Spatial thinking has roles to facilitate learners to remember, understand, reason, and communicate objects and the connections among objects that are represented in space. This research aims to analyze the spatial thinking process of students in constructing new knowledge seen from the field-independent cognitive style learners based on Action-Process-Object-Schema (APOS) theory. APOS theory is used to explore spatial thinking processes which consist of mental structures of action, process, object, and schema. This research is qualitative research with an exploratory method. It provided the students' opportunity to solve problems alternately until the method found the most appropriate subjects for the research objectives. The subjects were 2 students of Mathematics Education in the fourth semester of Universitas Muria Kudus Indonesia. The data collection techniques were started by distributing the validated and reliable spatial thinking questions, the cognitive style question, and the interview. The applied data analysis consisted of data reduction, presentation, and conclusion. The findings showed (1) spatial thinking process of holistic-external representation typed learners were indicated by the representative thinking element, abstract-illustrative figure expression to communicate and complete the tasks correctly, (2) spatial thinking process of the holistic-internal representation typed learners were indicated by the representative means, having ideas, connecting with the previous knowledge in the forms of symbols and numbers, and finding the final results correctly although incomplete.

Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils’ speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils’ speaking skills. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. Based on the results, self-regulated learning, interaction, motivation and achievement were the key themes that promotes the benefit of flipped learning to improve pupils’ speaking skills. Hence, this paper is beneficial to policy makers, educators and students in utilizing flipped learning approach to improve pupils’ speaking skills from various levels of education.

This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group’s scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.

Literacy ability is an individual's ability to reason, formulate, solve, and interpret mathematically to solve problems related to daily life. Executive function is a cognitive aspect that has a relation with mathematical literacy. One of some aspects that affects the low mathematical literacy ability is the aspect of executive function. This study aims to investigate the characteristics of mathematical literacy based on the executive function aspects of 15 years old students. A qualitative method with a descriptive approach is employed in this study. The present research applies interview guidelines, questionnaires, and students' mathematical literacy tests as the instruments. Research subjects are junior high school students in grade VIII from two different schools. The result shows that the students' executive function influences mathematical literacy ability. Students' mathematical literacy ability is not fully achieved by fulfilling all the indicators involved. Another aspect found in the research is the low critical thinking ability impacts the achievement of mathematical literacy ability indicators.

Online learning during the Coronavirus disease (COVID-19) pandemic has awakened and affirmed the necessity of learning based on digital technology. The article was aimed to analyze the effectiveness of online learning at bachelor’s, master’s, and doctoral degrees of Islamic Religious Education as a reference to develop a learning pattern post-COVID-19 pandemic. The research employed a mixed-method design with a concurrent triangulation model. The samples were taken using stratified random and purposive sampling. Meanwhile, the data were collected through questionnaires, in-depth interviews, and forum group discussion. A descriptive analysis and one-way analysis of variance were used to analyze the quantitative data, while interpretative descriptive for the qualitative data. The research showed that online learning during the COVID-19 pandemic at the bachelor’s, master’s, and doctoral degrees of Islamic Religious Education have been effective. In detail, online learning at the doctoral degree was the most effective among all. On the other hand, face-to-face learning is still necessary. Therefore, the learning pattern developed post-COVID-19 pandemic combines face-to-face and online learning (hybrid learning). The formulation is adjusted to the characteristics, educational purpose and orientation, level of ability, readiness, and learning autonomy of the students at each educational level.

The Coronavirus disease (COVID-19) pandemic has caused an inevitable shift from face-to-face to distance learning, a phenomenon known as panic-gogy. Parents are the main students’ companions while studying at home. Although various studies show the constraints in this condition, few employ phenomenology that accurately describes people’s experience regarding a situation. Therefore, this study aimed to describe parents’ experience during distance learning mathematics using a phenomenology approach. The participants comprised 71 35-50-year-old parents of junior high school students. A Google form with open-ended questions was used as the main instrument in data collection. Data were analyzed using NVivo-12-assisted thematic analysis in coding, while source triangulation was used to strengthen the data trustworthiness. The results showed that students did not learn the content well due to poor explanations by the teacher. Furthermore, they did not study well at home due to signal constraints and quota limitations. This study recommends blended learning by combining limited face-to-face and online learning.

The online flipped classroom has become increasingly applied to provide students with active learning. This search aimed to investigate the effectiveness of video lectures in an online flipped learning on students’ learning outcomes, students' video evaluation, and their experience in an online flipped classroom. This study employed mixed-method research implementing a quasi-experimental design using quantitative and qualitative data collection: pre-test and post-test, a questionnaire and interview. The participants were 78 Indonesian undergraduate students taking English as a foreign language (EFL) content course at one of the universities in Indonesia. The findings revealed that the students’ learning outcomes in the flipped classroom outperformed those in the control group. The students’ evaluation of the video lectures was high, and their evaluation was consistent with how they positively perceived the video lectures in the flipped classroom. This investigation showed the roles of video lectures on the students' participation and active learning in the flipped classroom during Coronavirus disease (COVID-19) pandemic time.

Reflective learning in community-based education (CBE) activities requires the role of a supervisor. The ‘intensive supervision’ based on Kolb's experiential learning can provide guidance for facilitating reflection on CBE experiences through discussion. Accordingly, supervisors must receive training on providing constructive feedback sessions to assist students in reflecting. This study aimed to determine the effect of training on facilitating reflection using experiential learning methods based on the concept of 'intensive supervision' for CBE supervisors. The study design used a training program evaluation with the Kirkpatrick model of levels 1 and 2. The training on facilitating reflection was divided into workshops and mentoring sessions based on the experiential learning cycle. The questionnaire was developed to assess tutoring performance before and after the training based on the perceptions of supervisors (n=10) and students (n=43) and observers' observations during the supervisor tutoring. Descriptive and comparative data analyses were employed. The trainees showed positive reactions to the training. The students’ and supervisors’ perception questionnaires showed a significant difference in the performance of the supervisors who were assessed before and after training. Our results indicated that most of the supervisors’ ability to facilitate reflection changed following the ‘intensive supervision' method. This training helps supervisors learn how to become facilitators and students to feel more assisted in the learning process.

Regardless of varied lingua-cultural ideologies enriching the theories of communicative competence (CC), the four CC dimensions (e.g., linguistics, sociolinguistics, discourse, and communication strategies (CSs)) still become the main cores of English speaking (ES) classrooms. Of the four dimensions, CSs seem to be the most technical which deserve to be persistently studied. Hence, this study aimed to probe into ES lecturers’ performances of CSs, their efforts to improve students’ CC, and the impacts of their efforts on students’ learning according to students’ perspectives. Two ES lecturers and 10 students at a university in Indonesia were purposively selected to be the participants. They were observed and interviewed according to the study’s purposes. This study uncovered various CSs performed by ES lecturers according to several contexts, such as to understand spoken texts, to understand spoken recorded texts, and to overcome temporary communication difficulties. Various ES lecturers’ efforts were also revealed according to their functions to improve each dimension of CC. Most students perceived the lecturers’ efforts positively due to the impacts on their motivation, self-efficacy, collaborative skills, and metacognition. However, few students echoed negative perceptions about a lecturer’s native-speakerism-endorsed effort due to lingua-cultural issues. Implication, limitation, and recommendation are discussed.

Visual representations and the process of visualisation have an important role in geometry learning. The optimal use of visual representations in complex multimedia environments has been an important research topic since the end of the last century. For the purpose of the study presented in this paper, we designed a model of learning geometry with the use of digital learning resources like dynamic geometry programmes and applets, which foster visualisation. Students explore geometric concepts through the manipulation of interactive virtual representations. This study aims to explore whether learning of geometry with digital resources is reflected in higher student achievements in solving geometric problems. This study also aims to explore the role of graphical representations (GRs) in solving geometric problems. The results of the survey show a positive impact of the model of teaching on student achievement. In the post-test, students in the experimental group (EG) performed significantly better than students in the control group (CG) in the overall number of points, in solving tasks without GR, in calculating the area and the perimeter of triangles and quadrilaterals than the CG students, in all cases with small size effect. The authors therefore argue for the use of digital technologies and resources in geometry learning, because interactive manipulatives support the transition between representations at the concrete, pictorial and symbolic (abstract) levels and are therefore important for understanding mathematical concepts, as well as for exploring relationships, making precise graphical representations (GRs), formulating and proving assumptions, and applying different problem-solving strategies.

Geometric thinking affects success in learning geometry. Geometry is studied from elementary school to university level. Therefore, in higher education and basic education, it is necessary to carry out a systematic review in order to obtain tips for improving geometric thinking skills. A systematic review of geometric thinking was done in this study. In this study from 2017 to 2021, geometric thinking was investigated in the form of a synthesis review of the effect size of the given treatment. This is a comprehensive discussion of theories, models, and frameworks on the topic of geometric thinking from 36 articles. The research findings revealed that the interventions used were predominantly effective, with effect sizes ranging from "small" to "very large," with the "very large" effect obtained in the intervention of van Hiele's learning phase and various technology-based-media and concrete manipulative media. The research trend was reflected through twelve clusters of interrelated keywords. The results of this literature review suggested that it is necessary to carry out a specific study on how to achieve the highest level of geometric thinking, a more detailed form of scaffolding, and concrete manipulative media and technology that can be explored for a certain level of the participants’ geometric thinking.

This review explores research into the effects of collaborative learning interventions on critical thinking, creative thinking, and metacognitive skill ability on biological learning. The search was conducted from 2000 to 2021. We found 36 critical thinking studies, 18 creative thinking studies, and 14 metacognitive skill studies that met the criteria. The results showed that collaborative learning influences large categories (ES=4.23) on critical thinking, influences large categories (ES= 7.84) on creative thinking, and influences large categories (ES= 8.70) on metacognitive skill. The study's findings show that collaborative learning interventions have the highest impact on metacognitive abilities. Based on these findings, we provide insights for education research and practitioners on collaborative learning interventions that seem to benefit the empowerment of high levels of thinking at various levels of education to be combined with various other interventions in the future. The type of intervention, level of education, materials used, and study quality criteria were included in the study.

Character education is urgent in passing down the ethical and moral values in the cultured community life. The local cultural values are a source of ethics and moral education for elementary school students. The school keeps taking an essential role in cultivating the local values through online character education during the COVID-19 pandemic. This study aimed to analyze the effect of implementing online integrated character education and parental engagement in local cultural values cultivation outcome. The method of this study used an exploratory sequential mixed method design. Collect qualitative data using interview forms, observation, documentation, and quantitative data using questionnaires and portfolios. Qualitative data interpretation used content analysis, and inferential analysis used multiple linear regression. Results revealed that parental engagement, teachers’ performance, and online learning obstacles affect local cultural values cultivation outcome in character education partially and simultaneously for sixth-grade students in Padang City. We suggested teachers improve character education management based on local cultural values by building good synergy and collaboration between them and parents to cultivate noble character behavior among students.

The primary goal of this study was to explore the effectiveness of Quizizz in enhancing students' motivation, interest, and achievement in physics. This study was conducted at the Nueva Ecija University of Science and Technology (NEUST) – Gabaldon campus during the second semester of the academic year 2021-2022. This study used both a descriptive and a quasi-experimental one-group pretest-posttest design. The descriptive design was used to describe the student's motivation and interest in learning waves and optics before and after the intervention of Quizizz. The quasi-experimental one-group pretest-posttest design was used to determine the effectiveness of Quizizz in increasing students' motivation, interest, and achievement in physics. The study included 20 students pursuing a bachelor's degree in secondary education with a major in science. According to the findings, before the intervention of Quizizz, students agreed that they are motivated and interested in learning physics, and their performance was average. Following the intervention, students unanimously agreed that they are more motivated and interested in learning physics, and their scores in a specific unit increased. According to the t-test, the intervention of Quizizz significantly increases student motivation, interest, and achievement in physics. It demonstrates that using Quizizz in physics instruction improved students' motivation, interest, and achievement in physics.

The decline in student character is the result of low student learning outcomes. The common student learning outcomes are influenced by several factors, and one of them is teacher-centered, monotonous learning model. For this reason, it is deemed necessary to conduct research that aims to determine the effect of project-based assessment on values clarification technique (VCT) learning on improving students’ learning outcomes by controlling the family environment. This study uses a 2x2 factorial experimental design. The sample was selected through multistage random sampling with 120 students. The two-way ANCOVA data analysis technique was used to analyze the data. The findings obtained after controlling the family environment are: 1) civics learning outcomes from the group of students who used value clarification techniques are higher than those using conventional learning models and 2) civics learning outcomes from the group of students who were given project-based assessments are higher than the group who are given conventional assessments. Thus, it can be recommended that civics education teachers used appropriate VCT and project-based assessments to improve learning outcomes.

Metacognitive, critical thinking and opinion expression are in high demand. This study aimed to investigate the effects of the blended project- based literacy that integrates school literacy movement strengthening character education (literasi berbasis proyek terintegrasi GLS dan PPK: Li-Pro-GP) learning model on students' metacognitive skills, critical thinking, and opinion expression. A post-test experimental design was used to answer the research question. The study was conducted from August to October 2021 at Government Junior High School 23 Malang. Seventh-grade students were selected as research participants. The participants included 30 students from class VII-2. The research instrument was five essay questions to measure critical thinking skills. Material and assessment experts validated the essay questions developed by the researcher. The items that were declared valid were tested for validity. The result showed five valid items with high reliability of .670. Metacognitive skills were measured using the Metacognition Awareness Instrument (MAI), which consists of 40 items. The questions declared valid were tested for validity with a very high reliability of .953 for 37 items, and only three items were invalid. The ability to express an opinion was measured with an observation questionnaire validated by experts with a valid instrument score. Data analysis was performed by path analysis using the SmartPLS software. The results showed that the Li-Pro-GP blended learning model significantly strengthened students' metacognitive skills, critical thinking, and opinion formation.

This study explored the effects of collaborative writing strategies on students' writing skills and self-efficacy. The study used a mixed methods design combining quantitative and qualitative approaches. Several instruments were used in data collection, including questionnaires, writing tests, writing assessment rubrics, and semi-structured interviews. The participants were randomly divided into two groups: the experimental group and the control group, which comprised 62 students. Data from the questionnaire and writing tests were analyzed using one-way MANOVA and MANCOVA tests, while interview data were explored using thematic analysis techniques. Participants were randomly divided into two groups: the experimental group and the control group. The results showed that collaborative writing strategies could improve students' writing skills and self-efficacy. Moreover, the qualitative results showed that most students responded positively to using these strategies to improve their writing skills and self-efficacy.

Collaborative learning has been identified as an essential aspect in the process of learning. As accelerated advancement continues to characterize the developments of technology, innovative mobile technology appears to be transforming the way collaborative learning is taking shape. This study focused on identifying whether mobile technology has a significant impact on collaborative learning in engineering studies in a private University in Malaysia. Using a quantitative approach, an online survey was administered for the data collection. Some 221 participants were selected randomly among undergraduate engineering students in the University. Data were analyzed using SmartPLS. The research findings revealed that mobile technology has a significant impact on collaborative learning. The findings also indicated that two of the mobile technology dimensions, namely mobility and immediacy have significant impact on collaborative learning. Consequently, this research suggests engineering educators can integrate mobile technology into their future instruction for more collaborative learning and create a smart workforce consisting of fast and adaptive engineers as well as other learners in Malaysia.

‘Panic-gogy’ is a term that describes the educational situation during the pandemic due to the transformation phenomenon from face-to-face learning to distance learning. Various types of research are used to uncover the constraints of this phenomenon, but not many researchers use phenomenological studies with parents as participants. Therefore, we used a phenomenological study to describe parents’ views on the constraints, expectations, and approvals regarding the preparation of distance learning modules at the junior high school level (aged 13-15 years). Data collection was carried out using semi-structured interviews. Data were analyzed using NVivo-12-assisted thematic analysis. The main findings are that most parents experience problems. Namely, children do not understand mathematics material, incomplete explanations of material from teachers, internet disturbances, and quota limitations, and children cannot learn mathematics optimally during the distance learning period. Most parents want face-to-face learning to be carried out immediately, teachers to provide detailed explanations, and use digital learning platforms. In addition, 85% of parents agree that mathematics teachers should develop distance learning modules. However, because the pandemic is still not over, this study recommends using blended learning to maintain the quality of mathematics learning.

In the vulnerable and unstable contexts that characterize populations in mobility between countries, especially immigrants and refugees, the second language learning has assumed new traits of difficulty. To help the new generation of learners, mainly with origin in forced immigration, the mobile-assisted learning helps motivation for language learning and reduces anxiety related to language acquisition. Attending to this challenge educational scenario, this review study presents a literature systematic analysis and a concrete technology tool that advocates the student-centered approach. A mobile pedagogical plan was developed for the learning of European Portuguese as a Second Language and as a Foreign Language. A critical review of 38 studies was conducted to understand how the mobile-assisted learning responds to the inclusion and education, especially concerning minorities. Based on previous empirical data with 108 immigrants, we understand the type of tasks that new immigrants have more difficulty learning in Portuguese. It was developed as a mobile app for Android, IOS, computers and tablets: the GoGenius app. In mobile format, individuals can access fourteen themed units with a symmetrical game architecture. These games focused the tasks and themes with priority for new language learners who recently arrived in a hosting country. These units involve a consistent number of working hours that intentionally intend to complement to the contact hours that the subjects have in classroom contexts or in unstable communication contexts (daily communication). This technology project aims to match “tailored” psychological and technological resources. Flipped classroom approach showed how mobile-assisted learning reinforces the educational goals worldwide, specifically for language learning. However, mobile tools should be well structured and centered on students’ needs, especially with migration backgrounds.