Penelitian ini bertujuan untuk menganalisis asesmen pembelajaran bermakna dan efektif yang diterapkan di kelas. Metode penelitian ini menggunakan Narrative Literature Review dimana peneliti mengkaji 9 artikel yang sesuai dengan kriteria yang ditetapkan oleh peneliti. Artikel diambil dari beberapa database dengan kriteria yaitu penelitian yang dilakukan berlangsung dalam kurun waktu 10 tahun terakhir, dilakukan pada jenjang SD-SMA sederajat dan mengkaji asesmen pembelajaran bermakna yang meliputi asesmen alternatif maupun asesmen otentik. Hasil penelitian ini adalah asesmen pembelajaran bermakna harus dilakukan secara autentik yakni peserta didik mampu mendemonstrasikan apa yang ia pahami atas pembelajaran yang dilakukan sesuai dengan konteks kehidupannya dan akan efektif apabila lebih bersifat formatif yang memberikan berbagai informasi dalam bentuk umpan balik secara berkelanjutan bagi guru maupun peserta didik untuk saling merefleksikan guna mencapai tujuan pembelajaran yang diharapkan. Kesimpulannya adalah asesmen pembelajaran bermakna dan efektif berupa asesmen autentik yang dilakukan secara formatif mempunyai banyak manfaat bagi guru maupun peserta didik. Namun, terdapat beberapa tantangan yang perlu untuk diantisipasi oleh para guru agar proses penerapan di kelas bisa berjalan dengan optimal.

Kehadiran anak berkebutuhan khusus menjadi tantangan dalam dunia pendidikan dimana hal ini mendorong segala stakeholder untuk mampu menciptakan budaya pendidikan inklusif agar anak berkebutuhan khusus mendapatkan hak yang sama seperti anak reguler lainnya. Untuk menciptakan budaya inklusif tentunya perlu kesiapan yang harus dipersiapkan dan dimiliki khususnya seorang guru. Penelitian ini bertujuan untuk mengetahui kesiapan guru dalam melaksanakan pendidikan inklusi khususnya di Indonesia. Metode penelitian yang digunakan adalah sistematik review dengan menyaring artikel yang terkait dengan rentang waktu 2012-2021. Database elektronik yang digunakan adalah Google Scholar dan Garuda. Hasil pencarian jurnal yang terkait didapatkan sebanyak 7 jurnal yang dianalisa menggunakan teknik data tematik. Hasil penelitian ini menujukkan bahwa kesiapan guru untuk melaksanakan pendidikan inklusi masih rendah atau belum siap. Hal ini dikarenakan para guru tidak mempunyai pengalaman dalam mengajar anak berkebutuhan khusus, guru tidak mengetahui secara spesifik ciri-ciri anak berkebutuhan khusus, selain itu kemampuan guru yang masih terbatas dalam segi melakukan asesmen, menyusun program pemebelajaran sesuai kebutuhan anak serta tidak adanya pelatihan yang didapatkan guru untuk meningkatkan pengetahuan serta kemampuan guru

Purpose of the Study: This study explores the pivotal role of intrinsic motivation in driving the professional development of early childhood education (ECE) and kindergarten teachers, focusing on how it influences their teaching practices, adaptability, and overall job satisfaction. Methodology: A qualitative approach with a case study design was employed, involving purposively selected ECE and kindergarten teachers from multiple schools. Participants had at least five years of teaching experience and demonstrated active engagement in professional skill development. Data were gathered through in-depth interviews and participatory observations and then analyzed using thematic analysis to uncover recurring patterns and insights. Main Findings: The study reveals that intrinsic motivation significantly shapes the professional growth of ECE teachers. Motivated teachers are likelier to adopt innovative teaching methods, integrate new technologies into their classrooms, and demonstrate resilience in managing challenges. They display a heightened sense of responsibility for their students’ holistic development and report greater job satisfaction. Moreover, intrinsic motivation fosters creativity and adaptability, enabling teachers to craft engaging learning experiences. This, in turn, positively impacts student outcomes, as intrinsically motivated teachers create dynamic, supportive environments that enhance student engagement and facilitate social-emotional growth. Novelty/Originality of the Study: Underexplored connection between intrinsic motivation and professional development in early childhood education. The study underscores the need for fostering intrinsic motivation in teacher training programs by linking teacher motivation to innovation, resilience, and student engagement. Furthermore, it provides actionable insights into designing interventions and policies prioritizing intrinsic drivers, contributing to sustainable teacher development and improved educational quality.

The flourishing of university students is influenced by various factors that significantly impact their well-being and academic performance, with suboptimal levels being a serious concern. Global issues of high dropout rates and low levels of flourishing among university students have prompted this study to identify factors contributing to student flourishing and describe the characteristics of students who achieve it. The review followed a rigorous protocol, including a comprehensive search across multiple databases, screening based on pre-established criteria, quality assessment using the MMAT tool, data extraction using NVivo 12 version 12.6.0.959 (64-bit), and matrix synthesis to identify patterns and gaps in the literature. Results reveal that psychological factors, meaning and purpose, personal projects, social support, social relationships, and environmental factors influence student flourishing. Flourishing students exhibit emotional and psychological well-being (37.5%), positive social functioning (31.25%), achievement and competence (18.75%), and positive psychological functioning (12.5%). These findings, consistent with previous research and flourishing theory, suggest the need for a holistic approach to promoting student flourishing through targeted interventions and recognition of flourishing characteristics. This comprehensive mapping of factors and characteristics of student flourishing can guide theory development and practical implementation in universities. Future research should consider longitudinal studies, replication in different contexts, qualitative research, and exploration of additional factors.

Globalization and the development of modern education systems make foreign students more important in higher education. In Indonesia, in recent years the number of international students has increased. International students, supervisors, and institutions are trying to identify possible ways that can help foreign students adapt to the Indonesian environment, which has its uniqueness. This research aims to investigate the level of acculturative stress experienced by international students of Airlangga University, Indonesia. Specifically, it focused on international students of master programs originating from countries on the African continent. This research was quantitative research. Participants in this research were 40 students. Participants were selected using a purposive sampling technique. The questionnaire was used to collect data and the results were analyzed using SPSS software. Acculturative Stress Scale for International Students (ASSIS) was used to determine the homesickness experienced by the participants. This research found that significant positive acculturative stress among international students (SD=23.87333), (mean=3.00) on homesickness. The result shows that international students experience homesickness because of not having experience living in a different culture and country. The results showed that African students are experiencing high homesickness.

The Use of Technology at the Higher Education Level and Student Engagement: A Meta-Analysis