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Mathematical resilience is a student's ability to survive and be positive when facing difficulties and anxiety in learning mathematics as indicated by the ability to work collaboratively with groups, and have language skills to communicate mathematical understanding. Learning mathematics online caused various negative conditions for students; reduced learning interactions, internet disturbances, material that was not optimally explained, even low support for studying at home. This study aims to find out about students' mathematical resilience when taking online mathematics lessons during the COVID-19 Pandemic. A qualitative phenomenological design was used, in which 20 high school students in Medan, participated. Data was collected through an open online questionnaire and interview, due to the implementation of social restrictions in Medan. Thematic analysis was used to interpret the data. The results are summed up: (1) Implementation and use of mathematics learning platforms during the COVID-19 Pandemic; (2) Adaptation of students learning mathematics; (3) Students' belief in learning mathematics; (4) students' communication skills during mathematics learning; (5) The Support for learning mathematics. This study recommends several suggestions to strengthen students' mathematical resilience in order to overcome mathematical difficulties and problem when taking online mathematics learning.

Transformational leadership is a leadership style that prioritizes commitment values, patterns, and performance to achieve organizational goals needed in the 21st century. This leadership style is widely applied in developing countries and has the best educational status in the world, such as in Finland and the United States. Researchers have recommended that transformational leadership is an important aspect of teacher performance; however, whether the effect varies across related studies and the robustness of the overall effect size remains unclear. A meta-analysis technique was used to synthesize the results from 65 independent studies and investigate the overall relationship between transformational school leadership and the three measures of teacher performance. This study found that, in terms of the average influence measure, transformational school leadership positively influenced teacher job satisfaction, commitment, and self-efficacy.

Polemics on the low quality of teaching and learning outcomes during the period of transition from online to offline learning is an issue that must be addressed by vocational education institutions. This study aims to analyze the effects of retraining and teaching experience on successful learning outcomes during the transition period, either directly or through the involvement of self-efficacy and psychological capital as mediators. An ex-post-facto study that adopted a research design from Cohen, Lawrence & Keith (2011) was carried out with a sample of 247 vocational education teachers in Indonesia. Data on all variables were collected through a closed questionnaire method based on a four-point Likert-scale. The data were then analyzed using structural equation modeling (SEM) analysis techniques with path analysis and bootstrap methods. The results of the study reveal that retraining and teaching experience have a significant effect on the success of learning outcomes during the transition between online and offline teaching methods in vocational education. There is a significant indirect effect of the two exogenous variables through the mediating involvement of self-efficacy and psychological capital. In Vocational education it is very important to organize the retraining that is needed among teachers to improve the quality of learning in the learning transition period, in addition to providing more teaching experiences to strengthen self-efficacy and provide sufficient psychological capital so that the quality of learning outcomes can be enhanced and sustained.

This study aimed to develop an instrument to assess science teacher candidates' professional and pedagogical competence in the Industrial revolution 4.0. The instrument consisted of 30 questions and was used in the main study, which was analyzed using the Rasch model to unravel the reliability and empirical validity. The questions were developed based on a predetermined grid including the skills and literacy aspects used in the industrial revolution 4.0. The 30 revised questions were then tested on 60 students of Science Education at two State universities in Indonesia who were in their third year of study times. The Rasch model was employed to test its reliability and empirical validity that included Wright map analysis, item difficulty level, distractor analysis, and item suitability with the Rasch model. The results showed that the reliability value of the professional aspect was 0.95 and classified as an excellent category. Moreover, the pedagogic aspect obtained 0.93 and was classified as a very good category. Only one question was the most difficult and did not fit the Rasch model, while the others already fitted. This reliable and valid instrument is suggested to be useful in assessing pre-service science teachers' competence.

The purpose of this study was to determine the dimensions of early childhood character education based on multicultural and local wisdom. The location of the research is in the Central Java Province, specially the Ex Surakarta Residency and Ex Kedu Residency. Research subjects were 430 children from 24 Early Childhood Education Institutions (PAUD). The research method used is quantitative with the LISREL program tool. The analytical tool used is structural equations modeling to examine the dimensions of early childhood character education, measurement model analysis, and structural model analysis of early childhood character education. The hypothesized dimension of character education has four dimensions with each having four indicators, apparently after being confirmed empirical data there are two indicators that fall, namely indicators of sincerity acting in the dimensions of deity and indicators of discipline in the dimension of oneself. Therefore the dimension of deity only has indicator of belief, worship, and ethical values. The self dimension has indicators of honesty, responsibility, and independence. The dimension of fellow human still have four indicators, namely rights and obligations, obeying the law, appreciating the work of others, and being polite to anyone. The environmental dimension also has four indicators, national spirit, love for the country, communicative, and caring for the environment.

This article represents a study aiming at developing: (1) an IBTEM which is capable to promote partnership between training providers and their client institutions, easy to understand, effective, efficient; and (2) an IBTEM implementation guide which is comprehensive, coherent, easy to understand, effective, and efficient. The method used in the study was Research and Development (R & D) suggested by D. Gall, P. Gall, and Borg (2007) that was simplified into three phases: pre-development, development, and validation phases. The pre-development phase was used to review related theories, interview resource persons, and collect relevant documents. The result of this phase was an IBTEM draft. The development phase was used to organize a focus group discussion (FGD) attended by participants from the Yogyakarta Education Quality Assurance Institute, Regional Offices of Education, school supervisors, principals, and teachers. The result of this phase was a revised IBTEM draft. The validation phase consisted of internal and external validations. The internal validation was done through a Delphi technique. The team in the Delphi involved experts in educational evaluation, educational management, and vocational education. The result of the internal validation phase was a theoretical IBTEM that was then validated externally. The external validation was conducted by carrying out limited field testing of the theoretical IBTEM involving three institutions: the Center for Development and Empowerment for Arts Teachers, Center for Development and Empowerment for Mathematics Teachers, and the Yogyakarta Education Quality Assurance Institute. The external validation phase resulted in a final IBTEM. The study results confirm that: (1) the developed IBTEM is capable to promote partnership between training providers and their client institutions, easy to understand, effective, and efficient; and (2) the developed IBTEM implementation guide which is comprehensive, coherent, easy to understand, effective, and efficient.