Preservice elementary school teachers' critical thinking skills were compared during this quasi-experimental study of PBL (Problem-based Learning) and RQA (Reading-Questioning and Answering) science practicum learning. Following the Covid-19 protocol, the science practicum course was completed online in both the PBL and the PBL with RQA. Face-to-face interaction was limited. Blended learning is completed synchronously by Google Meet and asynchronously by Schoology. The science practicum was conducted offline regarding the limited face-to-face material discussed at the Laboratory. The independent variable consists of two learning models, PBL (control group) and PBL with RQA (treatment group), with critical thinking skills as the dependent variable. The program, which emphasized students' critical thinking skills, lasted about eight weeks. The instrument utilized in this study was a 16-item critical thinking skills test includes indicators of interpretation, analysis, explanation, evaluation, and inference. The data were analyzed by one-way ANCOVA, with critical thinking skills pretest scores as covariates. The findings show that the PBL with RQA has more significant potential to increase students' critical thinking skills than the PBL. RQA allows students to learn independently by reading, summarizing, asking, and answering questions.

This research aimed to investigate the affect which appeared on Employees at PT. Bali Towerindo Sentra Tbk relates to the high of turnover intention which caused by work stress, job satisfaction and organizational commitment. This research was included in type of causality research with quantitative research methods. Those population here was employees at PT. Bali Towerindo Sentra Tbk, which amounted to 395 people. Meanwhile, the sample consisted of 202 respondents (Slovin, 5% error tolerance). Data analysis method that used was multiple linear regression analysis to examine all the research hypothesis. The outcomes earned from this research was illustrated that work stress, job satisfaction and organizational commitment had a positive and significant impact on turnover intention. Work stress, job satisfaction and organizational commitment were also had simultaneously impact towards the turnover intention.

The elementary level is the foundation for children to continue their education to a higher level. Therefore, governance is essential. This study measures school performance and factors inhibiting elementary school performance in Ambon City. The results showed that 1) the dimension of performance action; sub-dimensions that have been achieved by the school, namely the school's physical appearance, staff cooperation, and excellent service. The sub-dimensions that have not been achieved maximally, namely the championship rankings that have not been achieved much, especially in accredited schools B and C. 2) The dimension of performance achievement; sub-dimensions that the school has achieved, namely: all schools have been accredited, the average score on the education report is 7; the average student attendance is good; the Drop-Out presentation is minimal; the average repeating classes and repeating subjects is less, and students show civilized behavior or good character. The sub-dimension that has yet to be achieved is the ranking of championships or non-academic activities. 3) The dimension of performance outcomes: The sub-dimension achieved, namely the attendance of graduates who continue their studies to junior high schools, is 100%. The sub-dimensions that have yet to be achieved, namely the level of customer satisfaction and community support for school programs, still need improvement. Therefore, it is concluded that several dimensions still need to be achieved in heading toward a superior school. It is a challenge for the school to improve and repackage the program so that it runs well.

Different perceptions will affect the success of learning outcomes, namely student perceptions. Thus, it affects student learning motivation. The study aimed to determine the relationship between student perceptions and learning motivation toward blended learning strategy (BLS). The research used is a correlational test between student perceptions and learning outcomes with BLS. The participants in this study were 70 people from two different classes. The BLS research instruments and student learning motivation include 1) Desire to succeed, 2) Encouragement and needs in learning, 3) Expectations and future goals, and 4) Appreciation of learning. 5) Interesting desires in learning, 6) A Conducive learning environment. The results showed no relationship between student perceptions and learning motivation toward BL learning strategies. Thus, other factors influence student perceptions and learning motivation, such as socioeconomic, family environment, and cultural environment. The implications of this research can provide insights for education policy makers in Indonesia and in the regions about how to design policies mixed learning that is aligned with the preferences of teachers and students in improving the quality of learning and student learning outcomes.

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