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Background/purpose. Assessment for Learning is an integral part of the learning process that provides feedback and improves teaching methods. Teachers experience problems such as limited conceptual understanding, difficulties in designing instruments, and time constraints. This study aims to develop and validate an innovative platform for economics teachers. Materials/methods. This study used the Design-Based Research method, focusing on the development and validation phases. The development phase is aimed at producing a prototype of the Assessment for Economics Learning (AFEL) Platform, which is carried out through two cycles of Focused Group Discussion. The validation phase is intended to test the feasibility of the platform prototype by presenting 6 experts who work as lecturers with expertise in assessment. The platform feasibility questionnaire was used to find out expert opinions on the platform. Quantitative data is processed using the Aiken formula, and qualitative data are notes and feedback from experts. Results. It is reported that this study has successfully developed the AFEL Platform, which has six syntaxes: (1) Formulating economic lesson objectives and success criteria; (2) Delivering economic lesson objectives and success criteria; (3) Implementing assessment techniques; (4) Feedback; (5) Monitoring student progress; (6) Achieving economic lesson objectives and success criteria. This study has also validated the AFEL Platform which has been tested with the results of V-value = 0.97 > V-table = 0.79. Conclusion. This study has successfully developed and validated an innovative assessment platform that assists economics teachers in organizing assessments for learning.

Background/purpose. Teachers' pedagogical competence in Indonesia has become one of the central issues in improving the quality of national education. This issue can affect students' academic achievements and influence education quality. This study aims to explore the need to develop a new pedagogical module tailored to current educational challenges that can significantly enhance teachers' pedagogical competence.Materials/methods. This developmental research adopts a methodological approach based on operational research using the Design-Based Research (DBR) framework.Results. The findings reveal that the use of the Pedagogical Content Learning (PCL) module significantly improves teachers' pedagogical competence, as evidenced by the differences in the mean scores of the pre-test and post-test. Statistical analysis using a t-test indicates a significant increase in pedagogical competence scores after implementing the module, while the Effect Size test demonstrates a substantial impact of the module on enhancing teachers' pedagogical skills.Conclusion. These findings suggest that the development of the PCL module not only contributes positively to the pedagogical competence of economics teachers but also has the potential to improve overall educational quality. The module enables teachers to connect economic materials with real-life contexts, fostering the development of critical thinking skills and digital literacy. Thus, the PCL module serves as an effective tool to assist teachers in addressing the complexities of 21st-century education.

Context: This article aims to determine the entrepreneurial skills of Vocational Secondary School students after the implementation of a new curriculum that promotes entrepreneurship courses in Indonesia. The authors believe that after taking such courses, students will be able to generate entrepreneurial skills. This study also explores the effect of demographic characteristics on students' entrepreneurship skills level, especially with respect to gender, school, and family. Approach: This study used a quantitative approach, with data collected through a questionnaire with five variables, that is, leadership, reflective communication, risk-taking, creatively innovative, and future orientation. Data were collected from 463 students who had taken entrepreneurship subjects that were chosen randomly. Data were analyzed using linear regression. Findings: 52.22% of our respondents had a moderate score for entrepreneurial skills, this is not in accordance with the expected learning outcomes, there are students who have entrepreneurial skills at a high level. With respect to creative innovation, in particular, a majority (53.15%) had a low score and 4.1% had a very low score. Moreover, family had a significant and positive effect on all dependent variables (leadership scores, reflective communication scores, risk-taking scores, creatively innovative scores, future orientation scores, and overall entrepreneurial skills scores). School demographic characteristics had a significant positive effect on the value of future orientation. These results indicate that private schools tend to strengthen the level of reflective communicative scores. Conclusion: The entrepreneurial skills of most vocational students are middling. This indicates that entrepreneurship subjects at Vocational Secondary schools have not been able to achieve their expected learning outcomes or help students develop entrepreneurial skills at a high level. Thus, further research is needed to determine the causes behind the problem. Schools are expected to be able to establish harmonious relationships by involving families to support the improvement of an informal learning environment that supports the mastery of entrepreneurial skills of vocational students.

Background/purpose. 21st-century skills are essential across all aspects of life in the modern era. Pre-service elementary school teachers must also develop computational thinking skills as part of the problem-solving process—one of the most critical 21st-century competencies. These skills are critical in science learning and serve as fundamental expertise for future elementary school teachers in their profession. This study aims to analyze the learning of science concepts in the Natural Resources and Energy course and to describe the implementation of computational thinking skills integration into the learning of science concepts in the same course. Materials/methods. This research employs a survey method, utilizing observation sheets and questionnaires as instruments. The study involved 198 students from the Elementary School Teacher Education program at the Faculty of Teacher Training and Education, Universitas Sebelas Maret. Results. Findings indicate that science concept learning in the Elementary School Teacher Education program has not yet effectively facilitated computational thinking skills. Observation data reveal that the current learning implementation provides insufficient stimulation for computational thinking skills, with an average rate below 50%, except for learning objectives exceeding 50%. Moreover, real-world case presentations are only incorporated at a rate of 35%. The integration of computational thinking skills in science concept learning remains significantly low. All key aspects of computational thinking—decomposition, pattern recognition, abstraction, and algorithm—score below 50%. Conclusion. Current science concept learning practices in the Elementary School Teacher Education program need to be restructured to optimize the development of computational thinking skills among pre-service elementary school teachers.

Some pre-service teachers who are studying give less effective perceptions regarding the implementation of online learning during the Pandemic period. Pre-service teachers today belong to a generation of digital natives (DNG) who are very familiar with technology and have unique characteristics, so it is very important to analyze their online learning behavior to design effective online learning. The purpose of this study was to analyze the online learning behaviors of digital natives reviewed from perceived fits, attitudes, and self-efficacy. Survey research was used to analyze the phenomenon of DNG’s online learning behavior and identify the factors that influence it. The instrument in the form of a questionnaire consists of 49 statement items on a scale of 5. Of the 152 polls collected, only 148 were valid. Quantitative and qualitative descriptive analysis was used for data analysis. The results of this study showed that all components of DNG’s online learning behavior had relatively high average scores except the interaction component through online discussion forums. The causes of low interaction through online discussion forums were DNG less active, lack of enthusiasm, easy to give up, difficult to move on, and network constraints. The conclusion of this study was an in-depth analysis related to perceived fits, attitudes, and self-efficacy producing phenomena and are variables capable of explaining the variables of DNG online learning behavior. The results of this study can be used as the basis for further research, namely related to the development of online learning models for the DNG.

This research aimed at analyzing the influence of midwifery English learning materials based on inquiry towards students' achievement. The research was a comparative study with pretest-posttest control group design. There were two groups in this research, experiment and control groups. The experiment group consisted of 35 students who taken randomly from 40 students. The control group involved of 32 students that were assigned from 35 students randomly. The experiment group was taught by using English for midwifery learning materials based on inquiry model. The control group was taught by using English learning materials that used to be taught by teacher. Pretest and posttest were treated to all the groups for measuring students' competency. Data analyzed by using paired t test and independent t test. The result of the study showed that there were difference of students' achievement before and after giving instruction in both groups and there were difference of students' achievement between experiment group and control group. The students' achievement in experiment class were higher than the control group. Based on the research result, the English learning materials were effective to apply in midwifery class. It can promote students' English achievement.

This research aims to determine the relationship between water quality and microorganisms on biodiversity in the Senjoyo River, which flows through Semarang and Salatiga. Based on the 2030 sustainable development goals (SDGs), especially Goal 6 regarding the availability of clean water and sanitation. Laboratory test results show that the pH of the Senjoyo River water is within the normal range (7.3-7.4), which indicates good water quality. However, microbiological contamination by fecal coliforms and E. coli was found. Along the river, various plant species are found, such as Musa paradisiaca (banana tree) and Ficus benjamina L. (banyan tree), which shows that biodiversity in this area is still well maintained. These plants play an important role in soil stabilization, water conservation, and providing resources for local communities. In conclusion, despite the challenges of microbiological contamination, the ecosystem in the Senjoyo River still shows good biodiversity, supported by relatively maintained water quality.

Context: This article aims to determine the entrepreneurial skills of Vocational Secondary School students after the implementation of a new curriculum that promotes entrepreneurship courses in Indonesia. The authors believe that after taking such courses, students will be able to generate entrepreneurial skills. This study also explores the effect of demographic characteristics on students' entrepreneurship skills level, especially with respect to gender, school, and family. Approach: This study used a quantitative approach, with data collected through a questionnaire with five variables, that is, leadership, reflective communication, risk-taking, creatively innovative, and future orientation. Data were collected from 463 students who had taken entrepreneurship subjects that were chosen randomly. Data were analyzed using linear regression. Findings: 52.22% of our respondents had a moderate score for entrepreneurial skills, this is not in accordance with the expected learning outcomes, there are students who have entrepreneurial skills at a high level. With respect to creative innovation, in particular, a majority (53.15%) had a low score and 4.1% had a very low score. Moreover, family had a significant and positive effect on all dependent variables (leadership scores, reflective communication scores, risk-taking scores, creatively innovative scores, future orientation scores, and overall entrepreneurial skills scores). School demographic characteristics had a significant positive effect on the value of future orientation. These results indicate that private schools tend to strengthen the level of reflective communicative scores. Conclusion: The entrepreneurial skills of most vocational students are middling. This indicates that entrepreneurship subjects at Vocational Secondary schools have not been able to achieve their expected learning outcomes or help students develop entrepreneurial skills at a high level. Thus, further research is needed to determine the causes behind the problem. Schools are expected to be able to establish harmonious relationships by involving families to support the improvement of an informal learning environment that supports the mastery of entrepreneurial skills of vocational students. (DIPF/Orig.)