The Teacher Profession Education Program (hereafter abbreviated: TPEP) in Indonesia is a program designed to generate professional teachers. Every pre-service teacher must be equipped with adequate hard skills and soft skills before diving into a professional environment. This phenomenological research explored the lecturers' experiences in teaching soft skills to the students of TPEP. This research aims at getting a clear understanding of how soft skills teaching is implemented and what kinds of soft skills have been trained during TPEP. The data in this research were primarily collected through in-depth interviews conducted with 15 teaching lecturers from three universities that hold and organize the TPEP. Data analysis used analytic reduction which started from identifying important statements of the interview results, determining the core theme, and describing the essence of the entire experience. The results found that teaching soft skills with integrated/embedded models was used in the TPEP. Lecture, presentation, assignment, mentoring, and practice methods were used to train the TPEP students' soft skills. While the soft skills that have been trained during the implementation of the TPEP consist of ethics, self-reliance, responsibility, patience, critical thinking skills, communication skills, teamwork, tolerance, and social skills. The future research is expected to develop a criteria-based on integrated soft skills assessment model that can be used to assess the achievement of the acquisition of teachers' soft skills at the end of TPEP.

Self-regulated learning (SRL) is used to learn things that affect student learning and learning outcomes. This research type is review research, which critically examines and sees the application of the SRL model in Indonesia. The criteria taken in this review research are learning models that have a theoretical and practical foundation. The learning models analyzed include learning models from Boekaerts; Winne; Zimmerman; Efklides; Hadwin, Järvelä and Miller; and Pintrich because it was used as a basis for various SRL studies. Each learning model is explored in detail, including a description of the model, a practical foundation, and instruments built on the model. After that, the learning model is compared with a number of aspects in each phase, so a newer and simpler learning model synthesis appears. The empirical evidence from the SRL meta-analysis was raised regarding the evaluation of the model. The SRL model can improve students' SRL skills, especially students who are still dependent on the teacher's role. Therefore, it is necessary to categorize students before applying the SRL development model consisting of goals, strategies, and reflections. Teachers should have various lists of SRL models, so they can adjust their interventions to improve these skills more effectively.

The purpose of this research is to analyze self-regulated learning (SRL) level of senior high school students. This research is qualitative research with a phenomenological approach. The research sample consisted of 21 high school students who were selected using purposive sampling technique. Data collection techniques are used in-depth interviews to reveal participant experiences related to SRL. Data analysis techniques are done by using Creswell's analysis model that uses the stages of data collection, reduction, and interpretation. The results showed that several main themes were found that support the SRL skills that senior high school students have to possess, including the preparation phase, performance, and the reflection. To be able to develop SRL skills senior high school students, the school, teachers, and parents need to provide opportunities for exploration to students in order to gain knowledge and solve problems on their own. Students also need to be given the freedom to arrange their learning process by their goals.

The constraints of history learning in the Indonesia curriculum are the weekly time is only one hour of lessons and the material is quite dense, if delivered with an explanation and discussion the time is not enough. Therefore, it was sought how to get all material delivered and students not bored. Learning this model is done to condition students as a center of learning, increase creativity and learning outcomes, the project undertaken is called the MANSA Historical board game (MANSA is taken from the abbreviation of our school name). In this case, students are asked to create, design their own board game on a different topic for each group. This study aims to determine the differences in learning outcomes and creativity between the control class and the experimental class of students at senior high schools in Salatiga, Indonesia. The research model used is quasi-experimental. The respondents of the research were 35 students in the experimental class and 35 students in the control class, who had the same homogeneity in creativity and learning outcomes. The results showed that the MANSA Historical board game had a significant effect on creativity and student learning outcomes. It is proven that creativity and student-learning outcomes can be increased. As shown by the mean different test results, there was a difference in the creativity of 0.593 and a learning outcome of 4.224 between the control class and the experimental class before and after treatment. The results showed a difference in learning outcomes between the control class and the experimental class. The average learning outcomes of the experimental class are higher than the average learning outcomes of the control class, as well as student creativity.

Media Dagang Game adalah sebuah media simulasi yang dibuat berdasarkan permainan Monopoly, tetapi disesuaikan dengan aturan transaksi usaha dagang sesuai kompetensi dasar yang harus dipahami siswa kelas XII. Penelitian ini merupakan penelitian pengembangan metode dan strategi pembelajaran media dagang game untuk meningkatkan hasil belajar siswa mata pelajaran akuntansi pada materi usaha dagang. Hasil penelitian menunjukkan bahwa Media Dagang Game dapat meningkatkan hasil belajar siswa yang ditunjukkan dari nilai ketuntasan belajar dan rerata hasil belajar siswa saat pra penelitian, siklus 1 dan siklus 2.