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Blind students exclusively use braille materials for teaching math. Teaching tools that assist blind students' motor and hearing nerves are essential for learning. This study was to describe learning mathematics outcomes for blind students after using teaching material for Android devices based on Newman's theory. This research was a case study of blind students. Blind junior high school students from special schools for visual impairment-- extraordinary schools in Bandar Lampung, extraordinary schools in Cimahi, and Madrasah Tsanawiyah with special education in Yogyakarta-- contributed to the study's subjects. The study employed questionnaires and test questions as research instruments for both teachers and students. The results of this study demonstrate that learning mathematics outcame blind students' after using teaching material with Android apps based on Newman's theory, specifically: i) reading errors: students can understand the information in the questions; ii) comprehension errors: students do not write down things that are known and asked; and iii) transformation errors: students write down the mathematical model (formula) used; iv) skill errors: students can do calculations correctly; and v) coding errors: students do not write conclusions. The average score of the blind students' results using braille was higher than that of the Android application.

The purpose of this study is to see how the inquiry-based nature of science (NOS) argumentation (IB-NOSA) instructional model affects scientific literacy skills. This research used a quasi-experimental method. The design of this research is a pretest-posttest control group design. This study describes the significance of the differences between participants who learn through IB-NOSA, guided inquiry, and discovery learning model. The subjects of this study were 288 students of grade VIII in the 2022/2023 academic year from three junior high schools in Sleman, Yogyakarta, Indonesia. Data analysis in this study used an analysis of variances (ANOVA) mixed design. The result showed that there was a difference between the pretest-posttest scores of scientific literacy skills in each group. There was a significant increase in the pretest-posttest scores of scientific literacy skills in each group. Effect size showed that the IB-NOSA in increased scientific literacy skills was 0.79; the guided inquiry was 0.76; and the discovery learning was 0.71. The IB-NOSA was the most effective in improving scientific literacy skills with a gain score of 0.49 (medium). So, it can be concluded that the IB-NOSA instructional model can be used as an alternative solution in improving scientific literacy skills.

Mathematics education is looking for innovative methods to foster problem-solving skills in students. This research develops a problem-solving assessment using GeoGebra Classroom, a versatile interactive mathematics software, to revolutionize mathematics formative assessment and improve students' problem-solving skills. This study adopted the analysis, design, development, implementation, and evaluation (ADDIE) instructional design model stages. The design stage created a comprehensive assessment blueprint, incorporating GeoGebra Classroom functions to create interactive problem-solving tasks. Data analysis used both quantitative and qualitative approaches. Qualitative data consisted of feedback and suggestions from assessment experts, mathematicians, and GeoGebra specialists. Meanwhile, quantitative data included expert scores and cognitive tests that measured students' problem-solving abilities. A cognitive post-test was conducted to measure the progress of students' understanding while using the assessment product. The results of the content validity analysis, assessed using Aiken's V, ranged from 0.85 to 0.92, indicating a high level of validity for the problem-solving skills assessment in terms of content and construction. Some revisions were made to the design of the developed media to make it more interactive for students. These findings suggest that we can further use problem-solving questions integrated with GeoGebra Classroom to uncover the problem-solving skills of junior high school students.

Purpose: Given the research gaps identified in a literature review, this study aims to uncover how the intensity of learners' motivational behavior and its predictors vary with grade level. Methodology: A large-scale survey was conducted to examine motivational behavior and its predictors among EFL learners across three education levels and ten grades in Taiwan: primary school (Grades 3 to 6), junior high school (Grades 7 to 9), and senior high school (Grades 10 to 12). A total of 12,441 valid cases were collected from both rural and urban areas in Taiwan. ANOVA and multiple regression analysis were used to analyze the data. Findings: The results showed a significant effect of grade level on the intensity of motivational behavior. Specifically, learners' intensity of motivational behavior tended to decline with grade level (years of study). The significant predictors of motivational behavior also differed with grade level. Significance: In addition to theoretical and methodological contributions to L2 motivation research, this study can enhance understanding of factors that could enhance learners' motivational behavior and offer implications to assist EFL teachers in developing motivational teaching strategies.

Purpose: This study aimed to conduct a needs analysis for developing the ethnomathematics e-module based on Sundanese Gamelan to facilitate mathematics learning in junior high school. Specifically, this study identified crucial components for module development and to gather feedback from both students and teachers regarding the learning material. Methodology: The Research and Development (R&D) method was used, specifically the Plomp model, to create e-module for mathematics learning. Qualitative data were collected from ethnomathematics experts, a mathematics teacher, and five students via purposive sampling. The instruments used for this data collection included expert validation sheets, student interview recordings, teacher questionnaires, and small group observations. Findings: The results indicated that the integration of Sundanese Gamelan ethnomathematics into junior high school mathematics e-module significantly improved students' understanding and interest in the subject. This culturally infused approach increased students' motivation and engagement, indicating a potential shift towards more inclusive and culturally responsive educational practices. Significance: The integration of Sundanese Gamelan ethnomathematics into mathematics curriculum is known for the unique blend of cultural elements with academic content, contributing to enhanced students' understanding and cultural awareness. In addition, this method offered benefits for students, teachers, curriculum developers, and ethnomathematics researchers, presenting a holistic model that combined educational innovation with cultural appreciation.

This mixed methods study compares L2 learning motivation of Burundi simultaneous learners of French, English and Kiswahili, mainly focusing on L2 Motivational Self System (L2MSS). A total of 348 junior high school students participated in a 60-item questionnaire survey, and 12 of those learners participated in a follow-up semi-structured interview. The quantitative data were analysed using structural equation modelling (SEM) while the interview data were analysed employing a thematic analysis method. The results support the validity of the L2MSS in comparing and explaining Burundi simultaneous multiple language learners' motivation. For all the three target languages, L2 Learning Experience appeared as the strongest predictor of the learners' intended learning effort, followed by the Ideal L2 Self only in relation to English and French learning. The role of the variable of International Posture on the three components of the L2MSS, which was assumed to be influenced by the Burundi socio-educational context, was also observed in the SEM analysis. The analysis indicated that the impact of International Posture on Ideal L2 Self was only significant in the models of both English and Kiswahili while its impact on L2 Learning Experience was only significant in the model of Kiswahili. The interview data also provided further insight into the quantitative findings. Pedagogical implications are provided based on these key findings.

This study aims to describe the 3D model's online modules effectiveness in the practicing mastery of conceptual knowledge in solar system learning using an instrument which tested 58 7th-grade respondents from one of the junior high schools in Jombang, East Java, Indonesia. The respondents were then divided without randomization into 29 respondents for the experimental group (EG), which studied using 3D models online, and 29 respondents for the control group (CG), which studied using learning resources from student books and learning media in the form of 3D models from the NASA website. The effectiveness is assessed based on the results of the conceptual knowledge test instrument with the CRI method using a quantitative descriptive approach. Based on these results, the 3D models online module in solar system learning cannot be fully effective in the practicing mastery of conceptual knowledge. When examined further, 3D model's online modules are effective in cognitive dimensions C3, learning indicators 1, 2, and 6, and conceptual knowledge sub-types 1. Furthermore, based on research results, learning the solar system using online modules with 3D models is better than using the official NASA website with student books.

Purpose: Mobile-assisted language learning (MALL) apps such as Duolingo have great potential for promoting learners' motivation to learn a second language (L2). However, little research has investigated how this motivational impact takes place. Additionally, despite the flexibility of mobile learning, most existing studies are conducted in classroom settings, with less attention paid to out-of-school technology usage. Design/Approach/Methods: To address these gaps, we present a model based on self-determination theory and propose the idea of "motivational transfer" to explain the psychological mechanism underpinning the impact of technology. To examine the model, we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language (EFL) after school for 6 weeks. Findings: Questionnaire and group interview data support our hypothesized mechanism--learners' activity-specific intrinsic motivation (IM) for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level, thereby enhancing learners' global IM for L2. Originality/Value: The proposed theoretical model expands our understanding of how digital technology stimulates learners' L2 motivation; it can help L2 educators design better technological affordances to promote learners' motivation both in and outside the classroom.

The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.

This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.

This research aimed to investigate the impact of learning strategies with learning styles on learning performance in disaster mitigation. Problem Based Learning (PBL) and Direct Instruction (DI) are the strategies used. The learning styles used as moderator variables are kinaesthetic, visual and auditory. The research subjects included two junior high schools, SMPN 1 Sidoarjo and SMPN 1 Maospati, with a total of 122 students. The two-way ANOVA analysis technique was used to process the data obtained statistically. This research indicates that PBL strategy with visual learning style is superior to DI strategy with other learning styles in terms of learning achievement in disaster mitigation. This research has shown that considering the specific learning strategy and learning style of students contributes to positive learning outcomes in disaster mitigation.

During the COVID-19 pandemic, students faced increased risk of contracting the virus due to the relaxation of health protocols by the Philippine government and the authorization of face-to-face instruction in schools by the Department of Education. There is little data on basic education school students' awareness of COVID-19 in the Philippines, particularly in Cebu City. A cross-sectional descriptive-correlational research design was utilized to determine junior and senior high school students' knowledge, attitudes, and practices regarding COVID-19. In this study, a survey questionnaire was used to compare and attempt to identify relationships between the demographic profile of students and their KAPs regarding COVID-19. This study also investigated the relationships between students' KAPs. JHS and SHS students exhibited outstanding KAPs for COVID-19. Students' demographic characteristics, including grade level and family income, were significantly associated with their KAPs toward the disease. However, their gender was not significantly associated with their KAPs. There was a significant relationship between students' COVID-19 KAPs. It is imperative that the DepEd develop strategies and programs to combat the situation due to pandemic and prepare for similar situations in future. With the aid of curriculum designers, science educators must adapt the science education curriculum to address current and future health concerns.

This study aimed to examine the predictive validity of junior high students' grit (including perseverance of effort (PE) and consistency of interest (CI)) on their short-term and long-term academic achievements using a longitudinal survey design under the structural equation modeling framework. Data were collected on 236 junior high students (56.3% boys) in Taiwan across three years. The analytical results showed that PE successively influences students' semester grades (as short-term achievements) in a unidirectional way. However, CI could not predict the consecutive semester grades. Furthermore, we found that both PE and CI did not directly predict students' achievement on the scores of the Comprehensive Assessment Program (CAP, as long-term achievements). Only PE can indirectly associate with the CAP scores via students' successive semester grades. The study results can be explained by the goal hierarchy of grit, where achieving good semester grades can be treated as the lower-order goals that are cohesively aligned with the superordinate goal to do well in the CAP. Strategies for fostering students' perseverance of effort and implications for future research on educational equity are discussed.

Background: This study was motivated by the need to enhance Mandarin learning through embodied interactions and physical engagement methods. While most studies confirm the positive effects of touchscreen devices on learning, mixed findings suggest a need for more engaging methods. This research addresses these gaps by exploring the benefits of embodied interaction through the Shaking-On game app, an embodied question-response platform, in comparison to Kahoot. Objectives: To compare the learning effectiveness of the Shaking-On app, which incorporates physical shaking interactions, with the conventional quiz platform Kahoot in promoting Mandarin learning and positive emotional experiences. Methods: A total of 158 junior high school students participated in the study, engaging in 15-minute sessions once a week for 3 weeks in a formal classroom setting. Participants were divided into two groups: one using the Shaking-On app and the other using Kahoot. The study employed a comparative analysis framework based on achievement emotion theory to evaluate learning outcomes and emotional responses. Furthermore, the classroom response system (CRS) analysis was used to assess the cognitive and affective parameters of the learning tasks in the Shaking-On app and Kahoot, providing detailed insight into how different interactive tasks contributed to learning. Results and Conclusions: The results indicated that the Shaking-On app significantly enhanced Mandarin learning and engagement compared with Kahoot. Participants using Shaking-On experienced higher levels of interactive situational interest and flow, while test anxiety remained consistent across both groups. These findings suggest that incorporating embodied interactions into digital learning tools can substantially benefit student engagement and learning outcomes. The study indicated that such apps could be effectively integrated into classroom settings to enhance student learning. Educators and game developers are encouraged to integrate such interactive elements to improve the efficacy and appeal of educational applications.

Mathematical inquiry involving hands-on activities has received increasing attention in mathematics education. Besides various customized physical teaching aids, subject-specific information technology, such as Dynamic Geometry System (DGS), finds extensive use in mathematical inquiry activities. However, effects of DGS and physical manipulatives on inquiry-based math learning remain an open question. Hence, by adopting a quasi-experimental research design, this paper aims to empirically compare the immediate learning outcomes, knowledge retention, and learning interest of seventh-grade students who explore with virtual manipulatives (i.e., the DGS) and who explore with physical manipulatives. Specifically, 131 students participated in learning activities centered on exploring pyramids and prisms. During the inquiry process, Group A (n = 33) constructed pyramids and prisms in DGS, Group B (n = 34) observed pre-made virtual models in DGS, Group C (n = 32) observed physical models, and Group D (n = 32) made physical pyramids and prisms with polymer clay and small sticks. Moreover, pretest, post-test, and delayed post-test designed according to the Van Hiele model, as well as an adapted interest questionnaire, were employed to evaluate students' performances; and collected data were analyzed by means of ANCOVA and t-test. Findings of the study revealed that in the context of construction, students employing the DGS exhibited superior immediate learning outcomes and greater knowledge retention compared to their peers who utilized physical manipulatives; while in the case of observation, the virtual and physical manipulatives yielded similar impacts on students' immediate learning outcomes, but students who involved in the DGS demonstrated higher knowledge retention. Furthermore, regarding the DGS environment, students who engaged in constructive manipulation surpassed their peers who engaged in observing manipulation. In terms of interest, the DGS proved to be more effective in both stimulating and maintaining higher interest compared to the physical manipulatives, and constructive manipulation was more effective than observing manipulation. In summary, as compared to the physical manipulatives, DGS, particularly when employed with constructive strategy, has shown to encourage students to more actively engage in task-related cognitive behaviors, thereby supporting and enhancing inquiry-based math learning of students in junior high school.

Numerous stressors, such as test anxiety, imposter phenomenon, and perfectionism. The association between the imposter phenomenon and perfectionism is well-studied, but test anxiety as a mediator of this association is not examined. The present study aimed to explore the mediating role of test anxiety on the imposter phenomenon and perfectionism among Pakistani high-achieving students. Additionally, we investigated gender and grade differences for junior and senior high school students. In the present cross-sectional survey study, participants (n = 250) aged 15-18 years responded to the Clance Imposter Phenomenon Scale, Frost Multidimensional Perfectionism Scale, and Westside Test Anxiety Scale. Findings showed that perfectionism increased by 39% with a one-unit increase in the imposter phenomenon. Test anxiety was a significant positive mediator of the association between imposter phenomenon and perfectionism. T-test showed girls had higher scores on the imposter phenomenon and test anxiety than boys. One-way ANOVA revealed significant educational grade differences with small effect sizes, and junior high school students scored higher than senior high school students on study variables. About 44% and 48% of 250 participants reported having moderate and frequent imposter symptoms, respectively. Almost 36.5% of high-achievers had low test anxiety, and 50% of high-achievers had normal test anxiety. The study presents a discussion of the merits and demerits.

STEAM contests play a pivotal role in maintaining students' interest and motivation in STEAM education. Finding factors that are related to students' continuance intention (CI) to participate in STEAM contests is important for promoting STEAM education. Previous studies mostly focused on exploring the relationships between students' behavioural attitude, positive affect and their CI for a STEAM contest. However, few studies have explored students' CI from the perspective of help-seeking attitude with the belief-attitude-behaviour model. Thus, this study investigated the relationships among students' hands-on making self-efficacy (HMSE), incremental belief of intelligence (IBI), help-seeking attitudes including instrumental help-seeking (IHS) and executive help-seeking (EHS), and their CI for STEAM contests based on the belief-attitude-behaviour model. A total of 405 elementary and junior high school students who took part in the 2022 STEAM PowerTech contest participated in this study. Structural equation modelling was used for confirmatory analysis to validate the hypotheses. Results indicated that EHS exhibited a negative association with CI, whereas IHS exhibited a positive association with CI. HMSE and IBI were negatively associated with EHS, and positively associated with IHS. This study implies that students with a high level of HMSE and IBI are inclined to exhibit IHS and thus have a strong CI for STEAM contests. The findings provide suggestions on enhancing students' CI for STEAM contests.

It is considered important to clarify the role of technology and engineering education for evolving STEM/STEAM education in each country. However, in Japan, unlike in other countries, the focus on STEAM education began after 2018, so the relevance of STEAM education to technology and engineering education has not yet been fully discussed. Therefore, the Japan Society of Technology Education (JSTE) tried to develop a new framework of technology and engineering education for promoting STEAM education in Japan prior to the revision of the National Curriculum. First, we conducted a survey on 1,656 Japanese junior high school students about the status of 'Technology' learning. As a result, it was shown that Japanese students have a positive attitude of 'Technology' classes. However, there is a lack of learning activities related exploring technology, and design problem-solving is not adequately linked to abilities for technological innovation and governance. From this, we developed a new framework focused on enhancing exploratory activities and problem-solving related to engineering. The framework included the Triple-Loop Model as the engineering design process, the connections between physical and cyber technologies within that scope, and the learning model of STEAM education that centred on the engineering design process with various connections among all subject areas. Lastly, we conducted a survey to evaluate the new framework on JSTE members (four-point scale, agreement rating). As a result, many received mean value of 3.00 or higher, showing that the participants agreed with the proposals. However, the concept of the term 'Engineering' (2.78) had a mean value of less than 3.00 and a larger SD than the others. Therefore, in the last version the concept of the term 'Engineering' was revised, and the framework was completed.

This study investigates junior high school students' perspectives on improving manufactured products and their perceptions as users after participating in materials processing technology learning in Japan. Guided by recent changes in Japanese curriculum guidelines emphasizing real-world application, we conducted a web-based survey collecting 721 valid responses from 833 students. The survey explored students' enjoyment of and satisfaction with materials processing learning, as well as their intentions regarding future technology-related careers. Our findings reveal high engagement in practical tasks, with 91.7% of students expressing positive attitudes towards making things. However, only 41.5% viewed their experiences as positively impacting future career aspirations. When prompted to describe product improvements, students frequently focused on safety (45.2%) and functionality (34.4%), while often neglecting environmental and economic factors. Differences emerged between those who described user-oriented improvements and those who did not, suggesting that descriptive reflection may enhance safety awareness and other practical concerns. This study contributes to the ongoing discourse on technology education by highlighting the need for curricular advancements that better link technological learning with future career opportunities. It also underscores the importance of fostering a comprehensive design approach that includes societal and environmental considerations.

This research uses Rasch model analysis to identify the reliability and separation index of an integrated mathematics test instrument with a cultural architecture structure in measuring students' mathematical thinking abilities. The study involved 357 students from six eighth-grade public junior high schools in Bima. The selection of schools was based on average school exam scores and considered the effectiveness of the learning process that used cultural settings to explore mathematical content. Data analysis was conducted using Microsoft Excel to calculate the content validity of Aiken's index with four experts and the jMetrik software to measure reliability and the separation index. The research results indicate that the mathematics test instrument passed validation by mathematics experts and measurements with a valid content validity level. Rasch model calibration shows a very high level of instrument reliability. Separation analysis on the logit scale indicates the instrument's ability to differentiate students with different ability levels with good homogeneity in the distribution of test items and individual abilities. Scale quality statistics show good item response variability, low error rates and a high separation index. This study has limitations because it focuses solely on multiple-choice questions. Similar research must be conducted using other types of questions (such as those used in PISA, namely openconstructed and closed-constructed questions) and integrating other mathematical materials within relevant cultural architectural structures.

In today's knowledge-based and rapidly changing society, developing students' critical thinking skills in instruction is a vital concern in almost all science curricula. To acquire meaningful learning, learners need to develop skills in choosing suitable information, gauging the integrity of information, and crafting sound decisions. With this, creating learning spaces that stimulate critical thinking has become a challenge among educators. This study aims to explore the critical thinking profile of Filipino students in science laboratory classes as a means of generating insight for possible curricular enhancement. Utilizing a quantitative descriptive research design, a survey was administered to 300 junior high school students under K to 12 curricula. Results revealed that openness to different ideas is the most practiced aspect of critical thinking among Filipino students, while the planning and organization of information disclosed as the least. Furthermore, the importance of gathering information to support position is the most agreed factor, while the strategies in thinking of a problem in an experiment are the least. Hence, findings suggest that the necessary facets of critical thinking strategies should be explicitly articulated in the science curriculum framework, especially encapsulating it in the content and performance standards.

Numeracy skills are integral to the National Assessment, serving as a benchmark for gauging learning success. In addition to cognitive aspects, the affective aspect crucial in learning is self-efficacy. However, according to PISA 2018 data, the average score for numeracy skills of Indonesian students ranks in the bottom 6. The existing condition of students does not reflect optimal self-efficacy. This reality stems from the lack of meaningful application of the learning model. Consequently, there is a need for a student-centered learning approach, such as the project-based learning (PjBL) model. This study aimed to assess the enhancement of students' numeracy skills and mathematical self-efficacy when taught using the PjBL model. Employing an experimental design with a pretest-posttest control group, the research sample comprises two groups: experimental (PjBL) and control (conventional), each consisting of 50 students. Data collection involved tests and questionnaires, with the numeracy test and self-efficacy questionnaire serving as research instruments. The ANOVA test was applied for data analysis. The results indicate that (1) students' numeracy skills, when exposed to the PjBL model, surpass those of students undergoing conventional learning; (2) students' self-efficacy, influenced by the PjBL model, is superior to that of students engaged in conventional learning.

Infographic text is a visual text in the form of a combination of images, graphics, illustrations, and typography that serves to facilitate readers in understanding information. Therefore, infographic text is presented with an attractive appearance by increasing the number of illustrations and a little text. The widespread use of infographic text in every aspect of life today requires everyone to have adequate ability to read infographic text. Therefore, in this study the author conducted research on the ability of junior high school students to read infographic texts. The method used in this research is quantitative descriptive method. The object of the research is students of Class VIII of Junior High School in one of the districts in Central Java province. The results showed that the ability to read infographic texts of junior high school students in one of the districts in Central Java still needs to be improved. It can be seen from the low score obtained in doing infographic text questions. There are several efforts that teachers can make to improve students' ability to read infographic texts, namely by increasing visual literacy, improving reading skills, providing knowledge about infographics, and providing practice reading infographic texts.

This study aims to establish a knowledge base on how to support students in learning. We develop an initial hypothetical learning trajectory by formulating learning activities and predicting the development of students' thinking and understanding. The methodological framework employed in this study is design research, which seeks to generate actionable knowledge for achieving various educational goals through design. The design process incorporates the Hypothetical Learning Trajectory (HLT) thought experiment and the teaching experiment based on the six Realistic Mathematics Education (RME) principles. By integrating individual learning activities with the context and principles of the RME approach, students can construct their knowledge and rediscover the quadratic equation formula. Through comparing the HLT with observed learning outcomes, we redesign the process, revise our HLT, and provide answers to research questions regarding the attainment of specific learning objectives. Similar to our retrospective data analysis, we create a revised HLT to reinforce the concept of the completing the square and reinvent the quadratic formula.

Mathematical thinking is closely related to students' success in solving mathematical problems. Local culture can be a resource to teach mathematical thinking skills. Nonetheless, a lot of teachers still struggle to help students develop their mathematical thinking abilities. This study aims to investigate the ethnomathematics approach applied by the teacher and the types of mathematical thinking that can be promoted through this approach. Case studies are used in this study with three junior high school mathematics teachers as key informants. They were selected based on their experience using the ethnomathematics approach in the classroom. Non-participant observation and in-depth interviews were used as data collection techniques. The findings show that different ethnomathematics approaches, with the use of different local cultures, will lead to different types of mathematical thinking skills. Based on these findings, conceptual and empirical implications are discussed for further recommendations for teachers and school stakeholders.

The human mindset significantly affects the progress of Science and Technology. Drugs are one of the examples that result from human complex thought. Lack of understanding of this topic can lead to others experimenting with dangerous psychotropic drugs. Studying sciences using only textbooks will not be imprinted in student memories. Consequently, incorporating media can help the teacher to improve student understanding. This study was aimed to facilitate students' understanding and awareness of the topic of drugs. The ADDIE model is a guideline for developing good media suitable for the topic. The resulting media was judged by an expert, a lecturer, and a teacher, who proceeded to use Index Aiken. The students' responses are gathered using a questionnaire of 20 statements and a Likert scale. The result shows that the lecturer's judgment rater agreement index has a V = 0.9625, indicating a high media score. At the same time, the teacher's judgment has a V = 0.7875, which indicates an average score for the media. The students' responses show that 56.67% of students strongly agree that the comic can facilitate them to understand and be more aware of drugs. The findings show that lecturers and teachers agree that digital comics have the potential to be educational resources that foster comprehension and awareness and help students learn about drugs.

Mathematics is a collection of cognitive products that have unique characteristics from other scientific disciplines. As cognitive products, mathematics, and thought processes are two things that cannot be separated. Although in the literature there have been many approaches proposed to support the analysis of students' thinking processes, not many have used Harel's theory of thinking to reveal the characteristics of students' mathematical thinking. Therefore, this research aims to describe the thinking process of class IX students in solving algebra problems based on Harel's thinking characteristics. To achieve this goal, qualitative research was conducted with a case study design. The questions on the topic of algebra were adapted and developed from questions from the National Examination (UN) and the International Program for Student Assessment (PISA). Next, a test was given to 30 class IX students followed by interviews. The results of the data analysis concluded that in general students still use non-referential symbolic thinking and only a few have algebraic invariance thinking or proportional and deductive thinking. This shows that there are still many students who have difficulty understanding algebra. In increasingly complex problems, students' thinking processes become less flexible, and concepts are understood separately (procedural).

The research on the ability to think in systems in education is also minimal, which is why the ability to think in systems in Indonesia has not been optimally trained. Dealing with a system's complexity can be challenging at any age, particularly for students who must apply the system's cognitive capabilities during the learning process. Systems thinking is a key to Education for Sustainable Development (ESD) competency since it can help learners understand the complexity and dynamics of the world. This research investigates the impact of system thinking on Junior High School students through simple science projects addressing environmental pollution. The study involved 7th-grade students in a private school in Bandung, utilizing a quantitative approach with a one-group pre-test and post-test design; the research aimed to measure the improvement in students' system thinking competency using test items and analyzed the data with SPSS software and Rasch Stacking and Racking. Results from the Wilcoxon test indicated a significant difference after completing learning activities, with a 50% improvement based on Rasch analysis. This underscored the critical role of project-based learning in enhancing system thinking competency. Applying appropriate learning models is expected to enhance students' system thinking competency. The recommendation for future reference to other studies, such as directing the scientific investigation in detail. Design more precisely from the initial stage to the final stage so that the expected learning can be achieved, and students can go through all stages of STEM learning correctly to create a better prototype.

Students believed physics was one of the most challenging sciences in education, and their interest in learning physics was lacking. Therefore, this study aims to enhance students' understanding and creativity in the STEAM learning system on electricity by creating a project (Paper Circuit) using the students' creativity at the junior high school level - quantitative research with a pre-experimental design used for this study. The population is 8th grade and 9th grade (50 students adapted to the curriculum used in the school) in one of the Junior Secondary Schools located in Bandung and Cimahi, Indonesia. The data is obtained from the pretest-posttest results, which show that the average pre-test score was 57.04 and the post-test score was 76.64. The nonparametric test was tested using the Wilcoxon test to measure student understanding. The results from e Wilcoxon are 0.000, which shows sig. <0.05, which means there is a significant difference between pre-test and post-test. Students' creativity is obtained from the Creativity Product Analysis Matrix (CPAM), and the result for Project 1 is 73.71%, categorized as enough, and Project 2 is 83.13%, categorized as good. Based on the result, Paper Circuit STEAM project-based learning can enhance student understanding and creativity. STEAM project-based learning can be used as an alternative teaching strategy in junior secondary school.

Communication skills require students to be able to manage, understand, develop, and create orally and in writing. Teaching methods that generally use conventional models of learning activities that are not formed in groups cause students' science communication skills to be lacking, so learning activities are more teacher-centered. This learning causes students' science communication skills to be challenging to develop, especially toward understanding or science literacy. The development of this science interactive teaching case study aims to develop communication skills towards science literacy of grade VIII junior high school students. The type of research used is the mixed method. This research involved the subjects of Science 1 and Science 2 teachers in class VIII and students from 2 classes with 32 students taught by the two teachers. Data analysis was conducted through transcript coding using N-Vivo assistance and statistical analysis from SPSS statistics and Minitab. The study's results show that from the three indicators described, there are significant differences in interactive teaching carried out by Science Teacher 1 and Science Teacher 2. This is due to the different perspectives held by the two teachers in the communication skills approach used. Science Teacher 1 emphasizes exploration activities more, while science teacher 2 focuses more on discussion activities.

Our research looks into the impact of drama/theatre pedagogy practices and methodologies on teenage bullying in schools. Fifteen-year-old students from a countryside junior high school in Northern Greece participated in our mixed research model comprising a weighted questionnaire, participatory observation, reflective researcher logs and critical friend input. Our research question was whether drama/theatre pedagogy workshop participants can be empowered affectively, redefine their attitude to bullying at school, bond more closely, create synergies, and communicate more effectively in this safe setting, thus becoming more aware of themselves and their realities. Our findings show that drama/theatre pedagogy activities do create positive impact for all of the above.

The study of language and literature today are inseparable. Unfortunately, the phenomenon of Indonesian learning in junior high schools is in a hesitant position due to the lack of formulating literature as teaching material including indigenous wisdom-based literature that can threaten the extinction of indigenous literature. At Buru Island, literature learning is integrated into Indonesian subjects, but the teachers there are more focused on teaching language using general literature rather than indigenous wisdom literature. Therefore, this study aimed to explore the situation and needs analysis of the indigenous wisdom-based literature in teaching Indonesian language at Buru Island. To achieve the objectives of the study, the researchers employed Research and Development (R&D) applying Borg and Gall's steps. This method has certain procedures for the information collecting data related to the situation and needs analysis of 350 junior high school students through questionnaire distribution, interview, and observation toward the process of Indonesian teaching in the classroom. The situation of learning literature in the study involved (1) the law of local content learning, (2) curriculum, (3) syllabus, (4) lesson plan, (5) coursebooks, (6) teachers' competence, and (7) stakeholders' concerns, while, the students' need analysis involved (1) current ability and interest in literature, (2) feedback of students' ability and interest in literature, (3) literature skills priority, (4) learning style, (5) literature learning facilities and infrastructure, (6) literature materials on indigenous wisdom, (7) coursebook of indigenous wisdom-based literature, and (8) learning approaches and strategies based on indigenous wisdom. The result shows that there were still many shortages in implementing of indigenous wisdom-based literature learning in junior high schools, so students' ability and interest were lack. Therefore, the situation and need analysis becomes very important to be explored and to be a consideration in designing course books in indigenous wisdom-based literature for the future.

This paper reports the findings of the second year of a four-year empirical research project. Its aim is to modify 'step-by-step' instructions for practical activities in a way that may enable the development of experimental design skills among junior high school learners. Each school year pupils spend six lessons doing practical activities using worksheets we provide. At the beginning of the research, the Grade 7 (12-13-year-old) pupils were divided into three groups. Group 1 (control group) followed step-by-step instructions. Group 2 followed the same instructions as Group 1, but after the experiment, they answered a series of questions on their worksheets concerned with the design of the experiment. Group 3 was required to design the experiments, guided by a similar set of questions. The impact of the intervention on pupils' experimental design skills (EDS) and disciplinary content knowledge (DCK) was measured using structured tests at the beginning of the project and at the end of both school years. Seven hundred fifty-six (756) Grade 8 pupils completed the test at the end of the second school year (April-May 2023). Over the first two years, the intervention resulted in a medium effect size positive change in the EDS of Group 3 compared to the control group (Group 1), (Cohen's d: 0.23). By the end of the second year of the project, there was only a small difference in the change in DCK between the experimental groups and the control group (Cohen's d value for Group 2: 0.10 and for Group 3: 0.12).

Junior high school is pivotal for developing skills and fostering a lasting interest in science subjects. Understanding the components that either lead to or hinder academic engagement is essential. This research investigates an indicator of the learning environment that significantly influences academic engagement in science of junior high school students. A quantitative descriptive correlational design was employed with 142 junior high school students selected through universal sampling, utilizing adapted instruments to assess the learning environment and academic engagement in science, and the gathered data was statistically analyzed using mean, standard deviation, Pearson r, and linear regression. This study revealed that the level of learning environment and academic engagement in science of junior high school students were both high. In addition, the study found a significant relationship between the learning environment and academic engagement in science among junior high school students. Moreover, the science learning environment indicators that significantly influence the academic engagement of junior high school students were the enjoyment of science lessons and investigation, highlighting the importance of cultivating a positive and enjoyable science learning experience, and the promotion of hands-on investigation in the educational process. Recommendations include fostering an improved overall student learning environment, schools continuing their commitment to quality education, teachers refining instructional delivery, and aligning science activities with student needs. This research is a valuable resource for future studies to contribute to enhancing knowledge in science education.

The Objective of the study was to ascertain how Rosetta Stone in English class affected students' ability to pronounce English. This methodology employed a quasi-experimental pretest-posttest design with 30 samples split into two groups. The technique used was non-probability sampling. Pronunciation test technique was employed for data collecting. To compare Pronunciation abilities before and after using Rosetta Stone, data analysis used a t-test. The findings demonstrated that the t-Stat statements derived from the material discussed had value. A key element of Pronunciation is the students' capacity to pronounce the words and sentences that are practiced by imitating the application. The findings of this study have significance for students' knowledge of how to pronounce the words and sentences correctly and influence their level of pronunciation. The findings demonstrated that the t-test-table value was (1,699 < 9,950 > 1,331), indicating that Rosetta Stone gave a significant effect on treatment class on students' pronunciation. This result finding recommend other researcher to use the Rosetta Stone as an alternative media used for future.c

Learning mathematics has been a fundamental subject for students. The sample will be restricted to students in junior high school who had studied learning mathematics using augmented reality. The population was derived from private and public junior high schools in various provinces. Data were collected using an online survey to reach large audiences from different provinces and analyzed using RASH Model. The results were used to classify the level of students' anxiety. Students from public junior high schools of education were more anxious than private ones to solve mathematical problems.

This study aims to develop an instrument that has not been developed before: a career awareness instrument aimed at students, especially students at the junior high school level. The development of this instrument is to obtain data on the condition of student career awareness during the Covid-19 pandemic. This research uses a type of design and development research. The selection of respondents in this study used a simple random sampling method involving 745 respondents. The developed instrument emphasizes six aspects to determine student career awareness. The data collection technique was applied in the form of a questionnaire. Later, the data was analyzed using the Winstep version of the Rasch Model application, which presents several elements. The results of the Rasch model analysis show that the Chronbach Alpha value is 0.78 with item quality as indicated by the item reliability value of 1.00 (particular category), and the level of consistency of respondents' answers is 0.81 (good category). Furthermore, 30 items are suitable for developing this instrument, as seen from the results of the Outfit MNSQ scores that meet the requirements of the Rasch model.

With the continuous development of education informatization, STEM education has become the global trend of education. Project-based learning is widely discussed and applied as a learning method suitable for combination with STEM education concept. Currently, the problem of "how to teach" in STEM education is widely focused on two typical teaching methods, namely problem-based learning and project-based learning. Project-based learning is also learner-centered and tends to comprehensively apply multidisciplinary knowledge, which attracts more attention. Based on the analysis of the impact of combining applied subjects and STEM education with project-based learning on students and other aspects, this paper proposes the connotation of middle school information technology project-based learning under STEM education concept and how to practice the application of project-based learning in junior high school information technology classrooms under STEM education concept in order to promote the further development of STEM education.

The study aimed to determine the level of involvement of working parents and the level of seriousness of the problems they encountered in modular distance learning. It sought to test whether there is a significant relationship between the academic achievement of the students and their parents' level of involvement. This study utilized a descriptive-correlational research design with a questionnaire as a data-gathering tool. Results show that working parents are highly engaged in the new learning modality while their children manifested a satisfactory level of academic performance. The relationship between the overall level of parents' involvement and level of academic achievement was found insignificant, but coaching and tutoring, and monitoring students' compliance flagged a significant relationship with academic achievement. A set of programs was proposed to address problems experienced by parents such as poor internet connection, insufficient resources at home, unclear instructions in the self-learning modules, and distraction from gadgets.

Mathematical creative thinking skill often becomes the orientation of mathematics learning, aiming to enhance students' creativity in mathematics. Recognizing that creativity encompasses the capacity for thinking creatively and creativity disposition is essential. Building on this conceptual foundation, the primary objective of this study is to develop a comprehensive model illustrating the relationship between students' aptitude for mathematical creative thinking and their creative disposition. The research methodology employed in this study aligned with the framework of cause-and-effect analysis. The study cohort consisted of 36 students, carefully selected by a cluster random sampling technique. The research instruments included a mathematical creative thinking ability assessment and a creative disposition scale. The data was analyzed using the Non-Recursive Structural Equation Modeling. The results showed the reciprocal cause-and-effect dynamic between mathematical creative thinking ability and creative disposition, exhibiting a mutually influential relationship with determination coefficients of 21.83% and 21.05%. This shows that mathematical creative thinking ability is better at explaining mathematical creative disposition than mathematical creative disposition explaining mathematical creative thinking ability, with a relatively small difference (0.78%). This study also concluded that an optimal approach to mathematics pedagogy entails a balanced and simultaneous focus on nurturing mathematical creative thinking ability and disposition.

This study aims to determine students learning obstacles in probability material based on their probabilistic thinking (PT) level using the theory of didactical situation (TDS) perspective. This is qualitative research with the case study method. The subject consisted of 23 grade 9 students in junior high school who had studied the material and had taken the test. The test results were used to classify students depending on their PT level using the framework developed by Graha A. Jones. Furthermore, interviews were performed with three representative students from each PT level. The interviews indicated that students in each PT level continue to face learning obstacles, which include instrumental ontogenic and epistemological obstacles. The lowest PT level demonstrated a more complex and comprehensive learning obstacle in all constructs of PT. From the TDS perspective, all students who are at various levels of PT have reached an action situation. Only 33% of the students at the subjective level and 83% of the students at the transition level reached the formulation situation. Still, students at that level needed help to reach the other two situations. Unlike the two previous levels, students at the level of quantitative informal thinking can achieve situations of validation and institutionalization.

Mathematics learning using high-order thinking skills is crucial for students. High-order thinking skills can be developed through learning materials with contexts relevant to the student's environment. This research aims to: produce maritime context mathematics teaching materials for higher-order thinking in Junior High Schools that are valid, practical, and have a potential effect on analytical and evaluation skills. The subjects of this study were 7th-grade students at SMP Tamansiswa Palembang, SMP Tamansiswa Mariana, and SMP Tamansiswa Sungai Buah. Data collection techniques include walkthroughs, interviews, observations, documentation, and tests. Data analysis is conducted qualitatively through descriptive methods. The research development of maritime context mathematics teaching materials for higher-order thinking at Junior High Schools has been validated based on content, construct, and language by expert reviews. During one-to-one interactions, students demonstrated their comprehension of the teaching materials and their ability to analyze and evaluate the student worksheets (SW) and questions. Practicality was observed during small group interactions, as students encountered no difficulties in solving problems on the SW and questions using analytical and evaluative skills. Furthermore, the field test demonstrated that the maritime context mathematics teaching materials have the potential to enhance students' analytical and evaluative abilities. In conclusion, this research has produced valid, practical, and potentially effective maritime context mathematics teaching materials for higher-order thinking at Junior High Schools, which can enhance students' analytical and evaluative abilities.