Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher.   References Abdullah, Abdul Halim; Mokhtar, Mahani; Halim, Noor Dayana Abd; Ali, Dayana Farzeeha; Tahir, Lokman Mohd; Kohar, U. H. A. (2017). Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 3–17. https://doi.org/10.12973/eurasia.2017.00601a Altun, M., & Akkaya, R. (2014). Mathematics teachers’ comments on PISA math questions and our country’s students’ low achievement levels. Hacettepe Ãœniversitesi EÄŸitim Fakültesi Dergisi, 29(1), 19–34. Bakry, & Md Nor Bakar. (2015). The process of thinking among Junior High School students in solving HOTS question. International Journal of Evaluation and Research in Education (IJERE), 4(3), 138–145. Budsankom, P; Sawangboon, T; Damrongpanit, S; Chuensirimongkol, J. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research and Review, 10(19), 2639–2652. doi:10.5897/err2015.2371 Chinedu, C. C., Olabiyi, O. S., & Kamin, Y. Bin. (2015). Strategies for improving higher order thinking skills in teaching and learning of design and technology education. Journal of Technical Educationand Training, 7(2), 35–43. Retrieved from http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1081/795 Didis, M. G., Erbas, A. K., Cetinkaya, B., Cakiroglu, E., & Alacaci, C. (2016). Exploring prospective secondary mathematics teachers’ interpretation of student thinking through analysing students’work in modelling. Mathematics Education Research Journal, 28(3), 349–378. https://doi.org/10.1007/s13394-016-0170-6 Duan, J. (2012). Research about Technology Enhanced Higher-Order Thinking. IEEE Computer Society, (Iccse), 687–689. https://doi.org/10.1109/ICCSE.2012.6295167 Edwards, L. (2016). EDUCATION, TECHNOLOGY AND HIGHER ORDER THINKING SKILLS Lucy Edwards, 1–18. Ersoy, E., & BaÅŸer, N. (2014). The Effects of Problem-based Learning Method in Higher Education on Creative Thinking. Procedia - Social and Behavioral Sciences, 116, 3494–3498. https://doi.org/10.1016/j.sbspro.2014.01.790 Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447–454. https://doi.org/10.12973/eurasia.2014.1107a Kaur, C., Singh, S., Kaur, R., Singh, A., & Singh, T. S. M. (2018). Developing a Higher Order Thinking Skills Module for Weak ESL Learners, 11(7), 86–100. https://doi.org/10.5539/elt.v11n7p86 King, F. J., Goodson, L., & Rohani, F. (1998). Higher order thinking skills. Publication of the Educational Services Program, Now Known as the Center for Advancement of Learning and Assessment. Obtido de: Www.Cala.Fsu.Edu, 1–176. Retrieved from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26–32. https://doi.org/10.9790/7388-0701052632 Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory Into Practice, 32(3), 154–160. https://doi.org/10.1080/00405849309543591 McLoughlin, D., & Mynard, J. (2009). An analysis of higher order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147–160. https://doi.org/10.1080/14703290902843778 Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353–369. https://doi.org/10.1007/s11165-006-9029-2  Nagappan, R. (2001). Language teaching and the enhancement of higher-order thinking skills. Anthology Series-Seameo Regional Language Centre, (April 2000), 190–223. Retrieved from http://nsrajendran.tripod.com/Papers/RELC2000A.pdf Nguyen, T. (2018). Teachers ’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam, 10(1), 8–19.  Puchta, H. (2007). More than little parrots: Developing young learners’ speaking skills. Www.Herbertpuchta.Com. Raiyn, J., & Tilchin, O. (2015). Higher-Order Thinking Development through Adaptive Problem-based Learning. Journal of Education and Training Studies, 3(4), 93–100. https://doi.org/10.11114/jets.v3i4.769 Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problem of Education in the 21st Century, 76(2), 215–230. Retrieved from http://oaji.net/articles/2017/457-1524597598.pdf Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, L(2), 90–99. https://doi.org/10.1023/A:1009682924511 Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. ZDM - Mathematics Education, 48(1–2). https://doi.org/10.1007/s11858-016-0775-y Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementation of higher order thinking skills in teaching of science: A case study in Malaysia. International Research Journal of Education and Sciences (IRJES), 1(1), 2550–2158. 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<p class="0abstract">In facing the industrial era 4.0, the instructional paradigm requires the involvement of technology in it. The use of technology in instructional is sometimes regarded as a medium or tool for delivering information through technology from lecturers to students without considering the learning process of students with technology that makes learning outcomes more meaningful. Meanwhile, instructional media such as mobile learning applications through Android is a type of mobile learning that can change the way students communicate and interact. The use of mobile learning applications through Android is adjusted to the characteristics of students and learning needs in the industrial era 4.0. This study resulted in an Android-based mobile learning application so that through product effectiveness, the concept of the conceptual model of mobile learning was obtained in the industrial era 4.0 for learning in college. The research method used is the development research of William W. Lee and Diana L. Owens. The results showed that the mobile learning application influenced student academic achievement so that the conceptual model of mobile learning was obtained in the industrial era 4.0 for learning in college. This study concludes that mobile learning applications encourage students in fun learning activities and place students as the main subject in learning, so learning becomes meaningful<span>.</span></p>

Higher-education curriculum is contained in Semester Learning Plan (RPS) as stated in Permenristekdikti No. 44 of 2015. RPS should bind lecturers and students into the contract of study/ college so that it needs to be supervised and examination of the quality of RPS made by lecturers. The purpose of this study is to conduct surveys and observations within the Fakultas Ilmu Pendidikan, Universitas Negeri Jakarta to obtain complete and accurate data and information. Referring to its purpose, this research includes descriptive evaluative research using qualitative and quantitative data. Data collection techniques used questionnaires, interviews, and document studies. Data is processed and analyzed using simple and descriptive statistics. The research was conducted in the Fakultas Ilmu Pendidikan, Universitas Negeri Jakarta in 2017. The results from the research are the percentage of lecturers to make RPS, student involvement in refining RPS, RPS utilization for students, students' knowledge on the subject and learning objectives during the course, and the references used. Further recommendations can be evaluated on the content of RPS made by lecturers in accordance with Permenristekdikti No. 44 of 2015.   References Boak, G. (1998). A complete guide to learning contract. Aldershot: Gower. Evans, T. & Nation, D. (2000). Changing university teaching: Reflection on creating educational technology. London: Kogan Page. Harvey, L. & Knight, P.T. (1996). Transforming higher education. Buckingham: SRHE and University Press. Hussey, T. & Smith, P. (2010). The trouble with higher education: A critical examination of our universities. New York: Routledge. McNeil, J.D. (1996). Curriculum: A comprehensive in-troduction. New York: HarperCollins College Publishers. Reigeluth, M. C. (1983). Instructional-design theories and models, An overview of their current status. New jersey: London. Sanjaya, W. (2009). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Prenada Shattock, M. (2004). Managing successful universities. Berkshire: SRHE and University Press. Suciati. (2001). Kontrak perkuliahan. Jakarta: PAUPPAI-UT. Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago Press. Permendikbud No 49 Tahun 2014 Permenristekdikti No 13 Tahun 2015 Permenristekdikti No 44 Tahun 2015 Peraturan pemerintah No 19 Tahun 2005

The development of information and communication technology affects the learning methods and media used. Augmented Reality technology allows students to experience learning with objects that can be seen in person. The purpose of the study was to see how students learned when they used the metaverse app, which is mobile augmented reality software for science courses. The population group consists of 92 students from several schools in cluster I, Depok Subdistrict. Then the sample was taken using the slovin formula until it obtained 75 samples of grade 5 students. This study employs experimental research techniques and a single group pre- and post-test. A t-test is used to analysed the collected data. According to the findings, using that metaverse applications has a favourable impact on students' learning outcomes. Students can use the Metaverse app to see better learning outcomes. Students are also more interested in learning and can easily understand and discover what is being learned. In addition, students find it more fun to learn using the Metaverse app, which is a mobile augmented reality.

<p>This research and development aim at knowing the effectiveness of web-based animation videos application on environmental education of elementary school students in East Jakarta in Indonesia. Web-based animation videos for environmental education produced consisted of climate change, mangrove forest, waste recycling, biodiversity, and ozone depletion animation video pages.  Student environmental education measured was related to satisfying student natural curiosity, enhancing environmental awareness, and strengthening student pro-conservation values.  In the conclusion, it is highlighted that there is a positive effect of web-based animation videos application on student environmental education at elementary school students in Jakarta in Indonesia</p>

The flipped classroom has been widely applied in many educational settings. Thus, it is significant to understand how its implementation is perceived by students. This mixed-method study aimed to find out the fourth-year students’ attitudes at a university in Indonesia on the flipped classroom they attended. It was also aimed at exploring their perception of the benefits and pitfalls they experienced when attending the flipped classroom. Employing a convergent mixed-method design, the quantitative data were obtained from 75 students (n=75) who were asked to complete a questionnaire. For the qualitative data, 13 students, divided into two groups, were invited to participate in a focus group interview to explore their experiences in attending the flipped classroom. The findings indicated that the students had positive attitudes towards the flipped classroom (M=2.87) and reported several benefits they perceived. Nonetheless, aspects regarding motivation (M=2.50) and the use of videos (M=2.49) and other technological supports indicated negative attitudes and were considered as pitfalls in the implementation of the model. Implications and recommendations were addressed for the better implementation of a flipped classroom.

Pre-service teachers may hold different motives in choosing a career path as a teacher. The present study aims at investigating the types of motivation to choose a career as an English teacher among participants from a teacher training program in a private university in Yogyakarta, Indonesia. Of 23 students as the total population, it was found that 14 of them reported being motivated to take teaching as their future profession and met the criteria to be the respondents. A 24-item questionnaire was distributed online to the 14 respondents (N=14) to see the types of motivation the pre-service teachers had in their career choice. Of the result of the questionnaire, four students with the highest motivational level were purposefully selected to participate in a focus group interview and asked to describe their motivation to be English teachers. The findings indicated that the pre-service EFL teachers were dominantly motivated by altruistic and intrinsic motives in choosing to be EFL teachers. Extrinsic motivation, on the other hand, seemed to bring the least contribution in the pre-service teachers' decision to take teaching as a profession. Implications and future recommendations were offered.

English songs have been widely used by learners as a medium to learn vocabulary. This qualitative study explored Indonesian students' experiences in using English songs as a medium to learn vocabulary autonomously outside in-class learning. Data were collected through in-depth interview to four second-year English Department students who reported using English songs to help them acquire vocabulary autonomously. The results of the interview showed that the participants preferred slow beat tempo of songs to obtain clear understanding on the words used in the songs. They also reported that the decision to use English songs was driven by their needs to the exposures of authentic and contextual English lexicons, the representations of learners' feelings and emotions through songs, the sense of enjoyable atmosphere songs created, and vocabulary retention. While listening to English songs, cognitive and metacognitive strategies were also applied by the participants to help them acquire vocabulary more effectively. At last, the study was concluded by proposing teachers' roles to enhance learners' autonomy in vocabulary learning through English songs.