Vol. 1 No. 1 (2022)
June
Published: 2022-06-30
All articles of this issue have been reviewed in a blind review process, and the authors and co-authors are from six countries (Brazil, Brunei Darussalam, Indonesia, Malaysia, Republic of Korea, and South Africa)
This work is licensed under a CC-BY-SA 4.0 International License
- Articles
- 5
- Author diversity
- 6 countries 10 institutions 15 authors
- Published
- 2022-06-30
Table of Contents
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Nurturing Prospective STEM Teachers' Critical Thinking Skill through Virtual Simulation-Assisted Remote Inquiry in Fourier Transform Courses
Alignment of inquiry learning has embarked on remote inquiry as a replacement for face-to-face inquiry. On the other hand, the current technological developments bring opportunities to use it as a learning resource to support…
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The Experimental Experience of Motion Kinematics in Biology Class Using PhET Virtual Simulation and Its Impact on Learning Outcomes
This study aimed to provide biology students with a motion kinematics experimental experience using virtual PhET simulations and explore the improvement of their physics learning outcomes. Pre-experimental (pretest-posttest…
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Prospective Teachers’ Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender
Cognitive regulation related to the learning independence is a problem that often appears in remote learning. It’s related to metacognition awareness that claimed could facilitate learners in understanding how to learn and…
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Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking
This study aimed to develop an evaluative-process learning tool integrated with the conceptual-problem-based learning (CPBL) model to train students' critical thinking skills. The learning tools developed (lesson plans,…
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The Impact of Project-Based Learning (PjBL) Model on Secondary Students’ Creative Thinking Skills
This study aims to identify the impact of using the project-based learning (PjBL) model compared to the direct instruction learning model on secondary school students' creative thinking (CT) skills. Quasi-experimental with…