Computational thinking skills among high school students have become a global concern, especially in the context of the ever-evolving digital education era. However, the attention given by teachers to this skill during mathematics instruction has not been a priority. This study aims to evaluate and explore the impact of project-based learning (PBL) integrated with flipped classroom on high school students’ computational thinking skills in mathematics. The research design employed a mixed-method approach with a quasi-experimental, nonequivalent pre-test post-test control group design. The experimental group (46 students) and control group (45 students) were selected through simple random sampling from 12th-grade science students. Data were collected through tests, questionnaires, and in-depth interviews, using instruments such as computational thinking skills assessment questions, questionnaires, and interview protocols. Quantitative data analysis was performed using SPSS Version 26 for t-tests and ANOVA, while qualitative analysis was conducted using ATLAS.ti with an abductive-inductive and thematic approach. The findings indicate that PBL integrated with flipped classrooms significantly improved students’ decomposition, pattern recognition, and abstraction skills. The implementation of PBL, integrated with a flipped classroom, created an interactive learning environment, fostering active engagement and enhancing students’ understanding and skills in solving mathematical concepts. Although there was an improvement in algorithmic thinking skills, some students still faced difficulties in developing systematic solutions. The results of this study suggest that further research could explore other methodologies, such as grounded theory and case studies integrated with e-learning, and emphasize visual analysis methods, such as using photo elicitation to explore thinking skills.

Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.

This study is a meta-analysis to examine the relationship between self-efficacy and mathematical creativity. This meta-analysis included 21 studies with a total sample size of 11,621 participants and 33 effect sizes across the studies. Data analysis using a random effects model using the “meta” package (version 7.0-0) in R software version 4.3.0. The results showed a positive and significant relationship between self-efficacy and mathematical creativity $(z=3.51;95\% CI [0.09, 0.32], p<0.001$). The influence of self-efficacy on mathematical creativity is included in the low category ($r_e=0.21$). These findings had no publication bias issues with Egger’s test ($t=-0.03; p=0.978$) and were stable against the impact of unpublished studies ($Fail-safe N=5101; p<0.001$). Meta-regression revealed two variables that showed significant results: measurement method ($Q=11.17;df=2; p=0.0038$) and study location ($Q=372.41, df=9; p<0.0001$). This study provides valuable information about the relationship between self-efficacy and mathematical creativity, but more research is needed to develop effective and efficient learning strategies.

Curriculum change is one way of adapting education in the face of various scientific and technological developments. These changes lead to different views from numerous educational actors, one of which is teachers. This study aims to explore biology teachers' perspectives on curriculum change in Indonesia. A qualitative phenomenological study with semi-structured interviews explored the biology teachers' perspectives. The interview results were analyzed using the thematic analysis method with ATLAS.ti 22 software to determine themes. The results showed four themes from biology teachers' perspectives on curriculum change, which are (1) the factors affecting independent curriculum implementation; (2) the teachers' concerns; (3) the teachers' efforts; (4) the support systems needed by teachers. Biology teachers' perspectives show that teachers experience various problems and concerns but still strive to implement learning according to the curriculum. Synergistic support from schools, colleagues, government, educational colleges, and parents of students is needed for the successful implementation of an independent curriculum.

This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.

The purpose of the current study was to investigate novice PE teachers’ reflections regarding beliefs and how they played out in teaching practices and identity formation within the settings of their profession. We recruited 31 PE teachers in their early careers to participate in this study. Data were collected through their written accounts of their reflection and in-depth interviews. Analysis of the collected data followed the procedures of thematic analysis through which reflexivity had been emphasized during the analysis process. The results showed three constructed themes. These were teachers’ reflections on their beliefs, PE teaching practices, and PE teachers’ professional identities. We conclude that PE teachers’ reflections on belief systems, as well as the purpose of the subject, have, in one way or another, shaped practices and professional identities. Teachers take up contemporary discourse regarding education, which is not fully aligned with available professional development programs that effectively improve the practices. Teachers form, maintain, and negotiate their professional identities in relation to their beliefs and their actual practices.