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Digital literacy is a media-based learning that combines education and technology with the hope that students can make the most of it. This requires learning skills, one of which is the ability to take the initiative to be responsible for learning materials, often called self-directed learning. The purpose of this study was to describe the effect of self-directed learning on students' level of digital literacy in online learning. This study used a quantitative approach with ex-post facto research type. The populations in this study were students of the University of Lampung with a sample of 947 taken using simple random sampling. The data collection instrument used was adapted from the Self Rating Scale of Self-Directed Learning (SRSSDL) and Digital Literacy Measurement (DLM). The data collected were analyzed using linear regression. The results showed the positive and significant effect of self-directed learning on the digital literacy level of students, with the contribution of 54.80%, and the rest was influenced by other factors that were not measured in this study. The effect also had a positive direction, which means that the higher the student's self-directed learning score, the better the digital literacy skills will be.

In some places of the world, disasters occur virtually every day. If disasters are not properly foreseen, they may result in many fatalities. This research aims to examine the growth and pattern of literature on natural disaster education in schools. This analytical strategy combines quantitative and statistical methods to discover trends, assess quality, and track development. A total of 216 documents were chosen from the 403 documents collected. Following 2015, there was a considerable increase in four-year publications. Authors from the United States contributed to 45 papers with 37% citations and ranked first, followed by authors from Japan (31 documents; 15% citations) and Indonesia (31 documents) with rankings citations below the top 10. Most publications were published in the International Journal of Disaster Risk Reduction (12 docs; Q1 Scimago Journal Rank 1.1 (SJR 1.1)). The Journal of Child Psychology and Psychiatry and Allied Disciplines had the most citations (100; Q1 SJR 3.6) and was ranked first in its discipline. The existing core literature on school education on natural disasters demonstrates that this topic is developing rapidly, but with insufficient international research collaboration. Research cooperation in this area must be strengthened to better the global response to natural disaster mitigation, which should begin in schools worldwide. There is a need to widen the scope of study in this field to include natural disaster preparedness education in the school curriculum, assessments, learning media, disaster response education, and instructional designs. Finally, disaster education in schools must be addressed as soon as possible to contribute to disaster preparedness.

This review analyzes and describes the factors that women in Indonesia consider obstacles to achieving top leadership positions, especially at the college level, by looking at the various obstacles and opportunities women experience in other countries. This research was conducted using a qualitative design with a descriptive approach. The data analysis comprised data collection, data reduction, data presentation, and drawing conclusions. The results showed that women in Indonesia, especially in tertiary institutions, still face obstacles in reaching top leadership positions, even though there is a growing recognition of gender equality. Women do not report experiencing obstacles from institutions but rather from family responsibilities, a patriarchal culture, and a lack of support.

Despite being a popular research subject internationally, self-regulated learning is relatively under-investigated in the Indonesian context. This article examined student learning motivation and its use as an indicator to predict student learning strategies in an Indonesian school context. This article applied quantitative research design, with Motivated Strategies for Learning Questionnaire (MSLQ) used to collect the data. This questionnaire was completed by 408 public high secondary students randomly selected from the population in Lampung Province schools, and multiple regression was used to analyze the obtained data. Results show that student motivation and learning strategies were positively and significantly correlated; three predictor variables of student motivation could significantly predict learning strategies; and value components of student motivation best predicted learning strategies. In conclusion, these findings indicate that, when teachers apply learning strategies, such variables as motivation including value, expectancy, and affective components should be strongly considered to be in place. It is hoped finally that the students will be self-regulated learners for their success.

The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study. [ABSTRACT FROM AUTHOR]

School leadership is seen as important for both schools and for government and private policy-makers. The relationships between teacher-perceived principal leadership styles, teacher-perceived principal decision-making styles and teacher-perceived job satisfaction in schools in Lampung Province, Indonesia were examined. Data were collected by questionnaires from 475 teachers. This paper uses Indonesian data, but the relationships studied will be of wider interest to school stakeholders in Indonesia and to a wider global readership. Considerable effort was placed on the collection of robust data to address existing gaps in the literature about these relationships. The data are available to be shared with other interested parties. Findings suggest that five variables (of the nine variables that were studied) can significantly (p < 0.001) predict teacher job satisfaction. Transformational leadership style and rational decision-making style are the best predictors and are likely to contribute to increased teacher job satisfaction. In contrast, laissez-faire leadership style, intuitive decision-making style and avoidant decision-making style are likely to contribute to decreased teacher job satisfaction. This paper is the third paper of five papers about school leadership in Indonesia.

Teacher performance is a key to the success of learning that takes place at schools. The better the teacher's performance, the more educational goals will be achieved. Certain factors influence teacher performance in schools. This article investigates factors that can affect a teacher's performance in schools. This research used the literature review method, where data was collected through articles from 2018 to 2023. There are 26 international articles as references from Google Scholar. This article identified such factors as transformational leadership, work environment, organizational culture, motivation, and work discipline that influence teacher performance. This article can be helpful from a theoretical aspect, namely, to increase knowledge about factors affecting teacher performance. Then, it can be used as a reference for the following research. [ABSTRACT FROM AUTHOR]

This ponder pointed at exploring how regularly Indonesian EFL learners utilized moment dialect (L2) communication techniques and how their instructing influenced both their independence in talking and talking accomplishment after treatment. A few 33 understudies of the English Office, Universitas Lampung, Indonesia, were included in this ponder employing a one-group pretest-posttest quasi-experimental plan. The information of this think about was collected through talking tests and surveys. The collected data were analyzed utilizing graphic measurements and matched test t-tests. Comes about appears that, to begin with, we recognized six L2 communication techniques (circumlocution, guess, comparison, representation, word coinage, and foreignizing) utilized by the learners. Moment, in common, there was an expanded utilization of the techniques in, or the positive impact of the procedures on, their learning independence in talking and their talking accomplishment. These discoveries are practically noteworthy primarily to supply instructors with input within the Indonesian school setting to apply communication techniques that suit understudies conceivably. [ABSTRACT FROM AUTHOR]

Teacher leaders play an important role in advancing learning in schools. However, this theme is underresearched, particularly in the Indonesian school context. This study investigated how Indonesian teachers rate themselves as being teacher leaders using the Teacher Leadership Self-Assessment (TLSA) instrument with a quantitative approach. The data was collected from 3,564 teachers from Lampung Province, Indonesia, with a cross-sectional method using an online platform. The collected data was analysed using the Rasch Analysis approach and showed good reliability and validity for the TLSA instrument as well as the Indonesian data. The findings showed that Indonesian teachers perceived themselves as having high levels of teacher leadership, but at the same time, the behaviours under the construct of communication were rarely engaged in and was thus identified as an area for improvement. Meanwhile, in terms of perceiving themselves as teacher leaders, the senior teachers, and those with more working experience were more significantly different in many constructs compared to the other demographic variables. The implications of this study suggest that there is still room to enhance teacher leadership by identifying the constructs and considering the teachers' demographic variables. [ABSTRACT FROM AUTHOR]

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School leadership has been well researched in developed countries. However, in Asia, particularly in Indonesia, school leadership has not been well explored. Using survey data from a sample of 475 teachers in six Lampung school districts, this paper examines the relationships between school principal leadership styles and school principal decision-making styles in an Indonesian school context. Findings are that most of the relationships between school principal leadership styles and school principal decision-making styles are significant. These findings suggest that teachers perceive that principals should exhibit much more transformational leadership style and rational decision-making style but avoid laissez-faire leadership style and avoidant decision-making style.

This paper examines relationships between teacher-perceived principal decision-making styles and teacher job satisfaction in schools in Lampung Province, Indonesia. We use the General Decision-making Style instrument, the Job Satisfaction Survey and a demographic questionnaire developed for this study. Our findings show that: 12 out of the 15 relationships tested were significant; rational, intuitive, dependent and avoidant decision-making styles were significant predictors of teacher job satisfaction; and these are still significant predictors after the possible effects of gender, marital status, teacher certification and school location are controlled for. (Contains 12 tables.)

It is widely recognized in the literature that inclusive education allows school children with special needs to learn in the same setting as other students, promoting a culture of respect for individual differences and ensuring each child has the resources they need. However, to the best of our knowledge, the literature has not frequently discussed inclusive school management, particularly quality management, in the Indonesian setting. Therefore, this research aimed to investigate inclusive school quality management in Indonesia. This study is quantitative in nature using a questionnaire for data collection among (45) participants, including six principals, 34 regular teachers, and five special guidance teachers coming from inclusive elementary schools in Metro City, Lampung Province on the Indonesian island of Sumatra. The collected data were analyzed using descriptive statistics. It is clear from the findings that the inclusive school quality management in the context under study is of good category, but a sizable portion of the participants also indicated that the school management is still deficient, falling into both sufficient and poor category. Therefore, more stakeholders, such as the community, government, and private parties, should collaborate to improve the management. Following the findings, implications and suggestions for future research are also discussed. [ABSTRACT FROM AUTHOR]