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.

Entrepreneurs play an important role in improving a country’s economy, shown by the increase in young people involved in startup businesses, including students. The young generation needs motivation through a good education to support their intention. Therefore, this study aimed to examine the role of entrepreneurship education in increasing entrepreneurial intention among business students. The data were obtained from 240 business students in Indonesia using a questionnaire. The study was conducted using descriptive methods and Structural Equation Modelling (SEM). Hypothesis testing showed that perceived desirability is the strongest variable on the entrepreneurial intention of business students. Furthermore, the R-Square test results showed that entrepreneurial intentions are positively and significantly influenced by perceived desirability and feasibility, the propensity to act, and entrepreneurship education by 61.12%. The remaining 38.88% is influenced by other variables outside this study. The key impact of this research is revealed perceived desirability and feasibility, the propensity to act and entrepreneurship education give positive entrepreneurial intention among undergraduate students. Higher education has responsibility to nurture young generation to learn more about entrepreneurship. The increasing number of entrepreneurs can support government to improve the nation’s economy and society.

This study investigates the contribution of teachers’ willingness to their professional competence in adapting to digital learning transformation during the Coronavirus disease (COVID-19) pandemic and its relationship to instructional leadership and self-efficacy. Data were collected by distributing online questionnaires consisting of 4 constructs, namely instructional leadership, self-efficacy, teacher’s willingness to change, and professional competence, and distributed to 221 Indonesian High School teachers. Structural Equation Model (SEM) was used for analysis using Analysis of Moment Structure (AMOS) version 23.0 to examine the hypotheses. The results showed that instructional leadership significantly influences teachers’ willingness to change with a positive impact on their professional competence. Furthermore, there is a significant effect on teachers’ willingness to change their professional competence, insignificant on self-efficacy with substantial impacts on their willingness to change. The analysis results through the Sobel test showed that the teachers’ willingness to change is an excellent mediating variable for self-efficacy in influencing professional competence. Conversely, it is not an excellent mediating variable for instructional leadership towards professional competence. The importance of teachers’ willingness to improve their professional competence is a new finding that significantly contributes to their professional development.

High school teachers are mentors and facilitators that must be concerned about their students' formal thinking abilities. Students may not take a conservation task seriously because they perform operations without consulting. This necessitates modifying the learning process to increase student motivation. Therefore, this study aimed to examine students' mathematical spatial literacy through project-based blended learning with the cognitive conflict strategy. The study sample comprised 129 students, including 66 and 63 in the experimental and control classes, respectively, divided into the low, medium, and high levels. The findings showed that the experimental class students using project-based blended learning with the cognitive conflict strategy had higher mathematical spatial literacy than those in the control class using problem-based learning. Project-based blended learning with the cognitive conflict strategy and problem-based learning students at the high and moderate levels differed in their ability to increase their mathematical spatial literacy. However, low-level students are comparable in their ability to increase their mathematical spatial literacy.

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.

Professional certifications represent for many university degrees, especially postgraduate degrees, a recognition of their academic quality and the future employability of the graduates. This article contributes to the analysis of the impact of external accreditations on students’ perception of employability and satisfaction. We offer a case of study, a Master of Science (MSc) in Banking and Finance that became the first academic degree in Spain to obtain the two professional accreditations required for employees in financial institutions since 2019. A survey to a sample of students who graduated two academic years before and two years after the MSc was recognised is used to measure students' motivations for enrolment and satisfaction. The results provide significant evidence that professional accreditation became a key motivation for students to enrol the master, is associated with a more diverse geographical origin of students, and students highlight the higher quality and better coordination of the teaching staff.

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.

This study used the structural equation modeling (SEM) approach to test a model that hypothesized the influence of self-efficacy, self-control, emotion, and engagement on student academic performance. The structural equation modeling model was developed to link all the study variables with a literature review to describe the interrelationship. Data collected were from 413 college students in their second year. The results show that self-efficacy, self-control, emotion, and engagement predict student academic performance. And through emotion and student engagement, both self-efficacy and self-control predict student academic performance indirectly. Practically the measures used in this study give more information about the learning environment in higher education settings than those usually come from traditional practices faculty received in the classroom, such as student rating forms and feedback. The main findings of this study have some implications for higher education, theory development, measurement, and future research.

Environmental damage must be taken seriously. Strengthening human attitudes to preserve the environment is the keyword, and strengthening the aspects of knowledge about the environment must be pursued. However, a scientific basis is needed that shows that it is true that strengthening the aspects of knowledge about the environment can improve a person’s attitude toward preserving the environment. The purpose of this research is to find the relationship between a person’s knowledge and their behavior in preserving the environment. By defining the general picture of the relationship between knowledge and attitudes, future accurate educational policies can be taken in the context of environmental protection. This research is a meta-analysis of correlation types. The inclusion criteria for selecting the data are as follows: studies published from 1999 to 2022 in English, analyzed by correlation analysis, have descriptions of many samples and correlation indices, and published in Google Scholar-indexed journals. Based on this inclusion criteria, 23 studies were selected containing 36 relevant sets of research data. The results showed that there was a correlation between knowledge and a person’s attitude toward the environment (.37). Assuming a 95% confidence level, the real score ranges from 0.26 to 0.48. The publication bias test using the trim and fill method showed that none of the data contained biased publications, so the meta-analysis results could be declared valid. Now, there is an urgency to expand environmental education to encourage the development of good attitudes by the community toward the environment.

This study aimed to find the Classical Test Theory (CTT) and Modern Test Theory (MTT) item parameters of the Differential Aptitude Test (DAT) and examined their comparability of them. The item parameters being studied are difficulty level and discrimination index. 5.024 data of the result sub-test DAT were documented by the Department of Psychology and Guidance and Counselling bureau. The parameter of classical and modern test items was estimated and correlated by examining the comparability between parameters. The results show that there is a significant correlation between item parameter estimates. The Rasch and IRT 1-PL models have the highest correlation toward CTT regarding the item difficulty level. In contrast, model 2-PL has the highest correlation toward CTT in the item discrimination index. Overall, the study concluded that CTT and MTT were comparable in estimating item parameters of DAT and thus could be used independently or complementary in developing DAT.

This article examines the influence of the university environment and learning programs on students' entrepreneurial intentions and attitudes, considering the moderating roles of entrepreneurial self-efficacy and locus of control. The empirical analysis employs a multilevel (hierarchical) linear model, utilizing responses from 713 students across 30 universities in Kazakhstan who participated in the GUESSS 2021 project survey. Our findings reveal that students' entrepreneurial intentions are directly influenced by entrepreneurial self-efficacy and locus of control. However, the locus of control is also indirectly influenced by the university environment and learning program. The learning program's effect on both entrepreneurial aspirations and attitudes is mediated by self-efficacy. Locus of control, conversely, negatively affects both entrepreneurial attitudes and intentions in program learning. The study's results underscore that student entrepreneurship is shaped by personal factors such as self-efficacy and locus of control, alongside the university context. Interestingly, the findings also indicate interdependencies between these factors, further influencing students' entrepreneurial intentions and attitudes.

Higher education institutions have focused their efforts on promoting research seedbeds as a strategy for formative research. In this regard, the impact of such a strategy remains unknown due to the lack of models that enable its evaluation. Therefore, this study aimed to design an evaluation model for the academic productivity of research seedbeds based on the available evidence in the literature. To achieve this, a systematic review was conducted following the PRISMA model, analyzing 53 documents including articles, book chapters, and conference proceedings from the SCOPUS, ProQuest, Jstor, Scielo, and ScienceDirect databases. The results identified indicators that allowed for the design of a model based on six constructs: research training, institutional capabilities, bibliographic production, innovation and development, social appropriation of knowledge, and human resource training. It was concluded that the indicators evaluating research seedbeds seek greater scientific development involving students and improving the quality of research products, which directly impacts the institutional research mission.

Understanding graphs in the dynamics of market (DM) is a challenge to learners; its teaching demands a specific kind of teacher’s knowledge. This study aims to examine the topic-specific pedagogical content knowledge (TSPCK) of experienced economics teachers in teaching graphs in DM to enhance learners’ understanding of the topic. It reports using a qualitative approach underpinned by the TSPCK framework for teaching specific topics developed by Mavhunga. Data were collected through classroom observations and analyzed thematically using a case study of two economics teachers. The study revealed that adopting a step-by-step approach and the use of worked graphical examples promote an understanding of graphs in DM. It also established that active learning is preferable to the predominant chalk-and-talk (lecture) method of teaching graphs in DM. The study proposed a Dynamics of Market Graphical Framework (DMG-Framework) to enable teachers, particularly pre-service teachers in lesson delivery, to enhance learners’ understanding of graphs in DM. The result of this study will broaden the international view in the teaching of graphs in DM.