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This research analyses the effect of digital learning material on students' social skills in social studies learning. Quantitative comparative was used as the method to compare the effectiveness of digital learning material and printed-out textbooks in improving students' social skills. The research participants were 80 junior high school students, which consisted of 40 students in the experimental group and 40 students in the control group. Students in the experimental group learnt social studies by using digital learning material, meanwhile, students in the control group used printed-out textbooks. The result of the research shows the difference between control group and experimental group, which is proven by the result of the independent sample t-test 0.028. It means that the experimental group, which uses digital learning material, has a greater average of students' social skills rather than the control group. This proves that digital learning material is more effective in improving students' social skills rather than the printed-out textbooks.

This study aims to examine the effect of E-CoPAL model implementation on analytical problem solving and teamwork skills. This research is a quasi-experimental research with a control group pretest-posttest in Accounting Education Program, Universitas Sebelas Maret, Surakarta, Indonesia in 2018/2019 academic year. The population in this study were all students taking the Educational Study Program as part of the Sebelas Maret University Accounting Education Study Program in Surakarta, Indonesia. The research sample comprised 72 students who were divided into class A (as an experimental group applying the E-CoPAL model) and class B (as a control group that was not treated). The data were obtained by using observation instruments which has analytical-problem solving and teamwork skills, and questionnaires expert validated and the certified senior lecturers in introductory accounting courses. The results show that the application of the E-CoPAL model was effective in improving analytical problem-solving and teamwork skills.

This study aimed to examine the effect of the use of mobile-based Augmented Reality media to improve student learning motivation in SMP Muhammadiyah Surakarta on the science subject. The study used a quasi-experimental method with pretest-posttest control design. The tests of mobile-based augmented reality media in learning and learning motivation were conducted on the research subjects, seventh-grade students of Muhammadiyah 1 Junior High School Surakarta, with cluster random sampling. It was found that, based on the scores obtained from the statistical test with SPSS 20 program, the sig. level was 0.002, smaller than 0.025 (0.000<0.025). This shows that there is a different significant mean score between the control class and the experimental class. Therefore, the mobile-based augmented reality media influences the classroom learning process, which is shown by the increase in student learning motivation in the learning process.

This qualitative study aims to obtain an overview of the current situation of instructional media use, and learning media needs formulation in science teaching process in junior high school by understanding their accessibility potential by knowledge, types of media used, and to state their perceptions to adopt media in science teaching on the static electricity and digestive system materials. The participants are 20 teachers and students in three junior high schools around Surakarta. The data were collected through two parts of electronic questionnaire during the odd semester of 2019/2020 academic year. The results indicated that 1) the current instructional media use in the science learning process has not been carried out optimally since they have the convenience of choosing and using variations of media. 2) There are challenges in the material delivery of abstract, conceptual, and procedural materials since the teacher needs a media to visualize the process and explain it correctly in and so that students have detail conceptions about the process. 3) There is a need for learning media to be developed in science learning, especially in form of audiovisual media. This result can be a consideration in developing science learning media for junior high school.

This study aimed at investigating the differences between the yields of inquiry-based integrated thematic instruction and thematic instruction model on the character education of primary school students. The population was 253 elementary schools and 63,433 students in Surakarta City, Central Java, Indonesia. Samples were obtained through multistage cluster random sampling, which were then divided into experimental group (four classes, 129 students) and control group (four classes, 139 students). The Randomized Static Group Comparison Design was employed as the design of experiment. Data collection methods were interview, observation, questionnaire, and documentation. The instruments were validated by content validity and construct validity. Test for normality and homogeneity of data used Kolmogorov-Smirnov test and Levene Test. Data were analyzed using Mann-Whitney U Test. The result showed that students in the inquiry-based integrated thematic group obtain better score (3.48) than those in the thematic group (3.28). Moreover, the mean rank of the first group (176.07) was also significantly higher than that of the second group (95.92) (Asymp. Sig. (2-tailed). 000<0.05). In overall, inquiry-based integrated thematic instruction has more significant and positive contribution on the character education of primary school students in compared with the thematic instruction model.

The character of current students who are technology-savvy and the fast development of educational technology raises challenges for teachers to take advantage of these conditions to make learning effective. Technological, Pedagogical, Vocational Knowledge (TPVK) come as a framework for the effective use of technology in teaching and learning in vocational fields. This research aimed to capture the Indonesian secondary vocational non-Information and communications technology (ICT) teachers’ perspective toward TPVK for 21st Century Learning (CL). Research with a mixed-method approach was conducted during the second semester in the 2019/2020 academic year. Sixty-five secondary vocational building engineering teachers from nine schools located in Central Java, Indonesia were recruited as survey respondents. The instrument used was a self-assessment questionnaire, lesson plan rubric, and observational protocol enriched with interview protocol. Results from this study show that the in-service vocational teacher shows readiness for TPVK 21st CL at the intermediate level. The TPVK component with the highest mean point is Pedagogical knowledge, while the lowest point is on the Vocational knowledge component. The lesson plan prepared by teachers and learning practiced performed by teachers showed less fitness of technology integration in learning with the strategies and objectives of the curriculum.

An alignment between technology and teachers is required to attain a successful integration of technology in the learning process. This alignment should be started at the teacher training program. This article outlines how the literature points toward Project-Based Learning (PBL) with technology integration in pre-service teacher education. The literature review focuses on describing how technology integrated with project-based learning along with the investigation of what influencing the successfulness on PBL’s implementation by integration of technology. The five steps on Systematic literature reviews (SLR) are chosen as a systematic approach for reviewing the literature. Based on the defined inclusion and exclusion criteria, 16 technology integration in PBL studies published between January 2015 and July 2019 was remained and selected to be investigated further. Analysis of the selected studies revealed that the most popular technology integrated with PBL was social media, following by a learning management system. The teacher’s ability to give guidance during the learning process is the most influential factor for the success of technology integration in PBL.