This study is aimed to reveal the improvement in the competency of productive teachers of both state and private vocational high schools in Sleman Regency after participating in a self-development program in terms of psychological maturity and socio-cultural aspects. This study was carried out in two state vocational high schools SMKN 1 Sedayu and SMKN 1 Seyegan, and one private vocational high school SMK Muhammadiyah Pakem. It was a qualitative study in nature using interview and documentation as the means of collecting the data. Fifteen productive teachers of the three vocational high schools with expertise in Building Engineering Drawing (BED) were purposively selected to be the research subjects. The obtained data in the form of interview tapescripts, photos, and documents were triangulated to ensure data validity. The data were then analyzed systematically through three main stages including open coding, axial coding, and selective coding. The results show that through self-development, the BED productive teachers in state vocational high schools can improve their pedagogical and professional competencies. In addition, this program also develops their knowledge and skills in the areas of curriculum, expertise, technology, as well as teaching strategies and methods. Even so, in the case of BED productive teachers in private vocational high schools, this self-development program does not significantly improve their competencies.

The aim of this research is to analyse the development of learning management using thematic animated video media to increase motivation and learning outcomes for fourth grade elementary school students in Theme 9. The method used is research and development according to Borg and Gall. The data sources in this research were fourth grade elementary school students in Grobogan and Kudus Regencies, Central Java, with data collection tools used including questionnaires, tests, observations and interviews. The data analysis used was the validity and reliability test of the instrument, normality test, homogeneity test, n-Gain test and Independent Sample t-test. The research results show that the design begins with planning with components of thematic learning analysis, analysis of motivation and learning outcomes in online learning, planning consists of curriculum analysis - formulation of objectives - analysis of sources and materials - analysis of learning models, designing media animation videos by making storyboards, preparing assets – complementary assets and video animation tools. In the process with PowerPoint video components and Camtasia 2019 specifications. Animated video content with "My Country's Wealth Theme" in online learning with initial stage components (basic competencies (KD), objectives, learning materials, core activities and evaluation. Material feasibility test results get a score 3.3 with very good criteria, and media expert eligibility received a score of 3.4 with very good criteria. The results of the effectiveness test in 2 regions obtained an n-Gain value of 0.659 in the Hake n-gain table in the good category. In conclusion, thematic learning management with animated videos effectively increases learning motivation and learning outcomes in thematic learning.

Stressful events in students' and teachers' personal, academic, and professional lives are widespread. The paper discusses many effective methods and techniques for correcting and preventing stress that are simple to learn and practice. They give good results in working with children, adolescents, and youths in training and education. Some practices are more complex and require more attention and effort to understand and master them, but they also have broader capabilities in various situations. Therefore, training sessions aimed at training in the prevention and correction of (di)stress conditions are very relevant and necessary. The results showed that there is a conscious and urgent need for students to reduce anxiety and stress, including ways to deal with learning stresses. Stress management can and should be structured and systematically organized, including in the instrumental sense: students need to be taught how to manage stress and themselves, increase their resistance to stress (resilience), and be trained to use different coping techniques with anxiety, as appropriate. In an empirical study, representatives of other groups of students from three Kazakh universities answered questions from three author's stress questionnaires. According to the respondents, the study results showed that students need knowledge about stress. The study showed the urgent need for special educational and training seminars, lectures, and even courses on (di)stress and physical, mental, and moral injuries and coping with them. Such classes are needed to help schoolchildren and students cope with stress and avoid problems with moral, mental, and physical health to prevent other negative consequences of school and related strains.