The quality of teacher learning practices currently continues to be improved through various training programs, mentoring, and evaluations from Indonesian government support. The 21st-century teacher's ability to develop learning technology is a cooperative learning approach and multidisciplinary integration of science to solve surrounding problems. This study describes the effectiveness and benefits of Science, Technology, Engineering, and Mathematics (STEM) in the Automotive Engineering Competency with the Engineering Design Process (EDP) approach in the "motorcycle burglary case studies." This research is a type of pre-experimental design in the form of a pretest-posttest group design. Purposive sampling technique carried out to determine the sample of students of class XI SMK N 2 Yogyakarta, Indonesia, in 2019. The results showed that (1) the assessment of lesson plan in the form of RPP review and RPP supervision was declared complete; (2) aspects of the STEM-EDP assessment consist of formative tests, the 1st Student Worksheet, the 2nd Student Worksheet, and Products which stated in the seven stages of EDP; (3) Wilcoxon test, Z = -4.86 with significance (p) = 0.00 <0.05, illustrates that STEM-EDP is effective than summative learning, and can improve learning.

Penelitian ini bertujuan untuk mendeskripsikan: pengaruh pembelajaran problem posing dan direct instruction, interaksi antara strategi pembelajaran dan tingkat kemampuan belajar matematika peserta didik terhadap kemampuan berpikir kritis dan komunikasi matematis. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment), dengan menggunakan Non-equevalent Pretest-Posttest Control Group Design. Populasi penelitian ini adalah seluruh peserta didik kelas V SD Negeri Pujokusuman I Yogyakarta yang terdiri atas empat kelas. Sampel penelitian sebanyak dua kelas yang dipilih secara acak, kemudian masing-masing kelas yang terpilih dikelompokkan dalam kategori tingkat kemampuan tinggi dan tingkat kemampuan rendah terhadap kemampuan belajar matematika. Data hasil penelitian dianalisis dengan uji Manova 2 jalur dan uji t dengan kriteria Bonferroni. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh antara pembelajaran problem posing dan direct instruction terhadap kemampuan berpikir kritis dan kemampuan komunikasi matematis dan tidak terdapat interaksi antara strategi pembelajaran dan tingkat kemampuan belajar matematika peserta didik terhadap kemampuan berpikir kritis dan komunikasi matematis. Pembelajaran problem posing lebih baik dari direct instruction baik untuk kemampuan tinggi maupun untuk kemampuan rendah terhadap kemampuan berpikir kritis dan komunikasi matematis peserta didik. Kata kunci: problem posing, direct instruction, kemampuan berpikir kritis, kemampuan komunikasi matematis.   THE EFFECT OF THE IMPLEMENTION OF LEARNING PROBLEM POSING ON CRITICAL THINKING ABILITY AND MATHEMATICAL COMMUNICATION OF ELEMENTARY SCHOOL GRADE 5^TH STUDENTS  Abstract The purposes of this study are to describe: the effect of problem posing instruction and direct instruction and the interaction between instruction strategy and the level of students’ mathematics learning ability at SDN Pujokusuman I Yogyakarta. This study is a quasi-experimental research, using non-equevalent Pretest-Postest Control Group Design. The population was all of the grade 5 students of SD Pujokusuman I Yogyakarta that consisted of four classes. The sample was VA and VB class which were selected randomly. Data were analyzed using two-ways Manova and t-test with Bonferroni criteria. The results show that; there is an effect of the learning problem posing and direct instruction on critical thinking skills and mathematical communication skills and there is no interaction between learning strategy and the level of mathematics learning ability of students to critical thinking skills and mathematical communication. The conclusion of this study is that problem posing instruction is better than direct instruction both for high ability and low ability on critical thinking skills and mathematics communication skill grade 5 of elementary school students.Keywords: problem posing, direct instruction, critical thinking skills, mathematical communication skills.

Online learning that is currently taking place causes problems because of the limited learning models that can be done online, so that it can reduce students' self-efficacy and motivation to learn. Learning with the help of Google Classroom is one solution that can be applied to online learning activities in order to increase self-efficacy and student learning motivation. This study aims to analyses the effect of the application of Google Classroom on increasing self-efficacy and student motivation in the Department of Electrical Power Installation Engineering (TITL). This research is a quasi-experimental study using a pretest-posttest design in the control class and the experimental class. The sample in this study amounted to 80 students from the Department of Electrical Power Installation Engineering. The observation method was used to collect data on self-efficacy and learning motivation during the pretest and posttest by using an instrument that was arranged based on indicators on the dependent variable. The data obtained were then tested for prerequisites and then the data were analyzed using paired sample t-test and independent sample t-test. The results of data analysis showed that the use of Google Classroom proved significant in increasing students' self-efficacy and learning motivation in online learning activities for students of the Electrical Engineering Department. Learning activities with the help of Google Classroom are significantly superior to learning activities without the help of Google Classroom.

This research aims to reveal the inhibiting factors affecting the productivity of scientific papers publication of UNY graduate school students on indexed international journals, and students’ expectation for the school administration to increase that productivity. This is a survey research carried out by the Graduate School of Universitas Negeri Yogyakarta (PPs UNY), involving 74 respondents. Data were obtained by means of questionnaire and were analyzed using descriptive statistical analysis. The results can be stated as follows. 1) The inhibiting factors came from external factors, namely busy workload, the high cost of international publishing, limited resource and access to printed journals subscription, and limited resource of online journals subscription. 2)  Students’ expectation to increase the productivity of indexed international journals publication are improvement in the dissemination of the program, access to information and services, English writing course, free translation, establish cooperation and networking, and subscription of online and printed journals.
Penelitian ini bertujuan untuk mengungkap: 1) faktor penghambat produktivitas mahasiswa dalam publikasi karya ilmiah pada jurnal internasional terindeks, 2) harapan mahasiswa kepada pengelola kampus untuk meningkatkan produktivitas publikasi karya ilmiah dalam jurnal internasional terindeks. Penelitian ini merupakan penelitian survei yang dilakukan di Program Pascasarjana Universitas Negeri Yogyakarta (PPs UNY) dengan responden berjumlah 74 orang. Teknik pengumpulan data menggunakan angket. Teknik analisis data menggunakan teknik analisis statistik deskriptif. Hasil penelitian dijelaskan sebagai berikut. 1) Faktor penghambat publikasi karya ilmiah pada jurnal internasional terindeks bersumber dari faktor eksternal yaitu kesibukan kerja, besarnya biaya, terbatasnya langganan jurnal cetak, terbatasnya langganan jurnal online, dan terbatasnya akses jurnal cetak. 2) Harapan Mahasiswa PPs UNY untuk meningkatkan produktivitas publikasi karya ilmiah dalam jurnal internasional terindeks yaitu perbaikan dan peningkatan dalam sosialisasi, akses informasi dan layanan, pelatihan penulisan dan bahasa Inggris, bantuan alih bahasa secara gratis, menjalin kerjasama dengan berbagai pihak, serta langganan jurnal online dan cetak

Vocational education (VE) is one of the institutions that must answer environmental problems by providing green job skills to its students. However, VE in Indonesia still experience various obstacles in providing this provision, so the aim of this research aims to analyze the extent of the level of green skills (GS) in teachers and students in this country, which includes the dimensions of cognitive, interpersonal and intrapersonal competence as an illustration for developing a priority scale for improvement. In addition, examining the differences and correlations between dimensions and the contribution of dimensions to GS as a whole is an additional goal. The survey method was carried out using a generic GS questionnaire instrument in VE that have Adiwiyata status. Data were analyzed using three stages: descriptive analysis, ANOVA-post hoc Tukey test, and path analysis. As a result, students’ GS still show a low category, while teachers get a high category. Between dimensions show no significant differences. Finally, all competencies have a significant relationship and can construct overall GS. These results indicate that there is still a need to strengthen teacher competencies in GS-based learning management and strengthen collaboration with all levels of society.