Tujuan kajian ini adalah untuk membangunkan dan mengesahkan Soal Selidik Proses Pelaksanaan STEM dalam Pengajaran dan Pembelajaran Guru, bagi menilai proses pelaksanaan STEM dari perspektif guru sebagai pelaksana di Sekolah Menengah. Berdasarkan penerokaan literatur, konstruk dan item yang dikenal pasti menyumbang kepada proses pelaksanaan STEM dalam pengajaran dan pembelajaran guru berjaya dibangunkan. Soal Selidik Proses Pelaksanaan STEM telah melalui kesahan muka dan kesahan kandungan instrumen melibatkan 13 orang pakar. Manakala, kesahan konstruk dan kebolehpercayaan instrumen telah disemak menggunakan perisian Statistical Package of Social Science (SPSS) Versi 25.0. Seramai 825 orang guru sekolah menengah terlibat dalam kajian ini. Muatan faktor bagi setiap item berada pada julat 0.522 hingga 0.888, manakala keputusan analisis kebolehpercayaan adalah a=0.957. Keputusan kesahan dan kebolehpercayaan yang dijalankan mengesahkan soal selidik ini sesuai digunakan dalam kajian sebenar.

Since entering the 21st century, teachers have been required to have ICT knowledge and skills and then are required to be able to fully integrate them into online learning during the Covid-19 pandemic. Having ICT knowledge and skills can certainly increase the pedagogical and professional competence of teachers. This study focuses on describing the efforts of teachers to develop their social and personality competencies in online teaching at the vocational high school level in the area of East Java, Indonesia. This study found that the problems that were found when teaching online had more negative impacts on the social competence and personality of the teacher so that the teacher's efforts to develop social and personality competencies were heavier than developing pedagogic and professional competencies. Finding solutions to overcome these problems is a new challenge for teachers to develop their social and personality competencies. The efforts made by accounting teachers are teachers trying to control emotions, maintaining attitudes and actions following applicable norms and religion, and not violating the teacher's code of ethics. The teacher also tries to be more concerned with the development of their students, monitoring their work, and the attitudes and behavior of their students. Besides, teachers are also not tried to encourage their students to continue learning. This research is sufficient to provide a discourse for accounting teachers in overcoming problems faced during online teaching, especially to develop social and personality competences.

Assessment in teaching and learning allows both instructor and students to evaluate the achievement, performance and improve upon it. The achievement test appears as one of the most commonly used assessment tools to determine students' gains in the cognitive domain. The study analysed science achievement test (SAT), a multiple-choice test for grade 10 senior secondary school students. The 50 SAT items were developed in compliance with the Malaysian science curriculum specification. The face and content validity of SAT were validated by experts in the science field. The SAT was administered with 50 students in a pilot study. The collected data was analysed using item analysis based on classical test theory (CTT) and Rasch analysis. In terms of difficulty index (p), item analysis showed that there were five difficult items, 33 moderately difficult items, and 12 easy items. Findings also reported eight items presented as poor items due to the poor discriminating power. The SAT showed a good coefficient of 0.862 for Kuder-Richardson 20 (KR-20) and 0.851 for the split half method. While the Rasch analysis showed a reliable and good separation for both item and person. Besides, the Rasch analysis displayed that there are two items should be refreshed or removed. The study revealed that the SAT was a solid, valid, and reliable tool, which is suitable to be used to measure the student’s achievement in science.

Student engagement is one of the indicators of a successful teaching and learning process. Many studies claim that student engagement is associated with the performance and achievement of students. In this study, the researchers aimed to determine the effects of science laboratory environments and science learning motivation towards student engagement in learning science among non-science students. 468 upper secondary non-science students in Sarawak were involved in this survey with the administration of three sets of questionnaires on science laboratory environment, science learning motivation and student engagement in science learning. Multiple regression was used to analyse the research questions. Both science laboratory learning environment (r = 0.523) and science learning motivation (r = 0.670) are found positively correlated to student engagement. The results also revealed that the science laboratory learning environment and science learning motivation are significant predictors of student engagement in learning science with R2 = 0.463. Specifically, student cohesiveness, open-endedness, integration and material environment in the science laboratory learning environment and all the dimensions of motivation predict student engagement in science learning. The findings suggest that educators, especially science teachers, should utilise the laboratory effectively and keep students motivated to ensure their active engagement in science learning.

This research is carried out to identify the influence of School Psychosocial Environment and Teacher's Self Efficacy on The Practice of 21st Century Teaching and Learning, among secondary school teachers in the district of Penampang. The technique of Proportionate Stratified Random Sampling is adopted in this research, with 329 respondents, all of whom are teachers. A questionnaire was applied to collect data in this quantitative research. The inferential and descriptive statistical method is used in data analysis, using the Statistical Package for Social Science (SPSS) version 25.0 software. In summary, the level of School’s Psychosocial Environment is found to be moderate, while the level of Teacher’s Self Efficacy and 21st Century Teaching and Learning Practice is high. The results of the correlation test (Pearson Product-Moment) has found a low to moderate significant relation correlation between the School’s Psychosocial Environment and 21st Century Teaching and Learning Practices, whereas, there is a moderate to high significant relation between Teacher's Self-Efficiency and 21st Century Teaching and Learning Practice. The result of the multiple regression analysis (Stepwise) has found that the School’s Psychosocial Environment and Teacher’s Self Efficacy contributes 31.8% towards the 21st Century Teaching and Learning Practice. As a feedback, the research has put forth some suggestions to be considered by the people in authority. The implication of this research and further recommendations are also discussed and suggested for future research.