The profile of students’ self-efficacy on hydrocarbon hybrid learning mediated by video conference and android-based-game has been analyzed. This research is a quantitative descriptive study. A total of 143 grade 11th students were cluster randomly selected from two public senior high school in Purworejo regency, Central Java, Indonesia. The samples were set into three different classes, namely Class CG-1 using android-based-game only, Class CG-2 using hybrid of video conference only, and Class E using both android-based-game and hybrid of video conference. The data of students’ self-efficacy was obtained through questionnaire. The analysis of the profile students’ self-efficacy was conducted by categorizing the score obtained from the questionnaire into ideal rating category. The results of this study showed that the profile of students’ self-efficacy in the E class was highest.

This study investigates the influence of 4MAT model in the teaching of “Transformation Geometry” – a subject included in secondary school seventh grade mathematics curriculum – on students’ academic achievement and retention of learning. 4MAT model, which is one of the contemporary educational approaches, is based on perceiving and processing knowledge. 4MAT model was designed by considering all of four learning styles in such a way that all learners could find a timeframe suitable for them. It defends developing student-centered learning environments based on the learning styles of students and making students discover knowledge by themselves. It enables students to use both hemispheres of their brains effectively (McCarthy, 1990). The pretest-posttest control group quasi-experimental design was used in the study. The study took 3 weeks. This teaching period was determined by considering the time recommended in the textbook and the time allocated for activities in other studies on 4MAT model. In this period, experimental group students were taught by lesson plans and activities based on 4MAT model. Control group students were taught by the 7th grade textbook of the Ministry of National Education in the same period. The research sample consisted of 61 seventh grade students living in a northern province of Turkey. The Transformation Geometry Knowledge Test developed by the researcher was used as data collection tool. This test was used in this study as a pre-test at the beginning of the teaching process, as a posttest at the end of the teaching process and as a retention test one month after the teaching process. The present study concluded that there was a significant difference in favor of the experimental group between the experimental group students and the control group students in terms of academic achievement and retention of learning in the learning of transformation geometry subject. It was seen that 4MAT model was more effective in the teaching of transformation geometry in comparison to textbook-based teaching.

This study aims to describe students’ mathematics achievement influencing factors in Indonesia, Japan, and Turkey at the student level and by school level with the use of TIMSS data 2015. The sample used in this study is the fourth grade of elementary school students from 3 countries participating in TIMSS 2015, namely Indonesia (N=3967), Japan (N=4307), and Turkey (N=5974). The findings indicated that there is no dissimilarity in mathematics learning achievement among students in Indonesia, Japan, and Turkey. The students’ self-concept of mathematics proved itself a significant factor influencing their learning achievement across Indonesia, Japan and Turkey, while school climate factors only significantly affects the students’ mathematics learning achievement in Indonesia and Turkey. The results also show the benefit of students mathematics self-concept to be formed or inculcated early (before elementary school) through positive school climate, because both have a positive contribution on student learning achievement in mathematics. In general, it can be concluded that the affective characteristics (student mathematics self-concept) and independent factors by the level of school (school climate) can only explain a small variance of achievement of student in learning mathematics.

This study was aimed at describing the types of prior knowledge of the 12th-grade students on static electricity concepts. This study was done at public senior high schools in Singaraja Bali. There were 117 students who participated in the study, they were between 16-17 years old. The data of students’ prior knowledge of static electrisity were collected by using Three Tier Diagnostic Static Electricity Test (TTDSET) with the index of reliability r= 0.61. The data analysis was done by descriptive technique. The result showed that the students’ prior knowledge of static electricity concepts is very varied which can be categorized into four categories namely: Scientific Knowledge, Misconception, Lack Knowledge, and Error. The implication of the result in the teaching of physic is that the teacher needs to identify the student prior knowledge of static electricity concepts and design appropriate strategy of concept change.

Dynamic human cultural evolution along with social, economic, political and technological development have required organization scientists’ constant effort to formulate various approaches and theories in purpose of satisfying the demand of management realm. So does this article, its objective is to clarify the ways in which social paradigms, namely functionalist, interpretivist, radical structuralist and radical humanist paradigms, to guide the formulation of the management approaches and theories through influencing the assumptions of man in management, consequentially, under the umbrella of the four paradigms’ ideologies, those assumptions generate the approaches and theories respectively. Rationally, the concept of man possesses the logical explanation on the natural motive as driving force behind human behaviour. Finally, it was observed that these paradigms guided the management approaches or theories very logically with scientific systematic procedures. Finally, as implication, these paradigms can be applied to set up the theories or approaches directly by excluding the concept of man. Broadly, these paradigms can play active philosophical roles effectively in directing in several aspects of social theories, not only management ones.