Search

The admission test of pre-service teachers uses a knowledge test that has not explored the non-cognitive factors. This study is focused on considering the basic abilities, logical thinking abilities, gender, level of cognitive development and the type of pre-service teacher programme. Moreover, other factors, such as motivation, role of life experiences and verification of logical thinking test result (TOLT), were also contemplated. This study applied TOLT to 281 pre-service math-science teachers from four different programmes. This study also developed a multiple mini interview modification with expert screening methods that have validity, reliability and homogeneity parameters based on Aiken's criteria. Our study provides an alternative to reformulate the selection test that combines paper-based tests with interviews as an admission test for preservice teacher candidates. Our results also illustrate how gender and cognitive development affect the basic abilities based on their programme. Furthermore, admission tests should have balanced cognitive and non-cognitive factors.

This study aimed at mapping scientific ideas and conceptual knowledge and expectation of the preservice science teachers (PSTs) towards educational research in SDGs context. Analysis of PSTs’ articles and structured interview were performed to gather the information from 13 participants involved in this research. The data were analysed descriptively with the aid of NVivo 12 plus software. Three dimensions of analysis were carried out consisting of the definition, the importance, and the expectation of SDGs. The results indicate that PSTs put their ideas mostly on learning media, learning model, infrastructure, and teacher competencies. In terms of conceptual knowledge of SDGs, PSTs view SDGs as a set of continuous improvement of resources that should accommodate student skills, technology, knowledge, attitude, resources, research, and equality for creating quality education. These were gained after the PST involved in certain activities of teaching practices and managing references to accomplish their manuscript during Science, Environment, Technology, and Society (SETS) course. As a result, the degree of understanding is inherently related to the educational problems in which they were engaged to initiate solutions.

This study aims to determine the feasibility of interactive multimedia storyboard of Smart Apps Creator (SAC) based on scientific literacy on transfer energy material. Feasibility is described in terms of content, construction, understanding, and multimedia aspects. This research is research and development (R&D) based on understanding by design framework to design learning media. This design is a backward design focused on learning goals as a result of instruction before plan for learning activities and teaching method. The research instrument is a validation sheet that is used to assess the feasibility of the storyboard.Validation sheets were given to 3 experts in science education, multimedia, and have doctoral degrees. The results showed that the SAC interactive multimedia storyboard developed was categorized as valid and very valid because the results of the validator’s assessment reached a value of more than 3. It can be concluded that the developed storyboard is suitable for making the interactive multimedia by using SAC application on the topic of interaction of living things.

Personalization is used in online learning to help students achieve SDG 4.C and Education 4.0 indicators. Not many studies have revealed prospective science student teachers' online learning experiences. A good experience will provide positive and constructive self-knowledge for prospective science student teachers in designing 21st-century digital learning. This study aimed to inquire into prospective science student teachers' views on online learning using the Net Promoter Score survey. This study involved 29 prospective science student teachers at one of the public universities in Indonesia. This study revealed that online learning provides freedom to express opinions and ideas freely, helps evaluate learning outcomes, online educational resources help understand the contents, and online simulations help understand concepts. The negative experiences in the online learning environment include the lack of interaction with lecturers, online learning has not yet built creative, innovative, and critical thinking skills and has not supported competency development. There is a significant difference between positive and negative online learning experiences, demonstrating how experiences can impact future teacher conception. Based on our findings, recommendations were provided to assist university lecturers in creating and designing an online learning environment to develop the professional competencies of prospective science student teachers. [ABSTRACT FROM AUTHOR]