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The development of higher-order thinking skills requires appropriate learning techniques. Projectbased learning and integrated learning are learning models that can be used for this purpose. This study aimed to evaluate the contribution of project-based learning and integrated learning to the HOTS development of students in 6 private schools. The sample in this study was high school-level students who were determined by purposive sampling and random sampling techniques. The number of samples is 500 students. The instruments used are a measurement scale and a questionnaire with open questions. Data analysis was performed using the partial least squares technique. Based on the results of measurement scale data analysis, it was found that project-based learning combined with integrated learning showed a significant contribution to the development of students' HOTS. Project-based learning and integrated learning provide flexibility for students to study according to their characteristics so that the application of the student-center approach is practical. In addition, students are more motivated to undergo the learning process with this model approach because of the challenges of producing quality projects. [ABSTRACT FROM AUTHOR]

The article explores possibilities of integrating mathematics and language learning. The language of mathematics differs remarkably from everyday speech, which may cause some difficulties not only for primary students, but also for preservice teachers. One of the methods to resolve this issue is integrating mathematics and language learning. This method also develops university students' skills to apply didactic and subject knowledge. The article examines skills of pre-service teachers that are revealed in their fictional stories on a chosen mathematical subject. The analysis of mathematical fiction demonstrates that subject integration emphasizes students' abilities to distinguish essential aspects of the chosen mathematical phenomenon, as well as how students are able to apply and explain concepts, and to adjust to age-specific target audience. [ABSTRACT FROM AUTHOR]

Cybercrime is the utmost risk to every company in the world, causing un-estimated damage against companies. Hence, the mission of preparing students with sufficient knowledge and skills of cyber security has become extremely important and urgent. In this paper, we presented a cybersecurity learning system that provided a comprehensive training program to educate students in the field of cyber-attack and prevention. The system incorporated various learning techniques to not only deliver the contents clearly but also make the learning of cybersecurity interesting. The learning techniques included integrated learning, student-centric learning, problem-based learning, self-paced learning, and game-based learning. We expected the system to attract youngsters and prepare them to become the next generation of cyber security professionals. [ABSTRACT FROM AUTHOR]

Interconnection, communication, machine recognition (vision), autonomous control and the possibility of cooperation with humans are all topics under investigation in the context of the expansion of robotic workplaces. This article introduces a teaching project that is part of integrated learning where different technologies are combined. The integration of theoretical and practical knowledge is also included. Different pedagogical approaches including individual, group and class work are used. The project includes a rich set of teaching, learning and technological components. All these attributes combine to create a comprehensive, integrated learning environment. Students use a range of multimedia during the project, which offers significant potential for enhancing the learning process. In the other parts of the project, which are also outlined in this article, students use smart Android applications for robot control and labVIEW software to develop tests and control applications. This student project was conceived as a low cost opportunity to retrofit the CRS-F3 robot for future options. The Arduino UNO R3 Module Board was chosen because it meets the low cost requirement and has sufficient computing power for the selected application. Students program the module to carry out the required tasks of the application. The module also ensures correct communication of the control instructions, including back-checking of the robot's activities. The CRS-F3 robot is ideally suited for testing the designed master control system. This programmed system complements the robot with other important features for performing new automated tasks that allow human workers to move in the same space. The advantage in this case is that the extra costs associated with technical modifications, specialized programming and the creation of protected robot handling zones are avoided. This solution with the master module can easily be supplemented with other sensors to meet the new requirements of the application without affecting the robot's functional system. A cooperative robot equipped with these systems offers a real opportunity to become a person's smart helper. [ABSTRACT FROM AUTHOR]

Quality teachers are ones who have positive effects on student studying progress via blended teaching and learning (T and L) of content, pedagogic, communications and interpersonal skills. They have integrated information technology (IT) tools in T and L inside and outside the classroom. T and L while controlling IT tools such as computer, PowerPoint, Media Player, wireless presenter and etc. can be very troublesome especially when multiple tasks are in progress. The teacher usually has difficulties to juggle between controlling the computer and interacting to the students who are sitting far away from him or her. In order to improve interactivity between teacher and students in an integrated learning environments, this study aims to design and develop a mobile app (iControl) that can remotely control a specific connected server computer for presentation. iControl aims to turn a smartphone into a presentation tool. iControl can remotely control a connected computer for presentation on the go. Among the usages of the app include functioning as a controller for mouse, keyboard, presentation, media player, camera for current screenshot, file transfer, file downloader and system power. An empirical test of 196 students has been carried out for investigating the effectiveness of the developed mobile app. The results show improvement on interactivity between teacher and students with the developed mobile app. [ABSTRACT FROM AUTHOR]

This paper discusses about an innovation of teaching and learning in Indonesia's curriculum. Energy literacy education is taught based on Indonesia's curriculum with integrated learning. The objective is to build student's understanding about energy literacy. Nowadays the needs of energy increase because many activities in many aspects need energy. This requires understanding of the next generation who will live in the future. The sustainable development in a nation can be done with the student who has a good understanding in energy literacy. In curriculum 2013 the instruction is based on scientific approach, so energy literacy education can be inserted in instruction. In primary school integrated learning is based on theme, which integrates some lessons e.g. natural science, social science, civic education, Indonesian language, and mathematics. In implementation to integrate energy literacy education in primary school the suitable theme is "saving energy". [ABSTRACT FROM AUTHOR]