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Geometry mastery is a must for high school students, affected by several factors such as learning approach (LA), gender, level of basic geometry competencies (BGC) and level of mathematical self-efficacy (MSE) among others. The purpose of this study is to examine those factors that affect the geometry problem solving (GPS) abilities of the students. This study involved 101 Indonesian high school students. They were divided into two groups based on the implemented LA, namely the investigative learning group and the direct instruction group. Data were collected through three instrument types, namely test of BGC, GPS, and MSE. The MSE scale consists of two models namely mathematics test-taking self-efficacy (MTSE) and mathematical skill self-efficacy (MSSE). Data were analyzed using ANOVA techniques, path analysis, and error analysis. The path diagram is MSE, which mediates the BGC effect on GPS. Data analysis results revealed that the level of BGC, MTSE as well as interactions between LA and gender had a significant impact on the GPS capability of students. In this case, the BGC of the students impacted their MSE and thus impaired their GPS skills, which also moderated the gender and learning. There are phases in the process of solving problems that tend to hamper student performance. The visualization process appears to be done by female students, while male students make representations when they do. The researchers, therefore, suggest further research related to gender-based LA study in the geometry curriculum to improve the ability of the students.

Peer assessment encourages students to engage actively in the learning process. Based on a descriptive case study, this research aims to depict students' perspectives on using technology-mediated peer assessment (TEMPA) in the context of the English for Academic Purposes (EAP) course. The results showed the level of the students' attention, relevance, confidence, and satisfaction using TEMPA. Further, TEMPA provided adequate motivational stimulation to EAP students. In addition, we propose that students engage in peer assessment activities to acquire lifelong skills in assessing and delivering feedback to others and in self-assessing and enhancing their own work. [ABSTRACT FROM AUTHOR]

Use of technology is beneficial in pedagogical transformation, but student engagement is essential throughout the process. Because the number of studies investigating how students' academic involvement during the pandemic is still limited, this research is necessary to close this gap in the literature. The research goal is to determine the contribution of students' cognitive and affective engagement to their academic activities by utilizing an intrinsic motivation approach in the context of pedagogical transformation. We discuss the interplay factors between students' cognitive and affective engagement and how students become engaged in academics. This research applied cross-sectional study. The research findings demonstrate the composition of cognitive and affective engagement and the interplay factors between them, enabling students to participate in academic activities in a virtual face-to-face learning environment. One thing to highlight is that evaluating learning progress elicits pleasant emotions, whereas monitoring comprehension and setting learning goals elicits persistence. Higher education educators are recommended to create captivating face-to-face online learning experiences in order to optimize their students' engagement in academic activities. [ABSTRACT FROM AUTHOR]

The purpose of studying geometry is for the development of student thinking, able to abstract and reason, against concepts in the object. Note on some study results that the combination of the student's conceptualization process and knowledge of geometry are a source of barriers to their learning. This study aims to investigate how students actualize their geometry knowledge for the development of thinking to the level of abstraction. Investigations on input, internal processing, and output. This study was conducted on high school students use questions regarding object and product of thought in geometry thinking at analysis and abstraction level. Based on study findings, students actualize their knowledge through figural aspects then developed into the conceptual aspect, and the two aspects are integrated with the relationship between properties. There is a mathematical connection to the integration process. However, because most students' understanding of geometry knowledge is still prototypical figural concepts, so there is an interaction issue between figural and conceptual aspects, namely the validity of relationship between properties. Therefore, students learn geometry in order to investigate the connections between objects and properties as a whole. [ABSTRACT FROM AUTHOR]