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The learning process must actively involve students and provide opportunities for them to improve their critical thinking skills. This study determines the effect of the implementation flipped classroom on the critical thinking skills of students in the learning of the human respiratory system in class XI SMAN 16 Medan. This study included a quasi-experiment type with one group pretest-posttest design and was conducted in three meetings. The research instrument used is an essay test of 5 questions. Data obtained from this study include the value of students' critical thinking skills both in general and in each indicator, and the N-gain of students' critical thinking ability. The data obtained were analyzed to obtain an average value. The results of the data analysis showed that the average score of students' critical thinking skills in general increased from 39.6 before learning was carried out to 80.8 after learning was carried out. The average student score gets an N-gain score of 0.68 with the moderate improvement category. The average score of students after learning on each indicator is as follows: the basic classification indicator is in the high category (74), basic support is in the very high category (92), inference is in the high category (75), advance classification is in the high category (75), and strategy and tactics is in the very high category (88). Based on the results of the study, the flipped classroom learning model can improve the critical thinking skills of grade XI students in SMAN 16 Medan in learning the biology of the human respiratory system material.

Business simulation games (BSG) offer a unique opportunity to provide students with hands-on experience in a simulated business environment. This study aims to explore the effectiveness of BSG in promoting entrepreneurial intentions and competencies among undergraduate students. The study was conducted with 48 students, who participated in BSG as part of their entrepreneurship education (EE). The study used a quasi-experiment to measure changes in students' cognitive and non-cognitive entrepreneurial competencies, as well as their entrepreneurial intentions. The results show that participation in the BSG significantly improved students' cognitive and non-cognitive entrepreneurial competencies, as well as their intention to start a new business. The study concludes that BSG can be an effective teaching strategy for promoting EE and developing entrepreneurial competencies among undergraduate students. However, further research with larger sample sizes and diverse populations is needed to confirm these findings and explore how combining BSG with other teaching methods or interventions can enhance the development of entrepreneurial competencies and intentions.

The relationship between computational thinking (CT) and academic self-efficacy for building students' academic resilience--a trait crucial for problem-solving, peer relationships, and confidence development--was investigated. A mixed-methods approach was employed in a study involving 60 participants; half were given CT instruction and half were instructed traditionally. Quantitative data were analyzed using analysis of covariance and path analysis, while MAXQDA software was employed for qualitative interview data. The study found a positive correlation between CT instruction and academic self-efficacy with increased academic resilience, particularly in the experimental group, and identified key factors contributing to resilience. This study demonstrates the effectiveness of computational thinking (CT) and academic self-efficacy in enhancing academic performance, offering a new understanding of how these elements can be integrated into education to boost student resilience. It establishes a direct empirical link between CT instruction and increased academic self-efficacy, underscoring the value of specific teaching methodologies in fostering resilience. The findings are significant for educators, policymakers, and stakeholders in developing strategies to enhance students' academic and personal success, thereby promoting their overall well-being. Recognizing the importance of CT and self-efficacy paves the way for customized educational programs that effectively support and empower students to thrive.

This research note describes ComCard Pacific phonecards from the Republic of Nauru as well as phonecard presentation folders. Eighteen phonecards are identified and classified into five thematic groups based on the images they feature. Their varying visual themes suggested that issues such as wildlife conservation, religious values, and immigrant communities were central in Nauru from the mid 1990s through the 2000s. The article also describes two phonecard presentation folders that promoted tourism and wetland conservation in the Republic of Nauru in 1995.

Higher-order thinking skills (HOTS) are reliable predictors of success in school and the workplace. A typical technique for encouraging higher-order thinking is to use instructional design interventions that engage learners in simple cognitive activities. Business simulation game (BSG) is one of the types of interactive learning environments that can increase HOTS. In addition, student engagement and attitude toward technology use are considered strong influences on HOTS. The study explored the effect of using a BSG on HOTS and student engagement. It examined the influence of attitude toward the use of a BSG on HOTS and student engagement. The results of the t-test analysis showed that learning activities using BSG had a positive effect on HOTS and student engagement. Additionally, PLS-SEM analysis results indicated that immersion, interaction, and intention to use the game influence student engagement. Furthermore, student engagement significantly influenced HOTS. The findings indicate that students must demonstrate that they are engaging actively in a course to improve HOTS and that a BSG can be a valuable and effective tool for promoting engagement. Moreover, the COVID-19 pandemic caused limitations in sampling and representativeness of respondents. Future research should involve a bigger sample size and students who have attended related courses.

A learning model that provides space for parents through flipped classrooms at the elementary school level was developed based on the results of field studies and literature studies. The model is implemented and the results are compared with a flipped classroom without parental involvement. Many participants were involved consisting of teachers, parents, and students from public and private schools. The competence and character of students in the learning group that involves parents are better than the learning group without parental involvement. The group of participants in the learning involving parents generally showed positive attitudes and perceptions towards the implemented learning model. However, to ensure a more appropriate form of practice based on various parental backgrounds, further studies are needed.

The authors develop a teacher-parent partnership-based learning system and apply it to investigate through experimentation. Samples were taken by multistage random sampling and placed in two groups. The experiment group involved 56 elementary schools (899 students and 899 parents), and the control group (without using the system) was fifty-two schools (541 students). Describing student competency data using descriptive statistics and competence in the experimental group was tested through one-way ANOVA, Sig. = 0.05. The students' competence with the partnership-based learning system was better. Student competence in the group of parents' work type, educational level, and economic level appears to vary. The kind of parents' work interacted with parents' academic rank and parents' financial status levels. In conclusion, various parents' backgrounds play a crucial role in partnership learning through internet-based learning systems, which must be considered in learning system use.

Students' worksheets, as learning material, is important to achieve learning outcomes. This study aimed to develop students' worksheet, based on STEAM (Science, Technology, Engineering, Art, and Mathematics), on ecosystem topics to empower students' science process skills. The Research and Development used 4D model by Thiagarajan. Students' worksheet validity was determined by conducting expert appraisal consisting of instructional review (material and learning expert) and technical review (biology teacher). The product trial was carried out by testing the science process skills of tenth graders. The students' science process skills were measured using pre-test and post-test, which then were analyzed using N-gain calculation. The results showed that the students' worksheet based on STEAM was categorized as feasible (material expert) and highly feasible (learning expert and teacher). The N-gain score of students' science process skills after using student worksheet based on STEAM was 0.5 which categorized as medium. It can be concluded that the students' worksheet developed is feasible and able to empower the students' science process skills.

Differences in statements about the practice of blended learning (a combination of online and face-to-face instruction) were found in experiments conducted on prospective students of engineering teachers. There were various forms of learning, and--significantly--the various types of learning styles had a significant influence on competence. Group members' competencies based on learning is significantly different, but based on the type of learning style, there are competencies which are not significantly different between several groups.

The COVID-19 pandemic is disrupting health systems globally. Maternity care disruptions have been surveyed, but not those related to vulnerable small newborns. We aimed to survey reported disruptions to small and sick newborn care worldwide and undertake thematic analysis of healthcare providers' experiences and proposed mitigation strategies. Using a widely disseminated online survey in three languages, we reached out to neonatal healthcare providers. We collected data on COVID-19 preparedness, effects on health personnel and on newborn care services, including kangaroo mother care (KMC), as well as disruptors and solutions. We analysed 1120 responses from 62 countries, mainly low and middle-income countries (LMICs). Preparedness for COVID-19 was suboptimal in terms of guidelines and availability of personal protective equipment. One-third reported routine testing of all pregnant women, but 13% had no testing capacity at all. More than 85% of health personnel feared for their own health and 89% had increased stress. Newborn care practices were disrupted both due to reduced care-seeking and a compromised workforce. More than half reported that evidence-based interventions such as KMC were discontinued or discouraged. Separation of the mother-baby dyad was reported for both COVID-positive mothers (50%) and those with unknown status (16%). Follow-up care was disrupted primarily due to families' fear of visiting hospitals (~73%). Newborn care providers are stressed and there is lack clarity and guidelines regarding care of small newborns during the pandemic. There is an urgent need to protect life-saving interventions, such as KMC, threatened by the pandemic, and to be ready to recover and build back better.

The scenario based e-learning in Electrical Engineering Education Learning (EEEL) was developed by covering the scope and characteristics of all subjects and the competence unit of graduates in the field of pedagogy, professional, social and personality, with url addresed http://jpte-ft-unimed.edu20.org. The scenario incorporates the concept of Problem Based Learning (PBL) and Contextual Teaching Learning (CTL), by supporting of Information Communication Technology (ICT) to establish the competence of the students, from beginners to become proficient, as the teachers of electrical engineering, and the electrical technicians. Based on the analysis, it obtained the students' learning motivation, the lecturers' attitude in teaching, and the students' learning outcome are tend to be high, and the competence of the students who used the model are better than not use.

It is necessary to ensure that the combination of blended learning forms is suitable for the type of learning style. Experiments conducted with a 3 × 4 design, online-face-to-face composition (25-75, 50-50, 75-25) implemented into four groups of learning style types (Diverger, Assimilator, Converger, Accommodator). We took a total of seven participants randomly and placed them in each group. The data collected was analyzed by 2-Way Anova, Sig 0.05. Both the variety of compositions and the types of learning styles differed significantly in their competence. Based on the test of the average difference in the type of learning style group, some are not considerably different, but providing essential instructions to be considered in choosing the form of blended learning in the student group based on the type of learning style.

To compare the different impacts of the balance of face-to-face and online learning in blended learning, along with learning styles, an experiment was done using a 3x4 design consisting of three blended learning composition groups of 25% face-to-face and 75% online, an equal balance of face-to-face and online, and 75% face-to-face and 25% online. There were four learning style type groups of Diverger, Assimilator, Converger, and Accommodator. The population was student teachers in electrical engineering. Students of each style were randomly allocated to the three blended learning groups. It was found that both the blend of online and face-to-face learning and the types of learning styles affect competence outcomes significantly in some combinations.

The relationship between computational thinking (CT) and academic self-efficacy for building students' academic resilience—a trait crucial for problem-solving, peer relationships, and confidence development—was investigated. A mixed-methods approach was employed in a study involving 60 participants; half were given CT instruction and half were instructed traditionally. Quantitative data were analyzed using analysis of covariance and path analysis, while MAXQDA software was employed for qualitative interview data. The study found a positive correlation between CT instruction and academic self-efficacy with increased academic resilience, particularly in the experimental group, and identified key factors contributing to resilience. This study demonstrates the effectiveness of computational thinking (CT) and academic self-efficacy in enhancing academic performance, offering a new understanding of how these elements can be integrated into education to boost student resilience. It establishes a direct empirical link between CT instruction and increased academic self-efficacy, underscoring the value of specific teaching methodologies in fostering resilience. The findings are significant for educators, policymakers, and stakeholders in developing strategies to enhance students' academic and personal success, thereby promoting their overall well-being. Recognizing the importance of CT and self-efficacy paves the way for customized educational programs that effectively support and empower students to thrive. [ABSTRACT FROM AUTHOR]

Business simulation games (BSG) offer a unique opportunity to provide students with hands-on experience in a simulated business environment. This study aims to explore the effectiveness of BSG in promoting entrepreneurial intentions and competencies among undergraduate students. The study was conducted with 48 students, who participated in BSG as part of their entrepreneurship education (EE). The study used a quasi-experiment to measure changes in students' cognitive and non-cognitive entrepreneurial competencies, as well as their entrepreneurial intentions. The results show that participation in the BSG significantly improved students' cognitive and non-cognitive entrepreneurial competencies, as well as their intention to start a new business. The study concludes that BSG can be an effective teaching strategy for promoting EE and developing entrepreneurial competencies among undergraduate students. However, further research with larger sample sizes and diverse populations is needed to confirm these findings and explore how combining BSG with other teaching methods or interventions can enhance the development of entrepreneurial competencies and intentions. [ABSTRACT FROM AUTHOR]

The quality of products and services used in global marketplaces is critical. Manufacturing companies can compete in international marketplaces by leveraging quality effectively to outperform competition. Industry 4.0, a plan promoted by industrialized countries, has resulted in implementing "smart manufacturing," which places a premium on quality control. As a result of improved quality control enabled by new technology, the industrial sector has been changed. Nonetheless, smart quality implementation is still in its early stages, and more empirical study is needed to understand its benefits and drawbacks fully. A survey will be developed to assess how people perceive smart quality awareness and manufacturers' readiness to embrace Smart Quality. This study applied Delphi methodology to investigate the critical factors and particular indicators of implementing the Smart Quality model in manufacturing organizations. Experts from academics and business management analysed the Delphi approach and discovered eight factors and sixteen indicators. The findings will lead to a new method for assessing Smart Quality. [ABSTRACT FROM AUTHOR]