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In some places of the world, disasters occur virtually every day. If disasters are not properly foreseen, they may result in many fatalities. This research aims to examine the growth and pattern of literature on natural disaster education in schools. This analytical strategy combines quantitative and statistical methods to discover trends, assess quality, and track development. A total of 216 documents were chosen from the 403 documents collected. Following 2015, there was a considerable increase in four-year publications. Authors from the United States contributed to 45 papers with 37% citations and ranked first, followed by authors from Japan (31 documents; 15% citations) and Indonesia (31 documents) with rankings citations below the top 10. Most publications were published in the International Journal of Disaster Risk Reduction (12 docs; Q1 Scimago Journal Rank 1.1 (SJR 1.1)). The Journal of Child Psychology and Psychiatry and Allied Disciplines had the most citations (100; Q1 SJR 3.6) and was ranked first in its discipline. The existing core literature on school education on natural disasters demonstrates that this topic is developing rapidly, but with insufficient international research collaboration. Research cooperation in this area must be strengthened to better the global response to natural disaster mitigation, which should begin in schools worldwide. There is a need to widen the scope of study in this field to include natural disaster preparedness education in the school curriculum, assessments, learning media, disaster response education, and instructional designs. Finally, disaster education in schools must be addressed as soon as possible to contribute to disaster preparedness.

The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students' creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students' creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students' creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students' creative thinking abilities.

Industrial revolution 4.0 is currently present in various countries, including Indonesia. Indonesia responded quickly through technological developments, especially education. The actions of the Indonesian government to deal with industrial 4.0 are contained in the 4C principle, one of which is Critical Thinking. The Science, Technology, Engineering, and Mathematics (STEM) learning approach has become an alternative in building critical thinking skills, especially in science learning. The purpose of this study is to quantitatively measure the impact of the STEM-inquiry model based on the K-13 Indonesian Curriculum towards critical thinking skills of 15-16 years old students. This study employed quasi-experimental with non-equivalent control group design at SMAN 1 (State Senior High School) Padang Cermin, Lampung, Indonesia. The research subjects consisted of 50 students. The critical thinking skill was measured through 10 items of an essay question on the momentum and impulse material. Based on the results of the non-parametric statistical hypothesis test Mann Whitney, the significance level of 0.004 was obtained (sig <0.05). The results of the hypothetical test showed that the student's critical thinking skills before and after using the STEM-based inquiry model were different. It can be concluded that the application of the STEM-based inquiry model was effective in increasing students' critical thinking skills.

The identification of students' mental models is crucial in understanding their knowledge of scientific concepts. This research aimed to develop a Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL). The ADDIE (Analyzing, Designing, Developing, Implementing and Evaluating) model was used as a research method. The sample consisted of 30 students of 15-16 years-old at one of senior high school in Tatar Pasundan. The data was examined using Rasch analysis on validity, reliability, level of difficulty, and distributions of students' mental models. Students' mental models were classified as Scientific (SC), Synthetic (SY), Synthetic almost Misconception (SYM), and Initial (IN) model. Based on the evaluating stage, students' mental models are mostly in the SYM and IN model. Consequently, it can be concluded that the Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL) can be developed using the ADDIE model and most of the students' mental model has not been following scientific knowledge. Based on this research, teachers or educators should enhance students' mental models, especially for female students.

The study aims to investigate the evaluation model of professional leadership and the characteristics of successful principals at an Indonesian secondary school. It is to further realize the effective learning and to produce instruments that meet the validity and reliability tests. It also aims to discover the correlation and the significance of the independent variables on the dependent variables, and the percentage of influence on the indicators in shaping the model of principals' leadership. Quantitative data were obtained by distributing questionnaires to 100 students. The number of respondents was determined using a simple random sampling technique. The research findings showed that there was a significant correlation among the principals' leadership, characters, and effective learning. It indicated that leadership evaluation influenced the school leadership and the principals' characters on effective learning. The results of the measurement on formative relationships showed that the indicators of behaviour and actions of school principals who manage the teachers to conduct learning activity seriously in the classroom became a determining factor in shaping the effective learning paradigm in secondary schools.

The industrial revolution era 4.0 has now become a major topic in every country. Various sectors respond quickly to this problem, including education. In response to this, there are several aspects of skills that students must master. One of them is problem-solving skills. One of the aspects that influence the students' problem-solving skills is the context and problem-based learning model. The purpose of this study is to describe the effect of the model on students' skills to solve physics problems. The research method used is a quasi-experimental research design with non-equivalent control group design. The data analysis technique used Independent Sample T-Test by PASW 18 with a significance 5%. Based on the results of the Independent Sample TTest can be concluded that there is an effect on the model that was applied with a significant gain of 0,00. The results showed that the context and problem-based learning (C-PBL) model affected the physics problem-solving skills. The C-PBL model is able to improve the students' physics problem-solving skills, communication skills, the students' confidence in learning, as well as improving students' understanding of physics lessons conceptually.

The purpose of this research is to describe the effectiveness of STEM on the physics concepts understanding seen from gender differences. The research method used is a type of quasi-experimental design with 2 x 2 factorial design and saturated sampling technique. The data collecting technique used a tested method to see the results of students' concept understanding. Hypothesis testing was done using two-way ANOVA 2 x 2 factorial designs. The results of the study are: (1) there are differences in STEM and conventional learning on concepts understanding and the use of STEM learning is more effective than the conventional one; (2) there are differences in the results of understanding the concept between male and female students where male students are higher than female students; and, (3) there is no interaction between learning and gender towards concepts understanding. The research recommends designing the STEM-integrated ESciT learning to be relevant with the indicator measurements and to manage the learning effectively to obtain optimum learning outcome.

The educational technology continues to grow and change. Technology acceptance exists to understand how technology emerges and is adopted. Technology acceptance plays an important role in creating an innovative and effective learning environment in enhancing students’ learning experience. Technology acceptance must be supported by digital literacy skills to achieve successful use of technology in learning. The purpose of this study was to determine the relationship between technology acceptance and digital literacy in self-regulated learning of physics students. This type of research is quantitative survey research. The research data were obtained by distributing online questionnaires using Google Forms. The questionnaire used a Likert scale of five options. A total of 132 valid questionnaires were obtained and analyzed using PLS-SEM assisted by the Smart PLS application. Based on the path coefficient, it shows that technology acceptance has a significant positive effect with β = 0.248 or close to 1, tcritical value of 2.345, which is higher than the tobserved value of 1.989. Furthermore, the p-value is 0.019, which is lower than 0.05. The digital literacy path coefficient has a significant positive effect on self-regulated learning with a value of β = 0.673 or close to 1, tcritical value of 6.456, which is higher than the tobserved value of 1.989. Furthermore, the p-value is 0.000, which is lower than 0.05. The results of PLS-SEM analysis using Smart PLS show that technology acceptance and digital literacy have a significant positive effect on self-regulated learning. This research is expected to be a source of reference for further research in discussing issues related to self-regulated learning.

Over the several years, there has been a significantly increased in the use of educational technology through chatbot applications. This paper aims to present the use of chatbots to help students meet their achievement in the science classroom. Chatbots can enhance potential of students’ learning by providing quick feedback, satisfying response, stimulating involvement, and personalize learning which depending on the specific requirements of each student. The potential applications of chatbots in a wide variety of scientific subjects, spanning various kind of knowledge. Additionally, it evaluates the familiarity of teachers with chatbots in the classroom. The paper discuss how it is useful, possibility, and ethical concerns in science education by shedding light on the possibility and effectiveness of using chatbots as teaching aids in science classes.

The capacity for mathematical reasoning, pivotal in grasping core math concepts, directly shapes a student's success in their mathematical studies. This study aimed to detail and analyzed how the search, solve, create, and share (SSCS) instructional framework impacts mathematical reasoning skills within the context of linear equations. We adopted a quasi-experimental research approach using a non-matching control group design. To gather data on mathematical reasoning proficiency, a validated and reliable essay-type test was employed. Data collection on mathematical reasoning abilities used an essay test instrument that has been valid and is reliable. This research involved 102 eighth grade students whereby they were selected by using a purposive sampling. To measure and describe the effect size, we utilized a specific method, yielding a result of 0.97. The t-test was employed to assess the influence of the SSCS learning model, and the significance value obtained was less than 0.05. The effect size, as determined, stands at 0.97, suggesting a substantial impact. The t-test results underscore a significant relationship between the SSCS learning model and the enhancement of mathematical reasoning abilities. This research delineates a framework for employing the SSCS model to enhance students' mathematical reasoning capabilities. It is evident that such reasoning abilities play a pivotal. [ABSTRACT FROM AUTHOR]

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The CdSe0.3Te0.7 thin films of various thicknesses were deposited onto a glass substrate using a homemade spray pyrolysis technique at a substrate temperature of 573 K. The XRD pattern shows a mixed hexagonal and cubic crystal structure with additional TeO2 peaks. The SEM image showsthe CdSe0.3Te0.7 layer is homogeneous, free of cracks, and completely covers the surface of the substrate. The EDAX pattern shows the presence of well-defined peaks related to Cd, Se, and Te, confirming the successful preparation of CdSe0.3Te0.7 films. The optical spectra of CdSe0.3Te0.7 thin film show a decrease in bandgap up to 1.51 eV with an increase in thickness of 1033 nm, and the bandgap increases to 1.52 eV at 1207 nm. [ABSTRACT FROM AUTHOR]

Er3+ doped Y2O3 nanophosphors were synthesized by combustion techniques using urea as fuel, and their photoluminescence properties were measured. Furthermore, the morphology and particle size were calculated using Transmission electron microscopy (TEM), with the histogram showing the average particle size. Photoluminescence spectra of doped Y2O3:Er3+ phosphors were efficiently excited in the range of 200–400 nm. The phosphors prepared below 356 nm excitation exhibit three major peaks located at 506 nm (green) and 522 nm (green) and 711 nm (red) corresponding to 2H11/2 → 4I15/2 and 4F9/2 → 4I15/2 transition, respectively. The chromaticity calculation by the Commission Internationale de I'Eclairage (CIE) confirms that with Er3+ doping, the luminescence coordinates of Y2O3 phosphor with Er3+ doping shift to an almost white (0.291, 0.397) region which is very much close to the ideal white emission. Therefore, the prepared phosphor is used for UV-based LEDs and display devices. [ABSTRACT FROM AUTHOR]