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Students believed physics was one of the most challenging sciences in education, and their interest in learning physics was lacking. Therefore, this study aims to enhance students' understanding and creativity in the STEAM learning system on electricity by creating a project (Paper Circuit) using the students' creativity at the junior high school level - quantitative research with a pre-experimental design used for this study. The population is 8th grade and 9th grade (50 students adapted to the curriculum used in the school) in one of the Junior Secondary Schools located in Bandung and Cimahi, Indonesia. The data is obtained from the pretest-posttest results, which show that the average pre-test score was 57.04 and the post-test score was 76.64. The nonparametric test was tested using the Wilcoxon test to measure student understanding. The results from e Wilcoxon are 0.000, which shows sig. <0.05, which means there is a significant difference between pre-test and post-test. Students' creativity is obtained from the Creativity Product Analysis Matrix (CPAM), and the result for Project 1 is 73.71%, categorized as enough, and Project 2 is 83.13%, categorized as good. Based on the result, Paper Circuit STEAM project-based learning can enhance student understanding and creativity. STEAM project-based learning can be used as an alternative teaching strategy in junior secondary school.

Cheating behaviour in exams in the form of plagiarism occurs in school and college education. Academic fraud is common at the higher education level at the undergraduate, master's level, and even at the doctoral level. Academic fraud is getting out of control and is difficult to eradicate on examinations carried out online without strict supervision. The purpose of this research was to reveal the level of academic cheating in the form of plagiarism and its correlation with the results of the mid and final test of the Doctoral program, which was conducted in the form of an on-line take-home examination. This research use a correlation analysis technique with a simple regression test. The sample was determined by purposive sampling technique, amounting to 101 students of 2018, 2019, and 2020 classes who took the 2nd-semester learning technical analysis and development courses. The plagiarism level of the mid and final-semester results was tested using Turnitin. This research found that the level of plagiarism in the form of an average similarity index in the mid-semester are at the intermediate level; medium level internet resources; publication at a low level; and middle-level student papers. Meanwhile, at the end of the semester, it is known that the similarity index is at the intermediate level; medium level internet resources; low level publications, and student papers at the intermediate level. Furthermore, the results of this study also reveal that there is a positive and significant correlation between index, internet source, and student papers with the results of mid-semester exams, except for the source of publication plagiarism. Meanwhile, there is only a positive and significant correlation between the source of student paper plagiarism and the examination of the results for the final semester exams. In contrast, the similarity index, internet sources, and publication did not find a significant relationship.

In this paper, we propose novel transdisciplinary STEAM practices to enable students and teachers to model architecture using technology. Architectural modelling can foster students' mathematical knowledge and computational thinking while connecting them to other disciplines such as culture and history. Our study focuses on enabling architectural, cultural, and historical diversity in educational practices. Moreover, the study tries to foster participants' modelling skills and innovative technology use as augmented reality and 3D printing. Thus, this paper will describe three case studies from Austria, Libya, and Indonesia and how these STEAM practices were used in different ways to allow participants to express their diversities through modelling diverse architectural constructions cross-culturally. We followed a qualitative data analysis approach for the participants' interviews, questionnaires and artefacts including architectural modelling, disciplines connections and lesson plans. The data analysis resulted in emerging themes emphasizing STEAM practices' possibilities to connect architecture to culture and history and highlighting the participants' cultural diversities in each of the three case studies.

Since the outset of the COVID-19 pandemic early in 2020, English language learners could no longer learn from face-to-face interactions and had to adapt to online lessons. This paper reports a study that investigated their learning strategies during their online sessions. To achieve the objective, a survey was conducted with 257 university students who were taking an English course as a compulsory subject. Several questions in a questionnaire were designed to elicit their cognitive, affective, sociocultural, and interactive strategies. The findings showed that taking notes, attending recorded lectures, quietly observing online interactions, doing the assignments, chatting with their classmates, and utilizing internet-based lessons were the most prominent strategies. Their seemingly passive attitude seems to stem from the Asian culture in which they were raised. A reliable internet connection was seen as vital for their learning, playing games, and watching movies, which were the ways to relieve stress and boredom while studying at home. Chatting with classmates could give them a sense of community which probably helped them relieve stress and boredom. Overall, the paper offers insights into how EFL learners coped with difficult learning circumstances. Some suggestions for English teachers that are related to the enhancement of online teaching are then proposed based on these findings.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

This paper aims to identify variables and indicators that are important to improving teacher innovativeness in Indonesia. The paper adopts quantitative research design and Scientific Identification Theory for Operation Research in Education Management (SITOREM). The study population consists of 145 Indonesian state vocational high school teachers. Four questionnaires (transformational leadership, organizational climate, self-efficacy, and teacher innovativeness) assist in the collection of data using survey techniques. The results show that teacher self-efficacy and innovation can be improved by implementing transformational leadership and fostering a conducive school climate. To improve the quality of educational organizations, this study recommends priority variables and indicators for policymakers.

Pronunciation is an area of language, which is easy to recognize and see. When a language learner makes an error in pronunciation, other people can identify the error easily. Mispronunciations are common errors that happen to English language learners in the Expanding Circle, in which English is a foreign language, like Indonesia. This paper deals with mispronunciations made by Indonesian language learners. The respondents were 14 Procedural Writing class students in an English Language Education Program at a private university in Indonesia. They took the course during the pandemic era. The classes were therefore done online, and each virtual class was recorded. These students were videorecorded when reading certain parts of texts in the course. The findings showed that the 14 students made some mispronunciations due to several reasons like habits of pronouncing words in Indonesian and a lack of knowledge of the ideal notion of native speakers' pronunciation. It is hoped that this paper can be useful for EFL teachers teaching pronunciation as well as for students who are still struggling with their pronunciation in their efforts to gain native-like proficiency.

This paper aims to explain the unsuccessful relationship between the awareness of prominent international education brands and enrollment intention. A serial mediation model encompassing perceived congruity and brand attitude was developed and was tested using the Partial Least Square-Structural Equation Modeling (PLS-SEM) technique involving 132 respondents. The results revealed that the brand awareness must be subsequently perceived as internally congruent with the prospective students' self-image in terms of resource sufficiency before developing enrollment intention by forming the desired brand attitude. The originality of this study is that it could be the first to discuss the international universities landscape in Indonesia. In addition, the proposed model could be a plausible framework for explaining the intention to accept not only international education brands but also other brands of goods and services, hence benefiting both educational and consumer research. This paper includes generalizability as its limitation with suggestions to undertake the broader scope of studies.

Comparative studies around the impact of the COVID-19 pandemic are still limited. This paper explores the question: how has the COVID-19 pandemic affected higher education students, and which ones have been most impacted? Indonesia and Vietnam are our focus. We leveraged a rich set of data collected online from both countries (n = 2600). We used regression analyses to measure students' wellbeing, financial hardships, access to technology, and educational satisfaction. As expected, we found statistically significant differences between both countries except for the wellbeing domain. For within-country comparison, consistent for both countries, low-income students were less likely to access technology and were more likely to experience financial distress than their counterparts. Indonesian first-gen students also showed a similar trend. Lastly, we observed a lower likelihood of satisfaction from rural and low-income students in Indonesia for their education during the pandemic. We provide our policy recommendations for both countries. [This manuscript accompanied a conference presentation at the 50th Annual Conference of Mid-South Education Research Association (MSERA) in New Orleans, Louisiana (November 9-12, 2021).]

In this paper, we present an example of how the selected texts (on the footballer Mo Salah) can potentially be discussed in the university EFL classroom especially (Critical) Discourse Analysis course using Freire's seminal work on Critical Pedagogy (CP). We do it by firstly introducing Freire's concept of CP which includes problem posing education and dialog as elaborated by Durakoglu et al. (2013). Then we move on to highlight the previous works conducted on CP in Indonesian EFL contexts and provide critical analysis of how the particular texts drawn from Anwar's (2020) unpublished thesis on Mo Salah's phenomenal career could be analyzed using Freire's concepts. Closing this reflection, we locate this paper within critical approaches to English Language Teaching such as post-method pedagogy and post-structural and post-colonially informed teaching.

Since COVID-19 pandemic hit the world at the beginning of 2020s, various efforts were made to keep the education process running while still enforcing protocols to prevent the spread of COVID-19. Online learning then becomes an option and inevitability for educational institutions to break the chain of spreading the virus. Furthermore, distance education (DE) has become the best choice for educational institutions in carrying out their learning activities. For Universitas Terbuka (UT), online learning is nothing new. As a pioneer of DE in Indonesia, UT is one step ahead of having strong experiences in open and distance learning practices and placing online learning as one of the main modes of learning delivery. Thus, UT has succeeded in making various breakthroughs ranging from registration, digital learning materials, synchronous and asynchronous academic support services, up to an online examination system equipped with online proctoring. The DE innovation developed by UT becomes a reference for other universities in Indonesia. With an integrated learning management system (LMS) and the number of alumni reaching up to 1.9 million, UT is able to carry out the Indonesia's government mandate in opening the widest possible access to education for Indonesian citizens, both domiciled in Indonesia and abroad. [This article was presented at the 5th International Open & Distance Learning Conference- IODL 2022.]

The main objective of research is to ascertain the existing situation of STEAM education research over three decades based on the Scopus database. The entire documents are 256 findings globally data shorted by year, region, and highest cited to 100 documents. The analysis technique used VOSViewer, Microsoft Excel and word cloud generator. The result of document type article is ranks first in Global and conference paper rank first in South East Asia. The sources that have published the top cited papers are "Journal of Small Business Management" in global and the "Education Sciences" in South East Asia. Meanwhile, the author with the most citations is Jeon M from the U.S.A. Specifically, the country with the most publications is US with 31 articles and 2553 citations. Whereas the majority of Southeast Asian countries have 9 articles and 10 citations. Supported the visualization analysis, VOSViewer's global region is divided into 4 clusters and 62 keywords to assist with the visualization analysis. A pair of clusters containing 14 keywords each for the South Asia region. The terms program, project, environment, model, and implication are frequently used in STEAM throughout the world. The keyword STEAM education appears in analyses conducted in South-East Asia. The outcome of this research can serve as a resource for scholars interested in STEAM and education. Further research into STEAM education trends can be conducted by focusing on a single region or on more specific issues.

Research shows that artificial intelligence (AI) technology positively influences students' writing skills, but this area has yet to be touched by Indonesian researchers. This study aims to map perception, obstacles, and recommendations for optimizing use of AI in teaching academic writing in Indonesian. This article focuses on a case study of three senior high schools in Central Java, Indonesia. It employs quantitative and qualitative data. The researcher collected the data using questionnaires presented with Likert scale, followed by an in-depth interview through mobile instant messaging interview. Findings show that: (1) AI-based learning tools help students to do academic research, especially in the planning step, to identify and develop the topics, as well as in the drafting step, to develop a paper draft; (2) AI-based learning tools are deemed flexible in accessibility despite not being able to cover all necessities required by students in writing process; (3) students are interested in using AI technology in academic writing class so that learning process will not be boring. Although AI has been used in academic writing classes, tools have not positively impacted quality of students' academic papers in all indicators. There are several obstacles to using AI, namely: (1) need for more available feature, especially in editing Indonesian text; and (2) in contrast, the features still need to be optimized. These are the recommendations for the optimization of AI-based learning tools, which are: (1) adding features to edit Indonesian text, including spelling, diction, and sentence structure; and (2) enhancing AI literacy to be able to explore and leverage the existing features optimally. This research has yet to accommodate the possible coverage in checking the originality and accuracy of the written product assisted by AI-based learning tools, which could become a focus for future researchers.

Purpose: The major purpose of this paper is to examine the mediating role of job competency in the effect of transformational leadership to performance of university lecturers. This article also attempts to examine the direct effect of transformational leadership on job competency and lecturer performance. Design/methodology/approach: For the purpose of the study, quantitative research was applied by conducting an empirical survey with the active participation of 223 lecturers. The survey was conducted in ten high-ranked private universities in Jakarta, Indonesia. Structural equation modeling (SEM) was employed for the measurement and structural model analyses. Findings: The results reveal that the effect of transformational leadership on lecturer performance is expressed only by indirect effect (through lecturer competency). Even though transformational leadership has a positive direct effect on lecturer performance, it is not statistically significant. This paper highlights the crucial role of lecturer competency in the performance of academic scholars. The findings suggest transformational leadership is fundamental in fostering competencies, which, in turn, improve the work performance of university lecturers. Originality/value: This study makes significant contributions to the understanding of the interaction between transformational leadership and performance in higher education, and the statistical significance of lecturer work competency in mediating this relationship. The results of this study provide a snapshot of the contextual mechanism linking transformational leadership and lecturer performance.

Initiatives aimed at improving STEM education have largely focused on school-based programs, with the majority of STEM professional development targeting primary and secondary school educators. However, there is growing interest in STEM education in the early childhood years. This paper reviews the available evidence to explore the extent to which early childhood STEM professional learning programs are represented in the research literature. The review examines: 1. The emergence of research focused on STEM professional learning for early childhood educators; 2. The characteristics of these professional learning programs; and 3. The research evidence for the efficacy and impact of these programs. Using a scoping review methodology, our search yielded only 22 papers for analysis, with most of the studies published in the last seven years of the review period. Different views and definitions of STEM were evident across the studies, with few explicitly describing the integration of the four STEM disciplines. The majority of papers reported a workshops/in-service training approach. Unanimously, the 22 studies reported positive outcomes from the participants' engagement with early childhood STEM professional learning. However, the small number of research papers available for review confirms the need to build the evidence base for early childhood STEM professional learning.

This paper identifies the reasons children and young people leave school early in Merauke, Papua, and advances education policy initiatives to address these causes. Indonesia has a policy of 12 years of compulsory schooling, but many in Papua leave school early. The Indonesian government considers that children mainly leave school early for economic reasons, and addresses the problem through its social welfare programmes, as well as 'supply- side' factors such as the number of schools. This paper uses mainly ethnographic data, especially life histories collected from 22 young people and adults who left school early, to argue that besides economic reasons, the on-again- off-again history of schooling, the extremely problematic nature of that schooling, as well as socio-cultural causes such as the stigmatisation of the local Marind people, self-stigmatisation and cultural discontinuity, combine to push children to leave school early. Multiple initiatives are suggested to improve the quality of education.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

The purpose of this paper is to determine and discuss the factors that influence the learning outcomes of preservice teacher students in a blended learning environment. This quantitative study used a structured online questionnaire to collect responses from preservice teacher students (n=602) from five universities in Indonesia. Measurement analysis was used to validate the instrument, and the structural equation model was used to test the relationship between constructs. The model had four constructs: support system, learning strategy, digital literacy, and learning outcome. This study integrates three factors, namely support systems, learning strategies, and digital literacy, to identify the determinants of student-teacher learning outcomes in a blended learning environment. The research revealed that support systems and learning strategies have an effect on digital literacy and that digital literacy has a direct effect on learning outcomes. This research provides important insights regarding the contribution of support systems, learning strategies, and digital literacy to improve student learning outcomes in a blended learning environment.

This paper presents an analysis of the use of multimedia and hands-on models on university students' understanding of stereochemistry. The relationship between students' scientific reasoning skills and their understanding of stereochemistry was also determined. Two groups of second-year chemistry students from the State University of Malang taking organic chemistry for the 2020/21 academic year participated in this study. One group of students experienced stereochemistry teaching using multimedia models and the other hands-on models as the learning medium. Lawson's Classroom Test of Scientific Reasoning and Short-Answer Stereochemistry Test were applied. The former was deployed to measure students' scientific reasoning skills, while the latter was used to test their understanding of stereochemistry. The results revealed that the students' scientific reasoning skills were significantly below the expected standard, falling in the low category. Students with high scientific reasoning skills exhibited a better understanding of stereochemistry than those with low levels. Both multimedia and hands-on models revealed an equal contribution towards students' understanding of stereochemistry. Also, it suggests that multimedia models tend to favour students with high scientific reasoning skills, while hands-on models favour those with low skills.

This paper answers the call for the importance of integrating the Islamic worldview into science classes. This research provides insights into science teachers' experiences of integrating science and Islam, as well as additional surveys to reveal gains in student understanding. This research consists of two stages. Study 1 used phenomenology and focused on the voice of science teachers through focus groups. This research involved five focus groups in five Islamic high schools providing information describing their experiences. Through thematic analysis techniques, several findings were obtained as follows: (1) the concept of integration emphasises more on the balance of compliance between vertical and horizontal; (2) the integration pattern places more emphasis on learning materials; and (3) in terms of benefits, this effort is focused on increasing understanding and followed by study 2 which aims to add to the evidence base by investigating the effect of integration patterns on student understanding. The results showed that there is evidence that the support of an overarching integration pattern contributes to students' understanding of the material. As a recommendation, it is necessary to strengthen integration at all stages of science learning, allowing students to take advantage of discussions in class to develop more relevant abilities.

Involving the global issues as listed in Sustainable Development Goals (SDGs) in education is necessarily done in the education process, especially in English as a Foreign Language (EFL) learning. Exposure to global issues is known to improve students' understanding, awareness, and ability to solve urgent issues faced by global society. This paper aims to find out the trend of research on the coverage of SDGs in students' learning process. This systematic literature analysis was done by applying Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Method. A total of 25 studies were recognized through a systematic search by using Sustainability, SDGs, and EFL as keywords. The result shows that the trend of associating SDGs with EFL settings was done mostly in Indonesia. In the recent year 2022, it reached the highest number of studies in the particular matter with 7 total of research. It was also found that the study involving SDGs on EFL learning was mostly done in the tertiary setting, compared with K-12, junior high school, secondary, high school, and other educational institutions. It was also discovered that the specific area of study enhances EFL students' learning achievement, environmental awareness, global citizen values, as well as students' levels of self-norms, beliefs, and self-value.

The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.

This study aims to examine the diverse strategies employed in apology and request, investigate the influence of cultural factors, social power, and social distance on these strategies, and explore the existing limitations and gaps in the literature for future research. Data collection is conducted using the qualitative technique. Qualitative content analysis is employed for data analysis. The SLR process provides a structured framework for analyzing various strategies employed in speech acts and investigates the impact of cultural variables and social distance on these strategies. Through the implementation of a predetermined review procedure, a total of 16 papers published between 2018 and 2022 were identified and analyzed. The findings demonstrated that many studies examined apologies and requests using different strategies and sub-strategies. Notably, politeness usage by Indonesian English teachers reflected social power dynamics, while linguistic strategies among Thai students and EFL learners were shaped by social distance. Thai study underscored the importance of cultural immersion, variations among interactants, and teaching factors in pragmatic competence. The PRISMA-guided systematic review effectively synthesized existing literature. The gaps, novel insights, and unresolved issues identified provided a roadmap for researchers to propel the field forward. This systematic review contributed a snapshot of current knowledge, charted a course for future investigations, identified gaps, and leveraged the strengths of systematic approaches.

Due to the mounting pressure to publish international publications, faculty members around the globe must take the initiative to upgrade their writing capacity through various methods, including participation in workshops and training, obtaining professional support, and joining learning communities. This paper focuses on our experience, three female teacher educators, of becoming scholarly writers for international readership through PROSINAR, an Indonesia-based professional learning community (PLC). We present the PLC scheme for establishing a platform for faculty members to (re)construct and develop their professional identities. Based on findings from a phenomenological case study framed by Freire's (1993) notion of dialogic encounters, we evaluate our professional identities as English teacher-educators while simultaneously constructing our identities as scholarly writers within our discourse community. We believe that in addition to being a platform for continuing professional development in the context of education, PLC has established itself as an emergent learning platform to improve faculties' research competence and develop their scholarly writing capacity.