No abstract

Quick and real-time plotting equations using the Winplot software can be employed to create accurate hybrid atomic orbitals without complicated scripting. Performing this task on their own, students can more easily understand and remember hybrid atomic orbitals, in terms of shape and orientation.

The use of online media to facilitate distant learning during the pandemic has become one of the solutions that can be implemented to support the government's policy of reducing crowds in public spaces. In this case, students at the University of Lampung's Faculty of Teacher Training and Education benefit from an online management system called Virtual Class Unila. This platform is intended for students to use to access resources, download learning modules, and participate in classroom discussions. The Virtual Class was created to assist students with distance learning. However, since the initial implementation of Virtual Class at the start of the pandemic in early 2020, both positive and negative perceptions about its use have emerged. As a result, we were encouraged to ascertain diverse perceptions regarding the use of this sophisticated learning management system among students at the Faculty of Teacher Training and Education, University of Lampung. This study employed a quantitative approach, collecting data via a scaled survey questionnaire. The target participants were 272 students from various departments who were asked to complete a survey regarding their perceptions of the implementation of Virtual Class. The findings of this study are expected to be beneficial for the future maintenance and development of Virtual Class, as well as for determining the optimal method of conducting online learning.

Perception is a cognitive process when a person interacts with their surroundings while accepting information from the brain. Students perceive of rewards during English as a foreign language instruction is important because perception can affect their learning ability. However, the eleventh-grade students perceive of rewards in EFL instruction was still unclear, this research aimed to investigate the perception of rewards among eleventh-grade students in a vocational high school in EFL instruction. The approach of this research was quantitative. With the help of Microsoft excel, eighty-one students in the eleventh grade were chosen randomly to answer the questionnaire, and 10% of them were chosen to be interviewed. A questionnaire and interview were employed to get the data about the eleventh-grade student's perceptions of rewards in EFL instruction. Then, the interview data were analyzed using Miles and Huberman data analysis, which consists of data condensation, data display, conclusion, and verification. Meanwhile, the data collected through a questionnaire was analyzed using descriptive statistics. The results showed that rewards in EFL instruction could increase students’ motivation in learning as well as make them happy and excited during the learning process. Besides that, students picked words of praise as the reward that could make them happy and followed by any tangible rewards the teachers gave. Several suggestions for future research follow the findings of this study.

An increasingly multidisciplinary research on parental involvement in education has been captured quite well in the body of literature discussing factors affecting students' learning outcomes. Parental involvement in education is believed to benefit both students' academic and non-academic learning outcomes. Parental involvement in improving their children education has assisted children in enhancing their competence across school's levels. The current paper is intended to frame parental involvement in education, to identify their expectations in their involvement in education, as well as to reframe their involvement in the context 2013 Curriculum (hereafter K-13) in Indonesia. Approximately thirty schools in Kota Metro, Lampung, Indonesia were identified in terms of parental involvements in those schools. The subject of the research comprised of parents, school committee, as well as headmasters that were explored to share their ideas on the parental involvement and expectations at school activities. The finding suggest that parental involvement at schools had been previously restricted to passive involvement, while expecting to be active one, and has to be reframed to a more active involvement in enhancing students cognitive and affective outcomes. Further forms of parental involvement in education in intervening students' learning outcomes were proposed.