The teacher's job is to prepare learning plans, create modules, implement, assess, and evaluate. The fact that teachers don't have modules yet. As a result, the mean logarithmic learning outcome of 74.80 is below the standard of 75. It is urgent to research because there is a gap between theory, expectations, and reality. The aim is to produce a logarithmic module equipped with an effective jigsaw cooperative model. The method is the research and development (RD), analysis, design, development, implementation, and evaluation (ADDIE) model. There were 32 high school subjects. Data collection techniques using needs analysis instruments, and assessment instruments for material experts, teachers, and students. Collect student pre-test and post-test data. Analysis technique by calculating the mean of all module components, the mean of pre-test and post-test, and interpretation of each module component. As a result, the mean scores of material experts, teachers, and students were obtained at 92.35%, 91.45%, and 95.81% in the very good category. It was found that the mean learning outcomes of students who used the module were 90.28 and the mean of students who did not use the module was 68.40, with a difference of 25.48. In conclusion, the logarithm module is practical, and effective, and can improve student learning outcomes significantly.

This study aims to discover the impact of a technology-based course on the self-efficacy and knowledge levels of the pre-service English as a foreign language (EFL) teacher about integrating Web 2.0 tools into the foreign language teaching process. The study also intends to determine the self-efficacy and knowledge levels of the pre-service EFL teachers. A quasi-experimental study design without a control group was employed. The participants are 48 third-year undergraduate English language teaching (ELT) students enrolled in a required "teaching English to young learners (TEYL)" course. A pre-and post-test design was used and data were collected from participants through the technology integration self-efficacy scale and self-reported knowledge scale. Some important conclusions and suggestions for teacher trainers and curriculum designers have been drawn from these findings. It was seen that pre-service EFL teachers' self-efficacy and knowledge levels were average at the start of the study. After the training on integrating Web 2.0 tools into the language teaching and learning process, the experimental process had a significant effect on the participants’ knowledge and self-efficacy levels. Some important conclusions and suggestions for teacher trainers and curriculum designers have been drawn from these findings.

This study aims to determine: i) differences in general intelligence students in the urban, highland, and coastal, ii) scholastic differences students in the urban, highland and coastal, and iii) the relationship of general intelligence and scholastic students urban, highland and coastal. Samples were taken by using purposive sampling techniques as many as 670 students from the urban, 764 people from the highland and 604 students from the coastal. Analysis data used descriptive analysis, analysis of variance followed by Tukey honestly significant difference (HSD) analysis, and regression. The results showed that 31.4% of students in the highland have a general intelligence above the average of their age students, while students who live in the urban with a general intelligence above average age is only 23.3%, while on the coastal is only 8.1%. It was found that; i) there are differences in general intelligence of students, ii) there are differences in scholastic ability of students, and iii) there is a general intelligence effect to scholastic ability students in the urban, highland and coastal.

Communication skills are one of the abilities required for 21st-century learning. Students must consider communication skills in learning because they can guide students in conveying ideas effectively and interacting and collaborating with others. This study aimed to investigate the online reading-concept mapping-reciprocal teaching (REMAP-RT) learning model on students' oral and writing communication skills. The pretest-posttest control group design was employed in this study with three Biology Education study program classes at the State Islamic University in Tulungagung, Indonesia. This study included 89 students separated into three classrooms, each learning using one of three methods: i) REMAP-RT, ii) reciprocal teaching (RT), and iii) discussion-presentation. A questionnaire was used to assess students' oral and written communication skills. Analysis of covariance (ANCOVA) was used to compare differences in communication skills among the three treatment groups based on the questionnaire responses. The research findings revealed that students' oral and writing communication abilities improved across the board, with students in the REMAP-RT class showing the most substantial increase. This result of the research suggests that REMAP-RT improves students' oral and written communication skills in online learning.

This study aims to develop a mobile game using the QuizWhizzer application to improve fifth graders’ learning interest in mathematics at Kalibata 04 Elementary School, South Jakarta, Indonesia. The contribution of this study is to enhance the interest in mathematics learning for students in all elementary schools in South Jakarta, Indonesia. This research used the analysis, design, development, implementation, and evaluation (ADDIE) model to develop the product as a systematic approach to instructional development. The experimental design, which helps collect data needed for better decision-making, was utilized for the effectiveness test for fifth graders at Kalibata 04 Elementary School, Jakarta, Indonesia. The results showed that sig (2-tailed) reached 0.000, less than 0.05, meaning there was a significant difference between schooling results in the pretest and posttest data. The N-Gain score obtained in this study was 0.49, so the media developed in this research is compelling enough to increase learning interest in mathematics for fifth-grade elementary school students.

Poor academic performance remains among the most concerning educational issues, especially in higher education and online learning. To address the concern, institutions like the University of Southeastern Philippines (USeP) leverage educational data mining (EDM) techniques to generate relevant information from learning management systems (LMS) like Moodle, supporting the overall student learning experience. Moodle, considered the most widely used LMS platform, allows researchers and educators to access course logs to generate valuable insights. This EDM study at USeP explored the relationship between Moodle interactions and academic performance using data wrangling and correlation analysis. By examining various interactions from 16 courses collected with a sample size of 682, the study revealed weak correlations between students' Assignment, Create, and Forum actions and academic performance. While Assignment and Create actions show a weak positive association, Forum actions exhibit a weak negative correlation. The majority of Moodle interactions demonstrate a negligible relationship with academic performance. These findings aim to inform educators and administrators about optimizing the use of Moodle to foster a supportive digital learning environment at USeP. This study recommends further explorations, analyses, and other approaches to deepen understanding of the relationship between Moodle interactions and academic performance.

Teacher empowerment has been recognized as an imperative management practice to develop and implement innovations in schools. However, studies investigating the relationship between teacher empowerment and the innovation climate are scant, inhibiting the development of effective strategies to foster educational innovation. This study examines the impact of teacher empowerment on schools’ innovation climate in Malaysia. The sample consisted of 376 teachers who were randomly selected from 12 primary and secondary schools in Kuala Terengganu. Structural equation modeling analysis revealed a strong positive effect of teacher empowerment on innovation climate, wherein teacher empowerment predicted 50% of the variability in the innovation climate. Findings of this study suggest that school leaders should invest in empowering teachers through programs that value their perspectives and actively encourage contributions to foster an innovation climate.

Creative teaching behavior (CTB) is an innovative and creative teaching approach that is relevant in facing the dynamics of vocational education, which continues to develop, especially to produce creative students. Many studies examine the important role of CTB. However, limited information still discusses how to improve CTB by involving important factors such as creative climate, school support, and creative teaching self-efficacy. This study involved 400 teachers from 25 vocational high schools in civil engineering in Central Java Province, and data analysis using the structural equation modelling (SEM) (Smart-PLS) method. The study results revealed that CTB was proven to be influenced positively and significantly by school support and creative teaching self-efficacy. Also, creative teaching self-efficacy partially mediates the effect of creative climate and school support on CTB. The results of this study provide important implications for vocational school teachers to develop creative teaching skills in schools. Building a creative culture in schools, proactive school support and increasing teacher self-confidence are essential steps in creating a dynamic and innovative learning environment in vocational schools.

Many research has been done on professional madrasa (Islamic school) teachers, but incorporating Islamic values and motivation for continuous professional development into them has been neglected. This study aims to determine Islamic professional madrasa teachers based on motivation for continuous professional development in the teaching for future profession. This study used a phenomenological research design, and involving 16 aliyah madrasa teachers as informans. Data was collected by conducting interviews with madrasa teachers and analyzed using a systematic design. This research shows that Islamic professional madrasa teachers are related to prophetic abilities based on Islamic values, moral, and related to human functions as khalifah (leader), imarat al-ard (manage the world), and ‘abdullah (servant who worships Allah). Madrasa teachers view the motivation for future professional involvement in professional Islamic teachers as involvement in self-development through continuous learning, trying to be the best in every activity and fighting endlessly in educating students, anyone who has sincere intentions and has the desire for continuous learning and self-development both academically and non-academicly, training or workshops and also seminars and includes involvement in various forums for future professional development. Teaching is an inseparable part of getting blessings from God (Allah SWT). Utilizing technology to develop learning materials, learning methods, learning evaluation, and others that support the competency of madrasa teachers. Self-improvement has role models that are emulated and practiced in learning.