The current study aimed to adopt and assess the psychometric properties and measurement invariance of Grit-S among Omani and American students (N = 487) using Exploratory Factor Analysis (EFA) and Multi-Group Confirmatory Factor Analysis (CFA). The scale’s construct validity was estimated by investigating its associations with achievement goal orientations (AGOs). EFA results suggested that a two-factor solution (i.e., perseverance of effort [G_PE] and consistency of interest [G_CI]) was the best factorial structure, explaining 47.74% and 51.02% of the variance in the Omani and American samples, respectively. The factors had good reliability coefficients in the two samples. Related to the intercultural differences, G_PE explained more variance among Omanis (31.02%) relative to American sample, whereas G_CI explained a larger proportion of variance among Americans (36.86%) compared with Omani sample. The first level of measurement invariance, configural invariance, was not supported, necessitating the investigation of the other levels of measurement invariance using a new sample. Grit correlated positively with mastery and performance-approach goals (r = .29 and .12, respectively) and negatively with avoidance goals (r = -.25), supporting the scale’s construct validity. These findings showed that Grit-S scale can be used as valid and reliable assessment tool to assess student interest and perseverance in the academic context in Arabic/Omani and American cultures.

Environmental learning in the 21st century requires a high level of thinking ability, especially to solve environmental problems when COVID-19 pandemic. This was to develop a new level of thinking, namely Higher Order Thinking Skills of Environmental Problem (HOTSEP) which is a revision of Anderson's Taxonomy. The purpose of this study was to measure students HOTSEP in the context of environmental problems related to COVID-19. The research method used in this research was descriptive. The sample used 277 university students from several cities in Indonesia. The instrument used HOTSEP which has 3 categories of thinking level start from develop innovation about environment (C6), solve environmental problem (C5), criticize environmental problem (C4). The results showed that students HOTSEP were still in the very low category (33.64). This study concludes that the HOTSEP of students was still low and needs to be improved to the understanding of COVID-19 concept in environmental learning. Suggestion for further research was HOTSEP need to implement in school or university for several environmental learning topics in many subjects/courses start from Natural Science, Social Science, Engineering, and others relevant subject. HOTSEP can be measured not only in school or university, HOTSEP can be implement in community and public.

Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.

This research aimed to develop a historical thinking assessment for students' skills in analyzing the causality of historical events. The development process of Gall and colleagues and Rasch analysis models were used to develop an assessment instrument consisting of two processes, including the analysis of the framework of cause and consequence, the validity, reliability, and difficultness test. This research involved 150 senior high school students, with data collected using the validation sheet, tests, and scoring rubric. The results were in the form of an essay test consisting of six indicators of analyzing cause and consequence. The instruments were valid, reliable, and suitable for assessing students’ skills in analyzing the causality of historical events. The developed instruments were paired with a historical thinking skills assessment to improve the accuracy of the information about students' level of historical thinking skills in the learning history.

The study of character becomes a very important discussion in the 21st century. So that the integration of character values is very important both in the process and in educational assessment. The purpose of this study was to test the validity and reliability of the character assessment instrument for 21st-century high school students. The research approach used was quantitative with a sample of 200 high school students. Data analysis carried out includes validity and reliability tests. The test results of the instrument showed that the construct of the student character assessment instrument was declared valid and reliable. The content validity test shows the value of Aiken's > .80 in the high category. In the construct validation test with EFA, all variables have a loading factor > .5. In the CFA test, the model is declared fit with the estimated standard loading value of .40 and the t-count value > 1.96. Meanwhile, while in testing the reliability of the instrument obtained composite > .70 Cronbach's Alpha reliability > .70 which means reliable. So that this instrument is declared valid and reliable to measure the character of students in high school.

The longitudinal changes of the average grades in four study semesters before and during the COVID-19 pandemic and distance learning are presented in the current study. 11th grade students’ (n=586; age M=17.38, SD=0.53) average grades were assessed, as well as their verbal and non-verbal reasoning abilities, and self-evaluations of problem-solving and self-management skills. The main findings of the study are: 1) There is a general pattern for the grades to increase during the four semesters from the autumn 2019 to the spring 2021; 2) The general tendency of changes in the grades is similar to various students’ groups based on their level of skills; 3) Higher level of students’ skills and cognitive abilities determined that students’ grades were higher and were more likely to increase during the “second wave of the pandemic”, compared to the middle and low-level skill groups. Results of the current study show a tendency for the average grades to increase during the pandemic and distance learning, however, there are group differences in the findings, relating the grade level to the individual level of students’ skills and abilities.

The pandemic era has caused changes in the learning system. The situation demanded online learning and triggered students to have learning difficulties. The research aims to examine the impact of social media, social environment, and student learning potential on student learning difficulties. This study utilizes a quantitative approach. The respondents were university students experiencing online learning in West Java, Indonesia. A questionnaire validated by four experts was distributed to 539 of them. Accommodating structural equation modeling (SEM) by evaluating the measurement and structural models was used in data analysis. This study revealed that the instrument had good construct validity and reliability. A good instrument will produce a good measurement process so that the instrument can get the data needed. Hypothesis testing shows that high media activity can inhibit students from learning. However, social media activity directly influences learning difficulties. Meanwhile, the variables of learning potential and social environment positively influence student learning difficulties directly or indirectly. There are a few things to note on learning potential, social environment, and social media to delve into their influences on students' learning difficulties.

In today's World, data-driven methods are behind the determination of potential action plans in every area of life. These data-driven methods help individuals or policymakers to figure out the strengths and weaknesses on the subject that are worked on and to make a comparison to the best practices. Thus, actions can be taken immediately on the specific factors that have a huge impact on the topic investigated. In the educational area, countries are using the same approach to measure, monitor, and improve the quality of education by attending international studies. In this study, for both Turkish and Singaporean students, Artificial Neural Network (ANN) model is performed to predict the students' mathematics achievement and to identify factors that have a high impact on achievement using Trends in International Mathematics and Science Study (TIMSS) in 2019 with the data of 3,586 Turkish and 4,750 Singaporean students. The reason behind comparing the results of Turkey to Singapore is that Singapore is the best-performing country in terms of mathematics achievement in the TIMSS in 2019. The model results show that the top two crucial factors in both countries are the frequency of absenteeism from school, and students’ confidence in mathematics with the accuracy of 75%. In addition, relevant policy implications are given based on the importance level of significant factors.

The COVID-19 pandemic has significantly changed the global educational landscape, prompting a need to explore emerging literature on home learning, literacy development, and parental involvement. This study aims to contribute to Sustainable Development Goals (SDG) 4: Quality Education, and SDG 10: Reduced Inequalities, by examining these aspects in the context of the pandemic and beyond through a bibliometric analysis. The analysis depicts 416 publications from the Web of Science Database between 2014–2023. The study utilized co-citation and co-word analysis techniques to identify key research clusters and trends related to home learning and literacy development. The analysis revealed that parental involvement can help mitigate learning loss, supporting SDG targets for equitable and inclusive education. Key research clusters identified include the influence of socio-economic status on literacy outcomes, continuity of literacy practices, and the long-term effects of traditional versus digital home learning environments. The findings highlighted a consensus on the importance of a supportive home literacy environment for reading skills and overall academic success. The need for intervention programs targeting low-income groups to ensure equitable access to learning resources, aligning with SDG 10, was also identified through the study. The findings have practical implications for enhancing the home literacy environment, increasing parental involvement, and supporting early literacy interventions, providing valuable insights for education stakeholders, policymakers, and researchers in the post-pandemic era.

Home economics education connects multidisciplinary knowledge and is crucial in addressing the challenges of changing society at the individual and family levels. For quality home economics education, pupils need to acquire knowledge and skills based on the fundamentals of home economics literacy, content, and goals defined in the curriculum for this subject. Our research aimed to establish the needs and perspectives of teachers, pupils, and parents regarding the importance and utility of home economics education. Areas of home economics to be included in the subject’s curriculum were identified, based on the perceived needs of pupils, parents, and teachers. The Delphi methodological approach was used. The first round of the Delphi study involved 30 teachers, 34 9th-grade pupils, and 34 parents of 9th-grade pupils, and its second round involved 16 teachers, 33 9th-grade pupils, and 29 parents of 9th-grade pupils. Survey results showed that by the end of elementary school, pupils in their home economics classes had acquired knowledge and skills in the economic and financial area, as well as in environmental and consumption, textiles, nutrition, health and well-being, social skills, and family and home. Although individual groups of respondents differed in the perceived importance of particular home economics areas, the respondents considered it important that pupils acquire home economics knowledge and skills in all identified areas. The Delphi research method proved to be an adequate method to identify the areas of home economics education that are important for a quality of life in modern society and need to be included in the home economics curriculum.