Vol 11, No 2 (2021)

Table of Contents

ARTICLE

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom
Vicent Fornons, Ramon Palau, Raúl Santiago
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227-244
How classroom acoustics influence students and teachers: A systematic literature review
Jordi Mogas Recalde, Ramon Palau, Marian Márquez
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245-259
Launching a solidarity campaign: Technology-enhanced project-based language learning to promote entrepreneurial education and social awareness
Melinda Dooly, Dolors Masats, Maria Mont
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260-269
The effectiveness of the use of the Android-based Carom games comic integrated to discovery learning in improving critical thinking and mathematical representation abilities
Mega Septiana Ika Rahayu, Heru Kuswanto
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270-283
Web-based ionic liquids learning media to measure the competence of the Polytechnic student
Ina Yulianti, Ida Hamidah, Mumu Komaro, Ahmad Mudzakir, Maizam Alias
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284-294
Students’ perceptions of the project based on the potential of their region: A Project-based learning implementation
Syahril Syahril, Rahmat Azis Nabawi, Dian Safitri
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295-314
Engineering instructor perception of problem- and project- based learning: Learning, success factors and difficulties
Mikel Garmendia, Zaloa Aginako, Xabier Garikano, Eneko Solaberrieta
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315-330
Virtual escape room and STEM content: Effects on the affective domain on teacher trainess
Félix Yllana Prieto, Jin Su Jeong, David González-Gómez
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331-342
Developing computer-assisted formative feedback in the light of resource theory: A case on heat concept
Ahmad Suryadi, Sentot Kusairi
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343-356
The effect of digital eco-learning in student worksheet flipbook to environmental project literacy and pedagogic competency
Sumarmi Sumarmi, Muhammad Aliman, Tuti Mutia
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357-370
Analysis of science process skills of chemical education students through self project based learning (SjBL) in the pandemic COVID 19 era
Rusmini Rusmini, Suyono Suyono, Rudiana Agustini
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371-387
On assessment and evaluation of teaching computer networks to electrical engineering students by the aid of a lab course
Atef Abdrabou, Walid Shakhatreh
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388-402
Prospective primary teachers’ views on the nature of science
Rafael Amador-Rodríguez, Agustín Adúriz-Bravo, Jorge Alberto Valencia Cobo, Roberto Reinoso Tapia, Jaime Delgado Iglesias
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403-418
The integration of dilemmas stories with STEM-project-based learning: Analyzing students’ thinking skills using Hess’ cognitive rigor matrix
Yuli Rahmawati, Afrizal Afrizal, Devina Dwi Astari, Alin Mardiah, Dyah Budi Utami, Sukro Muhab
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419-439
Perception of the Next Generation Science Standard instructional practices among Vietnamese pre-service and in-service teachers
Nguyen Thi Thuy Hang, Niwat Srisawasdi
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440-456
Science and engineering practices in the content of Greek middle school physics textbooks about forces and motion
Margarita Papakonstantinou, Michael Skoumios
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457-473
Chemical bonding successful learning using the “Chebo collect game”: A case study
Achmad Lutfi, Rusly Hidayah, Sukarmin Sukarmin, Kusumawati Dwiningsih
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474-485
Incorporating Kahoot! in core engineering courses: Student engagement and performance
Victor Chernov, Sivan Klas, Yael Furman Shaharabani
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486-497
Development of material contents and online assessment based on the SEVIMA EdLink platform for online learning of program evaluation subject during Covid-19 pandemic in Indonesia
Dewa Gede Hendra Divayana, Agus Adiarta, P. Wayan Arta Suyasa
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498-512
Development and validation of web-based STEAM online platform to improve learning quality in pre-service Chemistry teacher
Elda Frediana Rety Kartika, Elfi Susanti VH, Nurma Yunita Indriyanti
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513-525
The use of physics pocketbook based on augmented reality on planetary motion to improve students' learning achievement
Nadi Suprapto, Handal Setyo Ibisono, Husni Mubarok
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526-540
Evaluation of self-regulated learning on problem-solving skills in online basic Physics learning during the COVID-19 pandemic
Ahmad Abtokhi, Budi Jatmiko, Wasis Wasis
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541-555
The impact of developing a blended learning sub-system on students online learning engagement
Mewati Ayub, Hapnes Toba, Maresha Caroline Wijanto, Roy Parsaoran, Ariyanto Sani, Yolanda Trixie Hernita
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556-568
The effect of guided discovery instructional strategy on grade nine learners' performance in chemical reactions in Mankweng circuit, South Africa
Israel Kibirige, Rebecca Mampageti Maake
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569-580
The effect of the use of indigenous knowledge-based Physics comics of Android-based marbles games on verbal representation and critical thinking abilities in Physics teaching
Almira Eka Damayanti, Heru Kuswanto
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581-593