Although vocabulary instruction has been continuously integrated into EFL classrooms, the findings suggest that students possess variable degrees of vocabulary knowledge, depending on the teaching technique employed. This study was conducted to examine the impact of the Grammar Translation Method (GTM) and Text-Based Instruction (TBI) on students' vocabulary knowledge and to compare the learning outcomes of the two methodologies. A quantitative non-experimental research design was used, with 59 tenth-grade students from SMAN 25 Bandung. Participants were separated into two groups: 30 got GTM-based training (K1) and 29 were taught with TBI (K2). The Vocabulary Size Test (VST) scores were examined using descriptive statistics with normality tests and the Mann-Whitney U test. The study found a notable disparity in vocabulary knowledge between the two groups (Sig. 0.001 < 0.05), with the GTM group having a higher average ranking (37.40) than the TBI group (22.34). While GTM was more effective at vocabulary retention and organization, TBI promoted contextualized vocabulary learning and critical thinking. These findings suggest that both strategies have distinct benefits depending on instructional aims, and that combining them may promote more complete vocabulary development in EFL environments. Future studies should investigate hybrid techniques across various learning settings.

The impact of problem-based learning and peer-tutoring strategies on the higher-order thinking performance of grade ten students in redox reactions in Kogi State, Nigeria, was explored using a quasi-experimental design of pretest-posttest unequal group setting. The population comprised 795 grade 10 students from 33 co-educational schools, out of which 146 students (males = 69, females = 77) emerged as the sample. Data were collected using the Higher Order chemistry Performance Test (HOCPT) with a reliability coefficient of 0.83. Mean, SD, bar charts, and ANCOVA were deployed for analysis. Both problem-based learning and peer-tutoring strategies considerably enhanced students' academic performance at higher-order thinking levels in redox reactions. Gender was not a determining factor in the effectiveness of these strategies, and a considerable interaction effect was not observed between strategies and gender. These findings suggest that problem-based learning and peer tutoring are effective in improving students' HOTS performance in chemistry, regardless of gender. Organization of training workshops to help chemistry teachers with the skills needed to implement activity-based instructional strategies effectively was recommended.

This study investigates the digital reading literacy of pre-service English teachers from the perspectives of their educators in teacher training institutions. By exploring how educators perceive, assess, and address the digital reading skills of future English teachers, this research aims to shed light on the challenges and opportunities present in developing this particular literacy. Data were collected through deep interviews and questionnaires distributed to five educators of an English education program from a school of teacher training in Indonesia. The data were analyzed using thematic analysis. Findings reveal four main themes; Digital reading literacy of pre-service English teachers; Integration of technology into teaching and learning context; Challenges in developing digital reading literacy; and Institutional and curriculum support. Then, it is found that while digital reading literacy is increasingly recognized as essential for future English teachers, significant gaps remain in terms of increasing pre-service English teachers’ motivation and autonomous learning capacity and integrating digital reading skills into the curriculum and classroom practices. The study concludes with recommendations for enhancing digital reading literacy instruction in the classrooms and supporting educators in adopting strategies to improve students’ digital reading literacy through providing sufficient training and embedding this literacy into the curriculum.

The use of technology in educational contexts has experienced rapid growth in recent years. This breakthrough offers great potential to improve the quality of learning and teaching at various levels of education. One approach that dominates the conversation is the integration of technological pedagogical content knowledge (TPACK) in learning, which includes the alignment of three main components, namely technology (T), pedagogy (P), and content knowledge (CK). This study uses a systematic literature review approach to collect, select, and determine articles, then analyze and synthesize the latest research findings on the integration of TPACK in learning to improve teacher professionalism. The results showed that the trend of research studies related to TPACK in 2019 to 2023 discussed several components such as self-efficacy, a complete understanding of the dimensions of TPACK, the ability to analyze challenges and obstacles in the use of technology in learning, the ability to collaborate in the digital era, and the ability to build a positive paradigm in integrating technology in the learning process.

How well teachers do their jobs in the classroom has a direct bearing on how well their pupils do in school. In order to determine whether pupils are ready to join the commercial and industrial sector, the efficacy of their teachers is essential. Improving the efficiency of educators has a bearing on the quality of the human capital developed via schools. In order to better understand how teacher motivation affects performance, how discipline affects performance, and how principal leadership affects performance, this research will examine all three of these factors. Furthermore, the research evaluates the impact of principal leadership, teacher motivation, and disciplinary measures on student outcomes. The participants in this quantitative study were 295 educators from Banyuasin I District's State Elementary School. We used a simple random selection strategy to identify 75 instructors for our sample. Data collection was conducted through the administration of questionnaires, which were subsequently subjected to analysis via multiple linear regression methodologies. The influence of principal leadership exhibited a partial positive correlation with teacher performance, while teacher discipline also demonstrated a partial positive correlation with teacher performance; conversely, teacher motivation revealed no discernible partial impact on teacher performance. Furthermore, it was determined that principal leadership, discipline, and motivation collectively exerted a significant influence on student achievement.

The study aims to develop a digital module for English subjects in elementary schools. The development follows the flow of the ADDIE model. The study subjects were 2 validators and 9 students during the small group trial and 31 during the large group trial. Data collection used a needs identification questionnaire, a validation questionnaire for material experts and design experts, a small group trial questionnaire, and a test. Data were calculated by calculating scores and percentages for validity and student responses, while the effectiveness test used the Wilcoxn and n-gain tests. The study results found that identifying student needs was in the required qualifications. The results of the validity level of the digital module from the assessment of the material expert validator were 89% and the media/design expert 94% (very valid). The results at the level of practicality obtained from the analysis of the small group response questionnaire were 97 (very practical). Furthermore, the level of effectiveness of the digital module was 0.8 (high), with significant test results showing a significant difference before and after learning. It was concluded that the product can be used in the classroom learning process to teach students English.

The aim of this research is to determine the implementation of character education in students as future teachers. Character education can form a complete human being with character, namely forming lifelong learners, and will actually be able to develop all students' potential in a balanced way (spiritual, emotional, intellectual, social and physical) which is adapted to the educational goals contained in the philosophy of the Indonesian nation, namely Pancasila. In a college environment, character education is nothing new. However, its implementation still requires more understanding which can be provided in general courses at universities. This research uses data collection methods, namely interview methods, observation and documentation methods. Validity test using source triangulation and 5-stage qualitative analysis from Miles and Huberman. From the research results, it was found that the implementation of character education in Flores University mathematics education study program students as teacher candidates through curriculum review courses can be seen from the embedded character values, namely discipline, hard work, creativity, independent responsibility and communicativeness.

This research aims to determine the effect of jigsaw learning assisted by video media on students' motivation and cognitive learning outcomes. This research uses an experimental design, which is one part of the quantitative method. Sampling for the experimental group and control group in this study used simple random sampling from all class V students in Gugus Melati, East OKU Buay Madang District, which consists of 5 state elementary schools. A total of 60 students were sampled, of which 30 were in the experimental class (SD Negeri 2 Tokorejo) and 30 were in the control class (SD Negeri Pengandonan). Data collection instruments use questionnaires and tests. Learning outcomes data were analyzed using the Mann-Whitney test and motivation using the t test. The results show that the students' initial abilities are the same (Sig. > 0.05), and after treatment they show differences (Sig. < 0.05). The motivation of experimental and control class students also has differences (Sig. < 0.05). The motivation and cognitive learning outcomes of students in the experimental class that used video-assisted jigsaw learning were better than those in the control class that used the lecture method. So it can be concluded that jigsaw learning assisted by video media has an effect on students' motivation and cognitive learning outcomes.

This article aims to examine the impact of the use of social media and communication technologies in the context of education in the digital age. Utilizing a literature review as its primary method, the study collects and analyzes data from various prior studies using the PRISMA 2020 methodology. The analysis technique involves comparing research findings and integrating insights from diverse academic sources to gain a comprehensive understanding of the research topic. The results reveal that social media and communication technology enhance student engagement and motivation in learning. Additionally, the use of social media and communication technology in education demonstrates varied effects on students' learning motivation and poses potential risks to their mental well-being. These findings provide crucial insights for educators and policymakers in effectively and safely integrating digital technology into education.