subordinates in order to enhance organizational performance.

Course-based undergraduate research experiences (CUREs) provide opportunities for undergraduate students to engage in authentic research and generally increase the participation rate of students in research. Students' participation in research has a positive impact on their science identity and self-efficacy, both of which can predict integration of students in Science, Technology, Engineering, and Math (STEM), especially for underrepresented students. The main goal of this study was to investigate instructor-initiated CUREs implemented as upper-level elective courses in the Biomedical Sciences major. We hypothesized that these CUREs would (i) have a positive impact on students' scientific identity and self-efficacy and (ii) result in gains in students' self-assessed skills in laboratory science, research, and science communication. We used Likert-type surveys developed by Estrada et al. (14) under the Tripartite Integration Model of Social Influence to measure scientific identity, self-efficacy, and scientific value orientation. When data from all CUREs were combined, our results indicate that students' self-efficacy and science identity significantly increased after completion. Students' self-assessment of research and lab-related skills was significantly higher after completion of the CUREs. We also observed that prior to participation in the CUREs, students' self-assessment of molecular and bioinformatic skills was low, when compared with microbiological skills. This may indicate strengths and gaps in our curriculum that could be explored further.

ICAP is a framework that classifies learning processes based on students' explicit behaviors. The framework is developed for testing the hypothesis that interactive exercises are better than constructive exercises, and active exercises are better than the passive exercises for higher cognitive engagement and better learning outcomes. The ICAP Framework is intended to assist researchers, instruction designers and instructors in determining the activities appropriate for the aimed research and teaching. This study aims to evaluate articles based on or supported by the ICAP Framework from various aspects. In the study, employing the descriptive survey method, data collection was conducted through document analysis, while content analysis was utilized to analyze the data. The 71 articles reviewed within the study's scope were examined through the "data collection form" developed by the authors. In this context, the articles' general and methodological characteristics and themes and the findings related to ICAP contexts are presented. As a result of the research, no study regarding the ICAP Framework was conducted in Turkey. It was revealed that most of the studies, which have increased in number since 2017 in various countries, utilize the ICAP framework at the analytical level or create models-modules and develop toolsscales based on the ICAP Framework. Additionally, it was observed that mostly undergraduate and K12 students were studied in face-to-face education, with social sciences as the leading disciplinary field and teaching-learning approaches and design-development-evaluation as the most frequently studied topics, while in studies in which mixed and qualitative methods were the leading methods, exploratory and experimental approaches were more preferred. In line with these results, recommendations are presented to contribute to the field.

This bibliometric analysis investigates the impact of Project-Based Assessments (PBAs) on conceptual understanding in STEM education from 2019 to 2024. By examining a dataset of 996 publications, the study highlights significant fluctuations in research outputs and the evolving focus on educational methodologies, particularly noting an intensification of activity during the COVID-19 pandemic 2021. The publication trends show an increase from 184 documents in 2019 to a peak of 263 documents in 2021, followed by a gradual decline to 30 documents in 2024, suggesting shifts in research priorities or the field's maturation. Through detailed citation patterns and publication metrics analysis, the research elucidates the effectiveness of PBAs in enhancing student engagement and interdisciplinary integration while improving pedagogical practices. Key findings indicate that PBAs significantly improve students' understanding of complex STEM concepts through hands-on, real-world problem-solving and enhance educators' capabilities in delivering innovative instruction. Additionally, the study explores the role of technological advancements, such as 3D printing, in PBL, assessing their impact on the teaching and learning processes. By synthesizing information across various studies, this research provides a comprehensive overview of the educational outcomes associated with PBL. It offers insights into its long-term efficacy and adaptability in diverse educational settings. This analysis presents valuable perspectives for educators, policymakers, and researchers, aiming to optimize STEM education practices globally.

The survey results show that students have low writing skills. One of the contributing factors is that students have difficulty developing ideas from writing, which causes the writing process to be slow. Apart from that, passive learning activities also have an impact on students' writing abilities. Based on this, the aim of this research is to analyze the influence of the Mind Mapping-based Project Based Learning (PjBL) Model on students' writing abilities. This type of research is quasi-experimental research (quasi-experimental) using a 2 x 2 factorial design. The population in this research is grade IV elementary school students, totaling 9 schools. The total sample size was 160 students. The sampling technique uses a simple random sample. The data collection method in research uses test and non-test methods. The technique used to analyze data is inferential statistics. The results of the research are that the writing ability of the group of students who were given the Mind Mapping -based Project Based Learning Model was greater than the group of students with low linguistic intelligence, the writing ability of the group of students who were given the Conventional Learning Model, after controlling for language knowledge. It was concluded that the Project Based Learning (PjBL) Model based on Mind Mapping can improve students' writing skills. The implication of this research is that the application of the Project Based Learning (PjBL) Model based on Mind Mapping can stimulate students' learning and stimulate students' thinking skills so that it has an impact on improving students' writing skills.

This research investigates the influence of video-based flipped learning on the attitudes of students in non-English language programs, focusing on enjoyment, engagement, motivation, behavioral intentions, and perception. The study employed a descriptive research design, collecting data through questionnaires administered to 30 students enrolled in non-English language courses. The findings reveal a significantly positive attitude towards flipped learning, with high scores in enjoyment and engagement indicating a preference for the interactive and dynamic nature of video-based learning environments. The study confirms that motivation and behavioral intentions are positively affected by the flipped model, enhancing students' proactive learning behaviors and overall engagement with the course material. Moreover, the positive perception of video-based learning among students suggests that this method supports a deeper understanding and retention of language skills. This research contributes to the educational discourse by demonstrating that flipped learning models can significantly improve learning experiences and outcomes in non-English language settings. Future studies are encouraged to explore the long-term impacts of flipped learning on language proficiency and retention, aiming to validate and expand upon the current findings.

Using e-learning in higher education has many important benefits and advantages in todays world of education. Therefore, this research aims to develop e-learning based on the introduction, connection, application, reflection, extend (ICARE) learning model for developing teaching materials courses in the Faculty of Education, Universitas Pendidikan Ganesha. The Hannafin and Peck development model was adopted as a foundational method, and the digital content developed was subjected to formative evaluation methods, including i) expert validation, ii) individual assessment, and iii) small group evaluation. To ascertain the quality of the developed content, the research engaged 3 expert evaluators, each specializing in media, instructional design, and content. Concurrently, individual evaluation was carried out with 3 students, followed by a small group evaluation involving 9 additional students. Data collection techniques involved both observational measures and questionnaire-based inquiries. The expert assessment showed that the design, media, and content dimensions all fell within the "very good" category. Student reactions, as measured through both individual and small group evaluations, consistently aligned with the "very good" category. Therefore, the attractiveness and practicality of electronic learning (e-learning) fell under the "very good" classification, due to the implementation of the ICARE learning model as the foundational design principle.

The ethnomathematics field plays a crucial role in understanding how students can comprehend, express, manipulate, and apply mathematical concepts. However, it is acknowledged as a complex concept, particularly in Asian countries like Indonesia and Thailand, requiring a comprehensive understanding. This study aims to bridge this gap by exploring the cross-cultural perspectives of mathematics educators in Indonesia and Thailand and examining the differences in ethnomathematics application between the two countries. Participants included lecturers, teachers, and pre-service teachers, and data was collected through questionnaires and interviews. Before the questionnaire is distributed, comprehensive learning is carried out in the involved schools and universities to provide a direct experience of ethnomathematics education for educators and students. The analytical process involved data reduction, presentation, drawing conclusions or verification, and ensuring data validity. Positive responses from mathematics educators from the teaching and learning activity, supported with the questionnaire average scores in Indonesia at 4.77 and Thailand at 4.57. This study emphasizes the significance of integrating ethnomathematics into education, highlighting its connection to cultural growth. It notes differences in ethnomathematics application between Indonesia and Thailand, shaped by cultural, educational, and institutional contexts. The authors recommend math educators consider integrating cultural aspects into teaching for enhanced inclusivity and longevity.

The rapid development of information and communication technology demands the production of digital products. This study aims to produce a digital instructional book based on Balinese local cultures to enhance the learning outcomes of high school students. The development of this book used the ADDIE model. The analysis phase included an analysis of the chemistry curriculum, teachers' and students' opinions about digital books, digital learning, and Balinese local cultures related to the chemistry content. The design phase included creating a framework and preparing a digital instructional book based on Balinese local cultures. The development phase included validation by content, language, and media experts. The implementation phase included testing the practicality and effectiveness of the book. The evaluation phase was carried out at all phases of the ADDIE model. The characteristics of this book were that it was made in a digital form and integrated with local Balinese cultures. It met the criteria of being a very valid category based on content, language, and media aspects. It also met a practical and effective category to improve students' learning outcomes. It is very useful to enhance chemistry learning outcomes in the era of the Industrial Revolution 4.0.

The career transition of lecturers and education staff has brought several organizational role changes, resulting in difficulty adapting and overcoming the impacts that arise from career transitions. The purpose of the study is to explore the adaptation experience and impact of the career transition of lecturers and education staff in Indonesia. This research uses qualitative methods with a grounded theory approach. Informants are recruited using the snowball sampling method. The number of informants interviewed was 18 people from 7 state universities in Indonesia. The results of the interview were coded with NVIVO software. The analysis results indicate that the consequences of a career transition consist of two phases, namely: adaptation and change, consisting of 23 dimensions and 50 indicators. The adaptation phase consists of 4 main categories, namely situation, self, support, and strategies. Schlossberg's Transition Theory can explain the adaptation process. The change phase includes four categories: behavior, role, learning, and perception. The findings show that during the change phase, informants use two career anchors, in contrast to Schein's Anchor Career Theory which states that individuals only use one main career anchor. This research enriches the theory of career transition in the context of higher education institutions in Indonesia.

Lecturer performance is the real behaviour displayed by a lecturer and as a work achievement that can be produced according to his role as an academic staff. The quality of graduates in higher education is related to the performance of lecturers in the fields of education, research, and community service. Improving lecturer performance requires the commitment of university leaders to make changes to the environment. This study aims to analyse the effect of transformational leadership on knowledge sharing and lecturer performance with moderation of change adaptability. The research was conducted at Universidade Nacional Timor Lorosa'e (UNTL) with a sample of 201 lecturers. The data that has been collected is analysed with descriptive and inferential analysis of Smart PLS.3. The results showed that transformational leadership has a significant effect on knowledge sharing and lecturer performance. Knowledge sharing has a significant effect on lecturer performance. It was also found that knowledge sharing partially mediates the relationship between transformational leadership and lecturer performance. Other findings show that change adaptability does not moderate the effect of transformational leadership on knowledge sharing. The implications of the research show that the limitations in making changes are due to difficulties in communicating between lecturers. Cultural factors, especially language, are the main barrier in change adaptability when conveying new ideas that are useful for institutional development.

Background: Learning pre-reading skills through formal education in early childhood is vital for a child's future personal and professional development. In this regard, integrating appropriate teaching methods and didactic strategies with the support of information and communication technologies (ICT) can facilitate this phase in the development of reading skills. Aim: To conduct a systematic literature review (SLR) to investigate and analyse the scientific and academic production of methods, didactic strategies, and educational experiences with ICT applied to pre-reading development in children aged 3 years to 5 years. Method: This study was carried out through an SLR, involving eight steps that enabled the systematic and structured selection, evaluation, and analysis of qualitative research located in Scopus and Google Scholar, using quality criteria systematically and structurally. Results: The selected and analysed studies correspond to the period 2017-2022, responding to the research questions raised in this work. Notable methods include Global, Doman, Geempa, Montessori, and synthetic, among others. The integration of interactive stories, songs, images, role-playing, dramatisations, visual cards, and other strategies was highlighted to enhance pre-reading learning. Research demonstrates their importance in promoting pre-reading activities through the use of digital tablets, multimedia resources, e-books, and applications. Conclusion: The utilisation of suitable didactic methods and strategies, coupled with the implementation of educational practices involving ICT, enhances the pre-reading process in preschool children. Contribution: An amalgamation of methods, didactic strategies, and technological resources, transferrable to diverse contexts, facilitates the development of pre-reading skills in early childhood.

Elementary school students still need help learning English, resulting in low learning outcomes. The lack of learning facilities and the application of inappropriate learning models impact students' low motivation to learn English. Regarding this matter, this study aims to examine the effectiveness of task-based e-learning on students' cognitive dissonance and reading engagement in learning English at elementary schools. The study was designed in a Quasi-Experimental Design with a posttest-only control group design. The population of the study was 158 4th-grade elementary school students. A random sampling technique was used in this study with a sample size of 55 4th-grade elementary school students. A survey was used to collect the data. The instrument used to collect research data was a questionnaire sheet. Two-way ANOVA was used to test the hypothesis. The results of the study show a significant effect simultaneously and partially with a Sig. value < 0.05, task-based e-learning has an impact on students' cognitive dissonance and reading engagement in learning English at elementary schools. The study implies that applying task-based e-learning can make it easier for students to learn English, which impacts their cognitive dissonance and reading engagement.

The difficulties faced by teachers at a Special Public School in teaching Balinese script literacy to visually impaired children have resulted in low literacy skills in Balinese script among these students. In order to maximize Balinese script learning, appropriate learning media tailored to the characteristics of visually impaired children are necessary. This study aims to determine the design, feasibility, and effectiveness of the Relief Balinese Script Media ("Reaksi") assisted by audio to improve the Balinese script literacy of visually impaired students at a Special Public School. The study utilizes the ADDIE development model with a quantitative research design. Data collection methods include written tests assessing Balinese script writing. The subjects of this study are 12 visually impaired students. The results of this development study are as follows: (1) the design of the audio media achieved a score of 93.15%, qualifying as excellent; (2) the "Reaksi" media was deemed feasible, scoring 91.44% and qualifying as excellent; (3) the obtained t-value was 77.97, while the t-table value at a significance level of 5% was 2.101. These results indicate that the t-value is greater than the t-table value, thus rejecting H0 and accepting H1. Therefore, it can be concluded that the Relief Balinese Script Media ("Reaksi") assisted by audio is effectively applied to improve the Balinese script literacy of visually impaired students at a Special Public School. This audio-assisted Relief Balinese Script Media ("Reaksi") helps visually impaired students recognize the actual forms of Balinese script, thereby enhancing the literacy skills of Balinese script reading and writing among visually impaired students.

Systematic overview of environmental literacy research in Indonesia is a crucial aspect for determining effective strategies for strengthening environmental literacy, unfortunately, this is not widely available, especially regarding research published in Indonesia. This research aims to reveal the profile, challenges, and opportunities for strengthening environmental literacy in Indonesia. SLR was used in this research by analyzing 36 articles that met the requirements collected from journals registered by Sinta in 10 years. The articles were then analyzed using a content analysis observation sheet. This research showed fluctuations and stagnation in the number of publications. Variations in design, subjects, instruments, and data analysis techniques are also revealed. Important research results also provide interesting findings in environmental literacy profiles, types of schools, and educational curricula. Based on this, researchers in Indonesia have the challenge of increasing the number of environmental literacy research published in Indonesia. This challenge becomes an opportunity to conduct qualitative and mixed-method research involving students at various education levels. Triangulation data analysis is also important. Furthermore, implementing the Adiwiyata curriculum and innovative learning using local wisdom has the potential to strengthen students' environmental literacy. This research provides an overview for other researchers to formulate effective strategies to improve environmental literacy.

The present study aimed at examining the effect of e-learning and students 'digital literacy towards their learning outcomes. It was designed in quasi-experimental research with post-test-only control group within 2x2 factorial design. The sample of the study involved 96 vocational students obtained from random sampling technique. Two instruments were conducted in this study, namely questionnaire and test. The obtained data were analysed descriptively and inferentially assisted by SPSS 25 in which analysis variance test (ANOVA) was conducted for hypothesis testing. The results of the study show (1) there are different learning outcomes between students who were taught using e-learning and conventional method; (2) there is an interactional effect between e-learning and students' digital literacy; (3) there are different learning outcomes between students with high digital literacy of experimental and high control group; and (4) there are different learning outcomes between students with low digital literacy of experimental and high control group. The provision of e-learning is effective for learning process. It implicates the teachers in which they direct students to know any digital learning platforms. It gives chance to integrate learning and technology to make students familiar with various technology which gives impact to their learning outcomes.

This study investigated the effect of project-based learning and self-efficacy on students' entrepreneurial readiness in vocational high school. Quasi-experimental method was used as a quantitative research design for this study. The setting of this study was SMKN 1 Sukasada, Buleleng, Bali in which 76 of eleventh grade students were selected as the research sample. They were selected by using random-matching sampling. The data were obtained through pre-test and post-test by using a performance test rubric as a research instrument. The obtained data were analyzed quantitatively through descriptive statistics and inferential statistics. The results showed that project-based learning along with self-efficacy contributed to students' entrepreneurial readiness. Project-based learning boosted students' entrepreneurial readiness since they became the center of the learning process.

A homogeneous distribution of students in a class is accepted as a key factor for overall success in primary education. A class of students with similar attributes normally increases academic success. It is also a fact that general academic success might be lower in some classes where students have different intelligence and academic levels. In this study, a class distribution model is proposed by using some data science algorithms over a small number of students' dataset. With unsupervised and semi-supervised learning methods in machine learning and data mining, a group of students is equally distributed to classes, taking into account some criteria. This model divides a group of students into clusters by the considering students' different qualitative and quantitative characteristics. A draft study is carried out by predicting the effectiveness and efficiency of the presented approaches. In addition, some process elements such as quantitative and qualitative characteristics of a student, data acquisition style, digitalization of attributes, and creating a future prediction are also included in this study. Satisfactory and promising experimental results are received using a set of algorithms over collected datasets for classroom scenarios. As expected, a clear and concrete evaluation between balanced and unbalanced class distributions cannot be performed since these two scenarios for the class distributions cannot be applicable at the same time.

The purpose of this study is to comprehensively describe the results of the analysis of the ability to understand concepts and misconceptions in terms of differences in learning styles, as well as gender differences. The data to be collected in this study is in the form of primary data and secondary data. The primary data is obtained from primary sources and secondary data is obtained from secondary sources. The primary source in this study is informants, namely students, and the secondary source is documentation of student test scores as an illustration of student abilities. The instruments in this study are student learning style tests and auxiliary instruments in the form of misconception diagnostic tests. Learning style test in the form of a questionnaire. This instrument is used to uncover visual, auditorial, and kinesthetic learning style variables. Misconception diagnostic tests use the Certainty of Response Index (CRI). The results of the CRI analysis based on student answer criteria are: (a) 5.83% of student problem solving do not know the concept (lucky guess); (b) 22.30% of the student problem solvers did not know the concept; (c) 50.18% of student problem solving mastered the concept well; and (d) 21.69% of student problem solving occurred misconceptions.