This study explores the perceptions of primary school teachers of online learning in a program developed in Indonesia called School from Home during the COVID-19 Pandemic. Data were collected through surveys and semi-structured interviews with 67 class teachers in primary schools. Data analysis used thematic analysis of qualitative data. The analysis results found four main themes, namely, instructional strategies, challenges, support, and motivation of teachers. This research contributes to the literature of online collaborative learning between teachers, parents, and schools that impact student success. Broadly, the success of online learning in Indonesia during the COVID-19 Pandemic was determined by the readiness of technology in line with the national humanist curriculum, support and collaboration from all stakeholders, including government, schools, teachers, parents and the community.

<span>This study aimed to explore the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the learning tools that have been prepared. A total of 957 respondents from 2017 to 2018, consisting of four cities and three districts in Banten Province were involved in the training and mentoring program, namely vocational teachers and vice-principals in the curriculum field. Data were collected using questionnaire sheets, FGD notes, and observation check dates. The data obtained are analyzed and interpreted based on the specified categories. The results showed that: 1) Teacher readiness for learning tools in the components a) Core Competencies (CC) and Basic Competencies (BC) analysis of 45.31%, b) Program mapping of 38.37%, learning plan preparation of 39.45% and c) Learning evaluation of 36.78%; 2) The quality of lesson plan (LP) the science lesson plan analysis instrument (SLPAI) based is divided into two groups. The category "Quality" in the instructional program and instructional plan aspects, and the category "Moderate" in the instructional media and assessment and others aspects; and 3) The difficulty of learning device components, including authentic assessment, use of methods, literacy approaches, and lesson planning. The implementation of training, mentoring, and supervision programs are adjusted to the experience of vocational teachers taking into account the teacher's involvement in the implementation of the curriculum, age, and school readiness.</span>

<span>The 21st century learning requires complex competencies, transformations of technology-based learning and non-cognitive skills need. This situation makes it difficult for teachers of Indonesian vocational education apply 21st century skills. This study aimed to analyze the level of difficulty of teachers and students in vocational education and analyzing the differences in the difficulties faced in vocational education. This research used survey research with a quantitative approach. A total of 178 people participated in the study consisting of two public vocational high schools and two private vocational schools with the distribution of respondents consisting of 155 students and 23 teachers. Collecting data using a questionnaire in the form of a statement of difficulties faced by teachers and students, including creativity skills, critical thinking, problem solving, communication, collaboration, and digital literacy or information and communication technology (ICT) as many as 50 items. The instrument used was a Likert scale with very difficult, difficult, easy, and very easy categories. The findings of the study showed: i) All skills were identified on the “easy” criteria; and ii) There were significant differences between the difficulties faced by teachers and students, especially communication skills. The recommendation in this study is the need to improve 21st century skills to produce competitive graduate candidates in vocational education.</span>

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In Physics learning, the misconception is often experienced by students, including on Dynamic Fluid materials namely Continuity. This study aims to identify misconceptions that occur in the subject matter of the Continuity and identify the concept's weakness as the cause of the misconception. The study was conducted on 37 students in one high school in Bandung with one shoot research method. The diagnosis of student misconceptions is made using a four-tier diagnostic test instrument which is the development of a three-tier test instrument by adding a confidence level to the third tier. The results of the diagnosis showed that students who experienced misconceptions of 28%, students who understand some 35%, students who understand the concept only 6%, students who do not understand the concept of 30% and students who cannot be coded 0%. Based on the results of the observation on the learning process and the analysis on the third and fourth tier answers, misconception that occurs is generally due to the student's inappropriate logic that students assume that the fluid has a large speed has a large fluid pressure, and fluid has a small speed has a small fluid pressure. Keywords: Misconception, Continuity, Four-Tier Diagnostic Test AbstrakDalam pembelajaran Fisika, tidak jarang ditemukan adanya miskonsepsi yang dialami oleh siswa, termasuk pada sub-materi Fluida Dinamis yaitu Azas Kontinuitas. Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi yang terjadi pada materi ajar Azas Kontinuitas serta mengidentifikasi kelemahan konsep sebagai penyebab terjadinya miskonsepsi tersebut. Penelitian dilakukan terhadap 37 siswa di salah satu SMA di kota Bandung dengan metode penelitian one shoot research. Diagnosis miskonsepsi siswa dilakukan menggunakan instrumen four-tier diagnostic test yang merupakan pengembangan instrumen three-tier test dengan menambahkan tingkat keyakinan jawaban pada tier ketiga. Hasil diagnosis menunjukkan bahwa siswa mengalami miskonsepsi pada sub-materi Azas Kontinuitas sebesar 28%, siswa yang paham sebagian 35%, siswa yang paham konsep hanya 6%, siswa yang tidak paham konsep sebesar 30% dan siswa yang tidak dapat dikoekan 0%. Berdasarkan hasil observasi dalam pembelajaran dan anlisis pada jawaban tier ketiga dan keempat, miskonsepsi yang terjadi umumnya disebabkan logika siswa yang kurang tepat yaitu siswa beranggapan bahwa fluida yang memiliki kelajuan besar memiliki tekanan fluida yang besar, begitupun sebaliknya.