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English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as "pesantren," presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the sociocultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.

The aim of this study is to identify the strengths, weaknesses, opportunities, and threats (SWOT) of science, technology, engineering, art, and mathematics (STEAM) learning at the elementary school level in Makassar. This study employed a mixed methods approach, specifically the QUANqual type of explanatory sequential design. The survey method was used to collect and analyze quantitative data, while interviews and documentation methods were used for qualitative non-numerical data. The respondents consisted of elementary school teachers in Makassar who were selected using simple random sampling. The results showed that using SWOT analysis and internal strategic factors analysis summary-external strategic factors analysis summary (IFAS-EFAS) calculations, the strengths-opportunities (SO) strategy has the highest score of 4.27. In addition, the weaknesses-opportunities (WO), strengths-threats (ST), and weaknesses-threats (WT) strategies received consecutive scores of 3.25, 2.71, and 1.69, respectively. It suggests that STEAM learning in Makassar is in a growth stage due to its strengths and opportunities that support the development of STEAM education in the city.

Because women in Indonesian society gain more experience in the family, one of which is education instilled through family gender culture, women's career aspirations are believed to have their own characteristics. In today's society, the current condition of female students' career expectations is apprehensive. Most of the female students do not have any professional characteristics, such as career aspirations. This research involving 109 female students from various cultural contexts will divide their findings into two categories: patriarchal family education and matriarchal family education. The main objective of this research is to investigate the career expectations of female students in relation to patriarchal and matriarchal family education, and to compare the two household categories. As a result, the majority of female students from societies that place a patriarchal emphasis on gender have expectations of career self-efficacy, whereas those from societies that place a matriarchal emphasis on gender have expectations of outcomes. Parametric analysis of variance (ANOVA) test was used for comparative analysis. The test results show F = 75.011 for career expectations on self-efficacy and F = 145.467 for outcome expectation (OE). 0.000 is a significant value for both variations.

The waning interest of students in science became a global concern. The purpose of this research was to translate, adapt, and validate the My Attitude toward Science [MATS] questionnaire instrument, which was used to measure students' attitudes toward science in the Indonesian context. We also investigated the items that contributed to gender and academic level differences in responses. To analyze the psychometric properties of the instrument, 223 students participated in the four-dimensional Indonesian variant of the MATS instrument. The unidimensionality and model fit of the four dimensions of the questionnaire were evaluated using Rasch analysis. In general, In general, the MATS instrument has been confirmed as multidimensional, attaining a configuration of three dimensions through the amalgamation of two previously distinct dimensions. The reliability of the instruments was quite good, but the reliability of the instruments in the expectation and perception toward scientist dimensions is still relatively low. The questionnaire was incapable of distinguishing between students with positive and negative expectation and perception toward scientist. The range of MNSQ values for all three dimensions was approximately 0.73 to 1.55. In the gender based DIF analysis, two items were identified: MATS 14 (-0.68) and MATS 21 (-0.75). In the meantime, each class responded differently to one or more items based on their academic level. In conclusion, this study concluded by recommending the simplification of the scale used to assess the expectation and perception toward science dimensions. It is anticipated that the Indonesian version of the MATS instrument will aid educators, researchers, and policymakers in obtaining valid and dependable data regarding student attitudes toward science. The implications and future studies on masculinity, oldscientists, and lower ATS in early high school classes have been discussed.

Assessing student teachers' ability to pose mathematical reasoning problems within their experiences in teacher education is essential due to their increasing challenges in preparing for 21st-century learning. This study investigates the quality of mathematical reasoning problems posed by student teachers. Thirty-four student teachers at a public university in Surabaya, Indonesia, who attended an assessment lecture posed mathematical problems, where four aspects (suitability of indicators which refers to cognitive behaviour expected from the problems posed, the plausibility of the solution of the problems poses, the correctness of the solution, and language readability) were used to assess the problems posed. The results indicate that more than 70% of the student-teacher participants were successful in posing reasoning problems (either objective or subjective questions) indicated by those which are in accordance with the established criteria. However, most of the posed problems are categorised as 'analyse' problems instead of 'evaluate' or 'create' problems.

The implementation of the Kurikulum Merdeka strongly recommends a model based on inquiry or investigations carried out actively by students. This study was conducted to analyze the tendencies of permanent teacher students in developing inquiry-based learning and its correlation with students' critical thinking skills. This survey research uses students of the biology in-service teacher at the University of Muhammadiyah Malang as a sample. The variables measured in this research include the variety of methods used, the variety of ways of perceiving problems, student collaboration activities, and the learning instructional quality. Data collection uses survey instruments that have been validated and reliable. Instrument validation uses the product moment validity test, while the reliability test uses the Alpha-Cronbach's formula. The data obtained were analyzed using the Spearman's Rho correlation formula. The research results showed that the methods most frequently applied were group discussions (90.08%), presentations (82.64%), and questions and answers (76.86%). The most common way of apperception is by asking about experiences (70.25%) and stimulating students to share experiences (33.38%). Furthermore, teachers also provide collaboration space in most learning activities amounting to 67.77%. However, most new students disseminated definitions of terms in the project (64.46%) rather than explaining how the project was carried out (52.89%). Furthermore, the student worksheets developed have dominant problem solving activities (84.30%), have relevance to the learning model (72.73%), and evaluation questions have led to HOTS optimization. The research results also show a strong positive correlation ([rho]=0.431, p<0.001) which shows that the relevance of student worksheets is strongly related to student HOTS.

The COVID-19 pandemic has caused a rapid transformation of Teacher Professional Education (TPE) in Indonesia from face-to-face to online. Although the programme is run online, learning activities, namely collaborative learning among programme participants, practitioners, and experts, are increasingly being encouraged. This study attempts to explore online collaborative learning (OCL) from the perspective of teachers participating in TPE. This study uses a qualitative approach with a qualitative e-research framework design, and the respondents were twenty in-service teachers. Data was collected through structured interviews, observation, and related documentation studies. The results suggest that by using various technological devices, programme participants collaborate in designing, implementing, evaluating, and reflecting on innovative learning while participating in the TPE. The contributions are an increase in their problem-solving competence, teaching competence, and information and communication technology competence. Based on the results, several recommendations have been provided for TPE providers, programme designers, and future researchers.

Background: Early Childhood Education Institutions (ECEIs) require a model for the cultivation of religious values from an early age. Religion encompasses fundamental values that strongly instil belief in the existence of God and promote harmonious relationships among individuals. This study examines the role of ECEIs in fostering religious values in early childhood. Aim: This study aims to explore the cultivation of religious values in early childhood, which includes philosophy and models of the cultivation of religious values. Setting: This research was conducted in Palu, Central Sulawesi, Indonesia. Methods: Researchers chose five early childhood educational institutions with 30 participants, teachers, and managers of early childhood educational institutions. The analytical approach used is the "Discovering Cultural Themes" model. Results: The spirit of 'Ing Ngarso Sung Tulodo, Ing Madya Mangun Karso, and Tut Wuri Handayani' serves as the philosophy guiding teachers to act as role models, inspire enthusiasm, and recognise the potential of young children. This philosophy is broken down into four main themes: 'I Love the Earth', 'I Love Indonesia', 'Playing and Cooperating/We Are All Brothers', and 'My Imagination and Creativity'. The cultivation model includes introduction, habituation, and exemplary actions by parents and teachers. Conclusion: Philosophical values are cultivated through recognition, habituation, and example. The acculturation model starts from the identification of religious and cultural values followed by institutionalisation and encouragement by teachers and parents. Contribution: The role of early childhood educational institutions in the acculturation of religious values is a vital characteristic of schools managed by the government and foundations in Indonesia.

This study aims to develop, implement, and evaluate an instructional design model to enhance the pedagogical content knowledge (PCK) of physics student teachers. Model development is accomplished in five stages over two years: 1) problem identification, 2) preliminary identification of the product and design concepts, 3) preliminary theories and products, 4) prototypes and assessments of early products and theories, and 5) final product and theory quality improvement. This study included three sets of participants: four professional teachers, four science education experts, and 54 physics student teachers. Following validation, revision, and implementation, it was determined that the Concept Mapping Content Representation--Lesson Study (CoMCoRe-LS) model was beneficial in enhancing pre-service teachers' PCK. This study demonstrates an increase in student teachers' capacity to plan and implement courses, regardless of whether they have a strong or weak conceptual understanding. This model may serve as an alternative for assisting pre-service teachers in building PCK while enrolled in courses that combine classroom lectures and internships in schools.

This study aims to develop context-based teaching materials and examine their effects on students' scientific literacy skills. This study adopted the developmental research model by Borg & Gall (1983), which was modified into four stages: needs analysis, model development, model validation and implementation. Experts validated the draft of the developed teaching materials, and their practicality was tested prior to their implementation in the experimental class. The implementation of the teaching materials to determine its effectiveness on scientific literacy skills applied a quasi-experimental one-shot case study design. Descriptive and inferential statistics with the analysis of covariance (ANCOVA) test were used. It shows that the context-based teaching materials met the validity and practicality criteria. The results of the analysis of the student's scientific literacy skills in control and experimental classes show a significant difference in ability (p<0.01). The implementation of the teaching materials revealed that the context-based teaching material could improve students' scientific literacy skills (p<0.01). Furthermore, post hoc analysis shows that the students' scientific literacy skills in interpreting data and evidence scientifically is higher than the other two aspects, namely in evaluating and designing scientific enquiry, as well as in explaining phenomena scientifically.

Scientific argumentation skills are a key component of science learning practices needed by students in the 21st century. Where the essence of scientific argumentation is to support the argument with evidence and reasoning and then refute the claims and evidence of the opponent's argument. Supporting arguments with evidence and reasoning can be facilitated through inquiry activities. Meanwhile, refuting claims and evidence from opposing arguments can be facilitated through debate activities. Inquiry and debate can be a solution to improving students' scientific argumentation skills. This study aims to prove the truth of this statement through a systematic literature review by applying the PRISMA 2020 criteria which are expanded by bibliometric analysis with the help of the VOSviewer software. The results of the study show that research related to inquiry, debate, and their influence on students' scientific argumentation skills has a pretty good trend. In Indonesia the research climate is still quite good, research topics are still in great demand, and it is very possible to carry out research innovations on related topics. Another finding is that the integration of inquiry and debate in science learning can be a potential strategy to improve students' scientific argumentation skills.

The COVID-19 virus pandemic has caused all governments to implement distance learning by utilizing information technology, including in academic advising. Studies conducted during the pandemic have shown changes in higher education institutions and students. This study aimed to find out and analyse the level of students' satisfaction with academic advising during the COVID-19 pandemic at public and private universities using five satisfaction indicators, namely tangibles, reliability, responsiveness, assurance, and empathy. The survey was conducted online, involving 1158 students from a total of 6 public and private universities in the city of Banjarmasin, Kalimantan Island, Indonesia. The data findings showed that in relation to the academic advising given during the COVID-19 pandemic, the students' satisfaction levels toward the provision of academic advising at both public and private universities during the COVID-19 pandemic were in the same category, which was "very satisfied". Thus, students' satisfaction levels toward academic advising at the university in Banjarmasin were very high, the demographic characteristics of the students, academic advisors, frequency of academic advising meetings and method of the academic advising meetings explained the significant differences in the students' satisfaction levels toward academic advising during COVID-19.

This research uses a quantitative approach and aims to explain the effectiveness of online learning through the model of assisting parents during the COVID-19 pandemic. Therefore, this study used two variables, namely the parent assistance model as the independent variable and online learning activities as the dependent variable, with a total of 57 students from 250 high school levels in Probolinggo Regency, with a sample of each school ranging from 4 and 5 people, with the collection technique through distributing a Likert scale model questionnaire, this questionnaire was given to students to obtain valid data regarding parental assistance in online learning during the COVID-19 pandemic. Thus the results of this study explain that the parental assistance model has a positive effect on online learning activities, this can be seen from the results of a simple linear regression analysis Y = a + bx (72.77 = 2.78 + 0.93 x 75). Therefore, if parental assistance is increased to a value of 75%, then the learning process for children will be 72.77%, from the R Square value, so that it can show the role and contribution of parents, namely 0.71%, thus online learning variables can be estimated by the variable parental assistance, while the remaining 29% is influenced by other factors not included in this study.

The perspective of learning science as a way of thinking and inquiry can be realized if teachers can develop higher order thinking skills (HOTS)-oriented science worksheets. Therefore, it is very important to train the creativity of Pre-service Elementary School Teachers (PETs) in developing HOTS-oriented science worksheets in the education of prospective elementary school teachers. This study aims to describe the profile of PETs' creative thinking in developing HOTS-oriented science worksheets. Research involving PETs in one of the universities in Central Java. Data collection was carried out through a creative thinking assessment rubric on worksheet products on 38 PETs. Content analysis with an interactive model is applied in research. The results showed that the aspects of fluency, flexibility, and elaboration were obtained in the sufficient category. While the aspect of originality obtained unfavorable results. The results of the study concluded that creative thinking skills in developing HOTS-oriented science worksheets were still not good. Research recommends that lecturers immediately make efforts to select effective learning methods and tools to enhance PETs' creativity in developing HOTS-oriented science worksheets.

Nutrition facts are the details on food packaging that describe its nutritional value, including serving size, calories, macronutrients like carbohydrates, protein, and fat, and micronutrients such as vitamins and minerals. These facts have mathematical concepts that can be utilized as a context for prospective teachers to create mathematical problems. By leveraging this real-world data, educators can contribute to multiple Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), by promoting nutritional awareness, and SDG 4 (Quality Education) by enhancing student engagement and understanding through relatable examples. This study examines the profile of mathematical tasks created by prospective mathematics teachers using nutrition facts as a context that meets numeracy task criteria. Data were collected from 62 mathematical tasks created by 31 prospective teachers attending a realistic mathematics education course on numeracy based on a problem-posing task at a public university in Surabaya, Indonesia. The posed tasks were categorized into solvable or unsolvable tasks and the domains of the level of context use and the level of cognitive processes. Results revealed that the level of context use in the posed tasks varied from zero to second order. Surprisingly, most of the tasks were in the first-order level context. Most posed tasks reached the application level, with only a few identified as reasoning tasks. Interestingly, some tasks coded as second-order context were classified as reasoning tasks. The study provides implications for designing numeracy tasks using nutrition facts and interventions in teacher education related to numeracy task design.

This study discusses the structure of Ibn Sina's thought and its contextualization in the contemporary era from a subjective point of view referring to aspects of soul purification. Ibn Sina divides the human soul into three parts, they are: "nabatiyyah," "hayawâniyyah," and "insâniyyah" souls. According to Ibnu Sina, human morals are in the "nabatiyyah," so the education that must be taught is education related to morals, cleanliness, and the arts, this education is carried out at the Early Childhood Education level. When the child is in the "hayawaniyyah," that is when the child can respond and move through sensing, then the student is in a state of stimulation through understanding the Qur'an, especially reading, and interpreting it, followed by lessons to be able to study, analyze and be critical of the meaning from every verse of Allah SWT, both "kauliyyah" (the Qur'an) and "kauniyyah" (the universe). In the "insâniyyah" soul, the child is endeavored to be educated so that they can integrate intellectual, emotional, and spiritual intelligence, to create an integrative education, they are education that can unite the dimensions of service ("al-'Amilah") and spiritual ("al-'Alimah"). This literature review confirms that to achieve the goals of Islamic education, the educational model that is applied wherever possible leads to purification of the soul, because with a pure soul the process of entering knowledge into students' souls will be easy. An educational perspective that places purification of the soul as an offer of Islamic education in the contemporary era. Keywords: Education, Ibn Sina, Purification of the Soul, Contemporary

Augmented Reality (AR) can positively impact learning and provide authentic experiences in the form of simulations by increasing enthusiasm for learning and activities in the classroom. This research aims to develop the design and effectiveness of the Augmented Reality Greenhouse Effect (ARGE) Integration Model Physics Independent Learning (MPIL) and explore the results of the product and their application in physics learning. The ARGE application will be implemented in universities located in the central part of Indonesia ARGE presents a simulation of learning tools to train lecturers and students with the implementation of AR technology, which aims to transfer real learning experiences to understand the concept of the Greenhouse Effect. The research method chosen in the ADDIE method was carried out on 127 students and integrated with MPIL. The number of these students participated in research, where they were divided into three student groups: (i) Semester 3 (N= 42), (ii) Semester 5 (N= 42), and (iii) Semester 7 (N= 43). After 12 weeks of lectures, most students stated a significant positive confirmation of ARGE implantation. These results revealed that the application of ARGE MPIL based on testing the effects of the product by students had excellent practicality in teaching in relevance with a percentage of 92.38%. Then the self-confidence aspect obtained a percentage of 94.29%, and the satisfaction aspect received a percentage of 97.14%. The ARGE design is integrated with MPIL developed to properly simulate the Greenhouse Effect concept. ARGE is effectively categorized as an excellent medium for learning the Greenhouse Effect concept.

Current research indicates the presence of highly skilled and motivated students with robust computational thinking backgrounds seeking opportunities to leverage their expertise in driving innovation and success in this era. These studies also reveal that students' computational thinking skills vary widely depending on educational resources, curriculum emphasis, and individual aptitude. Nonetheless, there is a growing recognition of the importance of fostering these skills, with efforts underway to integrate them more comprehensively into education systems worldwide, including in Indonesia and Japan, as representatives of developing and developed countries. Therefore, assessing the competency of computational thinking in these two countries would be intriguing. The descriptive qualitative research method was employed to delineate the computational thinking competencies of students in Indonesia and Japan. Student worksheets, specifically designed for this purpose, were utilized to gauge the development of these competencies during the learning process using the Scratch application. The results revealed that students employed various strategies in solving the given geometry problems. On the other hand, geometry is one of the mathematics topics that can identify students' computational thinking using this application. These findings were utilized to categorize students' computational thinking skills in the two countries and to identify potential obstacles students experienced in their efforts to enhance these skills. Nevertheless, these constraints offer significant insights into potential areas for future investigation and enhancement. Subsequent endeavors could prioritize conducting experiments by implementing specific learning approaches or methods that have demonstrated effectiveness in improving students' computational thinking skills. This study not only underscores the potential for expanding research on students' computational thinking skills but also provides an overview of the learning process, learning culture, and students' competence in solving geometry problems with tiered difficulty levels using their computational thinking skills.

Student teachers enter teacher education programs with existing values, beliefs, and knowledge about teaching. However, little is known about the significant resources that shape this initial professional identity. Additionally, there is a lack of understanding regarding how first-year student teachers depict their initial professional identity in the context of Indonesia. This case study examines the initial professional identity of 23 first-year Indonesian student teachers in an English as a Foreign Language Teacher Education Program (EFLTEP) in Indonesia. Utilizing Esteban-Guitart's Funds of Identity theory, data were collected through participants' narratives via significant circles, self-portrait drawings and interviews. Data were analysed using content analysis and thematic analysis. The findings reveal two identity-shaping trends (significant others, religion, and positive values; past experiences) and three identity portrayals (motivated-self, role-model teacher, and aspiring teacher). The study offers operational insights for teacher education in Indonesia and methodological considerations for studying professional identity.

Students are experiencing difficulty with online learning because it requires infrastructure, such as internet access that needs to be purchased. This study examined whether online lectures increase or decrease family/student expenses on education using a qualitative approach. Data on education expenditures were collected by interviewing 736 students at State Islamic University (UIN) Antasari, Indonesia before the COVID-19 pandemic and 761 students during the occurrence. Also, interviews were used to collect data on opportunity costs during the pandemic. The results showed that the student/family average expenditure on education at State Islamic University in Indonesia (PTKIN) before the occurrence was IDR 20,420,708 per year. Meanwhile, during the pandemic, their expenses decreased to an average of IDR 15,788,989 per year, indicating a decline of IDR 4,631,719 or 22.68%.

The increasing use of computer-based mode in language testing raises concern over its similarities with and differences from paper-based format. The present study aimed to delineate discrepancies between TOEFL PBT and CBT. For that objective, a quantitative method was employed to probe into scores equivalence, the performance of male-female participants, the relationship between completion time and test score, and test mode's effects on participants' performance. Totally, 124 undergraduates partook in the current research whose ages ranged from 19-21 years (M = 20, SD = 0.66). To analyze the data, MANOVA, Pearson correlation, and regression tests were run. The findings uncovered that: (1) PBT and CBT were equivalent in scores; (2) male and female's scores were not significantly different; (3) there was a moderately negative correlation between completion time and score; (4) computer familiarity, habit in using computers, and perception toward CBT did not affect performance in TOEFL. For researchers, the implication of this study concerns the interchangeability of the two-test modes. For CBT test designers, it concerns the appropriate inclusion of visuals, time related measurement, and procedures to design computer-based tests.

Due to the widespread use of the Internet, digital space has now pervaded schools. This study aimed to investigate student-teachers' perspectives and experiences of digital citizenship through project-based learning in a teacher institution in Indonesia. A case study research design was employed using content analysis to analyze the data from semi-structured interviews, observation, and daily journal report. The results showed that technology overuse requires moral guidance in terms of digital citizenship. The student-teachers viewed that digital citizenship provides some principles that encompass knowledge, skills, and appropriate behavior to use technology safely and responsibly. They asserted that digital citizenship is a necessary skill for prospective teachers, particularly considering the growing demand for schools to develop character education programs that address the topic of student technology use. After engaging in digital-issue-driven project-based learning, the student-teachers opined that project-based learning will be beneficial to learners' autonomy engagement in constructing an understanding of the digital world. Project-based learning also provides opportunities for learners to advance and grow digital skills that are relevant to the 21st century within a real-world context. This study has implications for educators, school principals, and policymakers in ensuring that youths access curricula at all grade levels for them to be able to show appropriate and responsible behavior in both online and offline environments.

In the virtual laboratory learning process, students' scientific abilities in solving a problem are very important to explore. This study aims to develop classroom-based authentic assessment instruments through virtual laboratory learning in chemistry to see an increase in students' scientific performance. The research was conducted at a public high school in Langsa City with a sample of 11th-grade students Academic Year 2021/2022, the utilized subjects being a total of 118 students taken based on purposive sampling. The research data are needs analysis through interviews with chemistry teachers who have implemented technology-based learning, analyzing the feasibility of instruments through expert validation questionnaires before the learning process, and scientific performance through learning observation sheets during the learning process. The increase in students' scientific performance data was then analyzed using the N-Gain formula and t-test to see the difference in improvement after the authentic assessment was applied. The results show that authentic assessment is feasible to use an increase in students' scientific performance. From the small-scale test, the students' scientific performance was a high category and there is a significant difference in improvement. The use of authentic assessment through virtual laboratories is expected to provide active learning solutions to improve student learning outcomes.

Learning resources are everything that can be used to facilitate the learning process. Folklore is one of the cultural products that can be innovated as a biodiversity learning resource in high school. This study reviewed relevant literature regarding folklore from various regions of Indonesia to examine and analyse the potential of folklore as a learning resource for biodiversity. The descriptive analysis revealed that the contents of folklore can be used to study examples of the biodiversity level, the regional distribution of Indonesia's biodiversity, flora and fauna characteristics of Oriental, Australian, and Transitional, benefits of biodiversity and its conservation efforts. In addition, folklore as a learning resource also has the potential to develop student competencies such as environmental care, creative thinking, critical thinking, and problem-solving. However, the folklore content cannot describe all the material on biodiversity, therefore it must be combined with other learning resources for use in the biodiversity learning process.

Students' knowledge of data analysis determines the quality of the research they report but they tend to perceive courses on statistics or data analysis as challenging and unappealing. The present study aimed to investigate the correlation between biology education students' attitudes toward statistics and their proficiency in determining various data analytical techniques. This study involved biology education students from the Universitas Muhammadiyah Malang who had completed a course in statistics, research methods, and data analysis. The Survey of Attitudes Toward Statistics (SATS) and the Statistics Assessment of Graduate Students (SAGS) were used sequentially as instruments for collecting data on student attitudes toward statistics and data analysis competencies. The results revealed that while most students had positive attitudes toward statistics, they perceived the subject as challenging to learn. Additionally, the students demonstrated low levels of competency in data analysis. The aspects of cognitive competence and difficulty from SATS correlate significantly with their SAGS score. These results suggest that there is a need for a revision of the biology education curriculum to better equip students with the skills and knowledge to increase their data analysis competencies.

The implementation of the Environmental Science learning process so far has shown a lack of encouragement to improve students' 4C skills. The EMKONTAN learning model is one of the models that is believed to improve students' creativity, collaboration skills, and environmental literacy. This study aims to analyze the effectiveness of the EMKONTAN learning model in improving critical thinking and collaborative skills for prospective biology teacher students. EMKONTAN is a student-centered learning model (students' active learning), oriented to creative learning, problem-based learning, collaborative learning, and provides opportunities for students to improve environmental learning. This research was conducted in the event semester of the 2020/2021 academic year at IKIP Budi Utomo Malang and FTTE Universitas Muhammadiyah Malang-Indonesia, involving 150 second-semester students through total sampling. Data was obtained through observation, questionnaires, and tests. The research used a pretest-posttest non-equivalent control group design. Data collection in this study was carried out using Google Forms, Google Classroom, Google Meet, and WhatsApp. Data analysis using statistical product and service solutions (SPSS) version 23 software. The analysis of covariance (ANCOVA) analysis results showed that EMKONTAN, PBL affected students' creativity and collaboration skills in biology teacher candidate students with a value of p<0.005. The least significant difference (LSD) result was significantly different in improving students' creativities thinking, and collaboration skills. The EMKONTAN class gained the highest post-test score. Therefore, EMKONTAN could be applicable to improve students' creative thinking and collaborative skills outcomes in environmental learning.

Character and cultural education has in important role in growing and developing the noble values of a nation. Character education in school can be means of civilizing and humanizing so that the goals of character education can be achieved. One of the link between culture and character education is ethnomathematics. However, there is still a lack of relevant teaching materials and it makes not optimal. Therefore, the implementation of cultural and educational linkages can be developed in a teaching material. The purpose of this research was to determine students' responses to the ethnomathematics of puppet teaching materials as part of the stages of character education-based development. The type of the research is descriptive quantitative. The population of the research is junior high school students in Yogyakarta, Indonesia. The number of samples used were 260 students in which the criteria for 130 students are low learning achievements (Group 1) and the other 130 students are good learning achievements (Group 2). The instruments used in this research were application of ethnomathematical and student response through questionnaires. The results showed that in G1 with the low performance, the material in the application was very easy to learn and very useful. In addition, they are also satisfied with the use of the application. Meanwhile, G2 with good learning achievement feel that the application is very useful, very easy to learn and they are very satisfied with the application. Then based on the results of statistical tests, it was obtained that G1 and G2 showed that differences in learning achievement did not affect student responses to the learning process through Puppet ethnomathematics android application based on character education. All the Puppet characters have religious, disciplined, hard work, passion, and love for the homeland.

This research aims to: (1) develop a feasible Android-based comic media of Gajah Mungkur Dam, and (2) reveal the effectiveness of the developed comic media in improving mathematical representation and critical thinking abilities on the materials of work and energy. The research subjects are senior high school students, consisting of 262 students for the empirical testing, 36 students for the limited trial, and 72 students for the field trial. This research is research and development applying the 4D model, consisting the stages of definition, design, development, and dissemination. The research instrument includes a validation sheet, evaluation sheet, questionnaire, lesson plans, comic media, and mathematical representation and critical thinking ability tests. The developed comic media contains an introduction, comic's work and energy materials, users' manual, instructional video, and discussion column. The data analysis used the MANOVA test. The finding shows that the developed Android-based comic media of Gajah Mungkur Dam is feasible to use with the assessment score of 3.70 or in a very good category from the validator, and score of 3.10 or in a good category from students in the limited trial. The MANOVA test result shows that there is a significant difference between the control class and experimental class. The developed comic is effective in improving mathematical representation ability in the small effect category and in improving critical thinking skill in the medium effect category.

The phenomenon of misconception and poor conceptual understanding is a problem that often occurs in science learning, not least in physics learning. Learning models that specifically aim to improve conceptual understanding and remediate misconceptions are not widely available. This study aims to determine the effect of the CCBL model in improving conceptual understanding and remediating misconceptions of students. The method consisted of pretest-posttest control group quasi-experimental design. The sample consisted of 89 students from three groups in the physics department. The research instrument was a static fluid concept test, a type of two-level multiple-choice test, and an open reason answer. Percentage techniques and descriptive narrative were used to obtain the level of understanding of students' concepts. These results indicated that the CCBL model was effective in remediating student misconceptions. The implication of this research is that the CCBL model has the syntax that capable of remediating students' misconceptions, namely: (1) activation of preconceptions and misconceptions; (2) presentation of cognitive conflict; (3) discovery of concepts and equations; and (4) reflection. It is recommended to conduct further research to see the significance of the effectiveness of the CCBL model.

This study seeks to understand better how e-leadership, technology acceptance and technological self-efficacy contribute to improved teacher attitudes in using virtual learning environments. The method used was quantitative with structural equation modeling with SmartPLS 3.2.8. The population of this study consisted of 1,570 teachers in the Malang district, Indonesia. A sample of 420 teachers was selected using a systematic random sampling technique. The findings demonstrated a positive and significant effect of e-leadership, technology acceptance, and technological self-efficacy on teacher attitudes in using virtual learning environments. In addition, e-leadership positively and significantly affects teachers' technology acceptance and technological self-efficacy. Subsequent studies may also use a hybrid explanatory sequential approach. It can also make technology acceptance and technological self-efficacy a mediator variable in building the relationship between e-leadership and teacher attitudes in using virtual learning environments.

The purpose of this study was to evaluate the quality of research-based learning conducted remotely through the use of the Moodle learning management system using the Context, Input, Process, and Product (CIPP) evaluation model. Data sources include lecturers, students, faculty documents, study program materials, and Moodle learning management systems (LMS) used in lectures. Data were gathered using the CIPP evaluation checklist (2002), semi-structured interviews, document analysis, and observation. The data were analyzed using content analysis. The findings indicate that learning occurs entirely within the Moodle LMS, which includes lecture tools, is guided by lecturers with subject-specific expertise, is collaborative within the lecture system, and is conducted using appropriate and effective virtual synchronous and self-directed asynchronous learning approaches. Additionally, employing various approaches and learning strategies has a major influence on students' abilities, attitudes, behaviors, and values when it comes to developing educational research and writing a quantitative research proposal. However, because proposal assignments are often assigned towards the program's ending, the time necessary to complete them is typically quick. This looks to be an omission of certain students' abilities. Slow learners will fall behind on these assignments.

The success of the learning process greatly depends on the smooth functioning of its components. This study aims to shed light on the challenges faced by elementary school teachers when implementing teaching materials in the Indonesian language learning process. The research employs a descriptive design by utilizing quantitative methods, questionnaires as the research instruments. The questionnaires used are teacher challenges (14 items) and proficiencies questionnaires (13 items) on a Likert scale, which was presented using Google Forms and distributed through WhatsApp groups. The sample comprised 94 respondents, elementary school teachers from many regions in Sumatra, Indonesia. According to the research findings, it can be deduced that elementary school teachers encounter various difficulties when teaching Indonesian language. These challenges encompass the impact of the local or mother tongue on the learning process and the complexities associated with dynamic language development. Moreover, the study employed factor analysis to pinpoint four specific areas that teachers can enhance, as they significantly improve the obstacles they face. These factors consist of ensuring adequate learning resources, enabling teachers to develop teaching materials that align with the existing curriculum, enabling teachers to design teaching materials based on students' characteristics, and fostering the ability of teachers to establish a positive and captivating learning environment.

The notion of digital literacy has become the trend in any field, including this research. This research aimed to find the level of digital literacy and adequate and inadequate domains in each pre-service teachers of English education digital literacy group. Quantitative research with digital competence framework or DCF then adjusted and validated through the expert judgment by Aiken V as the main questionnaire occurred to measure the level of digital literacy. Indonesia and Thailand pre-service teacher in various universities participated in this research. The research found that: i) The most level of digital literacy whether in Indonesia and Thailand, the pre-service teacher has an intermediate level followed by basic and advanced and ii) The researcher claims 'information' as an inadequate domain and 'implement tech to learning' as the adequate domain in each level of digital literacy. Further research is needed to examine effectiveness of project-based learning, problem-based learning, and case study in enhancing digital literacy through qualitative and quantitative research.

Collaboration is an important skill for a teacher. Prospective teachers' perceptions about collaboration must be explored to discover their collaboration skills before becoming a teacher. This research aims to determine prospective biology teachers' perceptions regarding collaboration in their teacher preparation program. The study uses a mixed-method approach with an explanatory design. This research uses a survey instrument to obtain quantitative data and semi-structured interviews to obtain qualitative data. A total of 73 prospective biology teacher students were involved in this research. Data were analyzed using a mixed-method approach with explanatory design. The research results show that students have an expert level of collaboration. The gender factor does not significantly influence collaboration, but females have a higher overall score than males. Prospective biology teacher students have been able to define collaboration well, but their definition is not yet in-depth. Prospective biology teacher students have realized the importance of having collaboration skills to support their careers. The recommendation in this research is to develop an appropriate training model to train the collaboration skills of prospective biology teacher students.

The purpose of this research is to investigate the practice of intertextuality of Farah (pseudonym) a 20-year-old female university student who engaged in a variety of culturally shaped digital literacy practices. In particular, it seeks to elucidate how Farah's practice of intertextuality serves as a semiotic mediation for her exercise and enactment of agency and identity during her everyday literacy practice on Instagram. This research was framed as a case study design with a connective ethnography approach specifically suited to the online environment and digital communication where the researcher's physical presence as an observer is no longer required. Data were collected by means of digital media and technology such as WhatsApp Message Service, informal phone interviews, and online observation. The collected data comprised online snapshots of quote bots, pictures, drawings and comments that Farah produced and shared as part of her everyday digital literacy practice. The data analysis entailed examination of Farah's practice of intertextuality through the lens of sociocultural perspective on text production and interpretation. The findings revealed that Farah's use of quote bots and doodles posted on Instagram involved the act of borrowing texts from other sources as well as mixing English with Indonesian language. Farah's practice of intertextuality was pre-mediated, calculated and purposeful, allowing her to engage in digital authorship involving creativity, improvisation and consciousness as ingredients of agency. In the same vein, Farah's practice of intertextuality allowed her to author the self as a contemplative religious individual. The research concluded with an appeal to policy makers and educational practitioners to respond to the learners' changing learning landscape by re-defining the way we view learners/students, from merely a recipient of knowledge to an individual who has agency, identity and funds of knowledge that have to be acknowledged and appreciated in any process of curriculum design and its implementation on a daily basis.

The coronavirus disease 2019 (COVID-19) outbreak has forced a sudden transition from face-to-face learning to online learning in higher education. This circumstance challenges university students to be more selfdirected in learning with relatively minimum assistance from their lecturers or peers. Therefore, it is becoming increasingly important to conduct a study on the issue of learner agency which remains little explored. The present study aimed at investigating the agency of first-year university students in online learning of Arabic as a foreign language. In particular, this study examines their intention, motivation, self-regulation and selfefficacy in online learning of Arabic delivered synchronously by using Google Meet and asynchronously by using Edmodo. An exploratory research method was employed in the study with the participation of 76 firstyear university students at an Islamic public university in Jakarta, Indonesia. Results of the study reveal that first-year university students have a relatively high intention, motivation, self-regulation and self-efficacy in Arabic online learning. Looking these findings into more detail, however, the students seem to have limited information and preparation to achieve their goals, are undermotivated to speak with native Arabic speakers, have shallow learning commitments, and are less likely to believe their performance. One of the practical implications that emerge from this study is to introduce first-year university students to a variety of strategies for learning Arabic in more self-directed ways, and this may be supported by lecturers as to not only delivering content but also promoting skills during their teaching practices.

Contemporary scholars have called for more diverse conceptions and practices of alternative 'democratic' education to contest the increasingly neoliberal and neoconservative educational systems. The current study responds to this call by exploring how the notion of 'democratic' education can be enriched using the contextual practices of education in Indonesia. Co-constructing qualitative data through site visits, document analysis, and interviews with leaders of five uniquely 'democratic' Indonesian schools, the current study seeks to expand the 'thin' understandings of democratic education characterised by ostensibly universal democratic virtues such as freedom, equality, social justice, and participation. Exploring what democratic education looks like when understood through the collective sensibilities of Indonesians, analysis revealed at least three alternative constructions of democratic education practiced by participating schools, namely, locally-grounded, embodied, and spiritual democratic education. By identifying and circulating these alternative constructions, it is hoped that the notions of democratic education might be continuously reimagined and diversified.

The COVID-19 pandemic highlighted the importance of a multifaceted public health approach. Promoting health literacy and safe behaviour to reduce disease spread can be an effective social vaccine. However, the role of science teachers as part of a social vaccine is unclear. Similarly, their responses to health crises and the factors affecting such responses are poorly understood. We investigated the relationship between the COVID-19 vaccination status and the reliance on different sources of information among pre-service science teachers from South African and Indonesian universities as a preliminary effort to understand the role that teachers could play in promoting health literacy and safe behavioural practices. We conducted a survey using a comparative quantitative approach to gather data from 87 South African and 93 Indonesian pre-service science teachers through a closed-ended questionnaire. Different statistical tests were performed using SPSS to analyse the data, including the Mann-Whitney U test, Levene's test for equality of variance, t-test, regression analysis and analysis of variance. The results show that South African pre-service science teachers reported a lower COVID-19 vaccine uptake than Indonesians. Both sets of participants rely on social media, research articles, textbooks and friends and family to learn about COVID-19. However, reliance on these sources is not significantly associated with vaccination status. We conclude that contextual factors may affect vaccination status. We recommend further research into science teachers' role in promoting health literacy and safe behavioural practices to reduce the spread of diseases. We also recommend using social media to share scientific information for health education.

Research on English Medium Instruction (EMI) in Higher Education (HE) has tended to have a technicist orientation, examining for example how it is implemented and the challenges it has encountered. Much less critical attention has been given to the rationales that language policy makers and other stakeholders offer for introducing EMI - the drivers may be reported (e.g. Rose et al., 2020, in China; Galloway & Sahan, 2021, in Vietnam and Thailand) but they are rarely questioned. Here, we focus on these rationales, using data from a research project which monitored the spread of EMI through Indonesian HE. Managers at 24 institutions were surveyed along with 281 lecturers who taught their subject in the medium of English at 41 universities. In the stakeholders' responses, we identified four common sense assumptions (Gramsci, 1971) about English and its role in Indonesia that often underlay their justifications for introducing EMI. We also noted some signs of resistance to EMI which demand further empirical investigation. This case reminds us that public language policy should be based on careful analysis of needs at national and institutional levels.

Although Indonesian higher education institutions affiliated with "pesantrens" (Islamic boarding schools) have long been established and influenced the national education system, how these "pesantren"-affiliated higher education institutions (PaHEIs) may have contributed to the development of quality human resources in the predominantly Muslim country remains less known. This ethnography study explores the contribution of a PaHEI in Ponorogo, East Java, Indonesia, in preparing quality Indonesian human resources. Framed by 'post-secular turn' and universal Islamic values, document analysis, observations, and semi-structured interviews with top university management, faculty members, and students reveal how this institution has combined knowledge production and universal Islamic values to negotiate the negative stereotype of religious institutions by strategically merging secular and religious competencies as a complimentary dialogue to nurture multilingual and open-minded graduates with global orientation whilst intensively engaged in community volunteerism. The study uncovers some philosophical values and practices of "pesantren" in preparing quality human resources.

Madrasa (Islamic boarding school) in Indonesia have a strategic role in character building. At present madrasa education is still considered second class education. Besides, to improve the quality of madrasas can be started by improving the quality of the student national admission to all madrasas in Indonesia. This study aimed to trace the potential errors in the measurement results of Students National Admission of Madrasah Aliyah Negeri (SNPDB MAN-IC) 2020. Tracing was carried out on two aspects: (1) equality between test sets used based on evidence of test responses; and (2) further tests on equality between question sets based on evidence of relationship between variables, taking into account the origin of the participating schools (MTs/JHS) and the origin of the participating regions (West, Central and East of Indonesia). This study involved 13,115 participants in 23 MAN-ICs throughout Indonesia in 2020. The materials tested comprised learning potential and academic ability (Mathematics, Natural Sciences, Social Studies, English, Arabic, and Islamic Religious Education). The study used achievement test with mathematics as a sample of test subjects. Based on the test response evidence, it was found that seven of the 15 questions were thought to have an indication of inequality between item sets. The results of tracing the evidence between variables indicated that it was the participants' origin of institutions that influenced the inequality between item sets. On the other hand, regional origin did not affect the inequality between item sets because the majority of participants came from the western region of Indonesia.

Metacognitive skills are one of the abilities required in the twenty-first century, to achieve independent learning. However, these skills still need to review whether these skills have been empowered by educators, particularly in universities. This research was aimed at determining the metacognitive skill profile of Biology Education students at the Institute of Teachers' Education in South Sulawesi, Indonesia. This research used a descriptive quantitative method. The population of this research was all the students of the Biology Education Study Program at the non-state Institute of Teachers' Education in South Sulawesi. The samples of this research were 356 Biology Education students in the second semester who programmed the Environmental Science course in the 2020/2021 academic year. The instrument used in this research was an essay test to measure students' metacognitive skills in the Environmental Science course. The results of the data analysis indicate that the students' metacognitive skills are in the category of undeveloped as much as 89.27%. Therefore, some efforts to improve students' metacognitive skills are required by those institutes through the implementation of a learning model which can empower the metacognitive skills of the prospective Biology teacher students.

A preliminary study showed that Biology learning in the classroom could not encourage the integration of science concepts and Islamic values. The aims of this study are to (1) develop a new learning model that integrates scientific principles and Islamic values, and (2) characterize the RQANI model's validity, practicability, and effectiveness. This study belonged to the research and development study. The learning model was developed in four stages, including (1) preliminary investigation, (2) design, (3) realization/implementation, and (4) test, evaluation, and revision. The study population included all biology education students at IAIN Ternate, STKIP KIE Raha Ternate, and UIN Alauddin Makassar in Indonesia. The study enrolled 120 fourth semester biology education students from IAIN Ternate, STKIP KIE Raha Ternate, and UIN Alauddin Makassar, Indonesia. The research instruments employed in this study are validation sheets for learning models, observation sheets for learning implementation, learning achievement tests, and response questionnaires for the learning model. The results of this study include: (1) a new learning model, namely RQANI, that consists of five learning stages (Reading, Questioning, Answering, Elaboration, Integration); (2) The validity of the RQANI prototype was very high with an average value of 3.74. The RQANI learning model was considered fairly practical and effective in improving student learning outcomes and positive responses. Therefore, it can be concluded that RQANI has met the requirements for a valid, practical and effective learning model.

The study discussed the urgency of character education in East Lombok elementary schools based on Sasak ethnic local wisdom. This study used descriptive qualitative research methods to describe the phenomena of educational activities, learning, and curriculum implementation related to character education based on local wisdom of the Sasak ethnic group in East Lombok elementary schools. Data were collected by using interview techniques, group observation, and documentation. Data analysis was organized into some categories, describing it into units, synthesizing, arranging into patterns, interpreting, and making conclusions. The main problem faced in the implementation of character education in East Lombok elementary school is the absence of a character education model that is appropriate or methodologically adequate for learning process, it is individually developed continuously. The richness and diversity of Sasak culture with the values of local wisdom has potential to be integrated holistically into the curriculum both in co-curricular, intra-curricular and extra-curricular aspects, and even has the leverage to become the basis for character education. So that character education in East Lombok elementary schools based on Sasak ethnic local wisdom is very urgent to be implemented.

TPACK is a trending teacher expertise framework for teaching using digital technology. However, not many studies have revealed the relationship of the seven TPACK factors with demographic factors. This study aimed to determine the effect of gender, teaching experience, place of teaching, and level of education on the perception of TPACK for science teachers. A total of 1,357 high school science teachers were involved in this research. The survey data were analyzed using the Mann-Whitney U and Kruskal-Wallis tests. Overall results show that gender influences the perception of TPACK. On the teaching experience factor, teachers with less than five years of teaching experience have higher perceptions of TK, TPK, TCK, and TPACK. The teacher's workplace significantly differs in perceptions of TK and TCK. Regarding education level, teachers with a master's degree education have a higher and significantly higher TPACK perception than teachers with a bachelor's degree.

Physical distancing, which is widely practiced limiting the spread of COVID-19, is recognized to contain mathematical thoughts that can be harnessed as a context for prospective teachers' practices of mathematical problem posing. The goal of this study is to investigate the profile of mathematical tasks posed by prospective mathematics teachers using the context of physical distancing that meets the criteria of numeracy tasks. Data were collected from 66 mathematical tasks posed by thirty-three prospective teachers at a public university in Surabaya, Indonesia, attending an assessment course of numeracy based on a problem-posing task. To analyze, the posed tasks were first identified as solvable or unsolvable tasks and then further categorized into the domains of the level of context use and the level of cognitive processes. Results show that the level of context use embedded in the posed tasks varies from zero to first order, with only a few of the posed tasks being coded as having second-order context. Regarding the levels of cognitive processes, most of the posed tasks reach the level of understanding, with only a small number of reasoning tasks identified. Interestingly, all the tasks coded to contain second-order context are classified as reasoning tasks. Some implications regarding designing numeracy tasks using physical distancing and interventions in teacher education related to numeracy task design are discussed.

This study examines the development of learning designs based on Realistic Mathematics Education (RME) on the probability topic at the eighth-grade junior high school level. Probability abounds in everyday life, and the RME approach is believed to develop students' mathematical communication skills. This learning design development used the Plomp model combined with Gravemeijer and Cobb model. The research phase includes preliminary research, prototyping phase, and assessment phase. The products of this research are a valid, practice, and effective Local Instructional Theory (LIT) and teacher and student books. The results showed that the students who participated in learning using RME-based designs could determine the concept of probability and effectively improve students' mathematical communication skills.

The quality of the education system is the foremost factor for the success of the students as well as the academia at large, and therefore, needs the focus of regulators and researchers alike. The current article investigates into the role of human resource (HR) quality and Kaizen on the quality assurance system in the context of the high school environment in Indonesia. The current research also analyzes the moderating role of national higher education policies among the associations of HR quality, Kaizen and the quality assurance system in the high school environment in Indonesia. The primary sources of data collection have been adopted by the researchers using survey questionnaires. The medical students are the respondents targeted by the researchers selected based on purposive sampling. The researchers have adopted primary data analysis tools such as Smart-PLS to test the hypotheses and check the validity and reliability of the items and constructs. The findings indicated that HR quality and Kaizen have a positive association with quality assurance systems within the high school environment in Indonesia. The outcomes also revealed that national higher education policies significantly moderate among the association of HR quality, Kaizen and quality assurance system in the high school environment in Indonesia. These outcomes provide valuable insights for policymaking regarding assessment and improvement of the quality assurance system in the education sector in the country.