This study aims to investigate the impact of team-based learning practice in the Teaching Campus program on the participating students' self-efficacy and the school mentor teachers' professionalism. A mixed methods approach was employed in this research. A total of 44 students (comprising 22 students who participated in the Teaching Campus program and 22 students who did not take the program) and seven teachers in partner schools were involved in the study. A questionnaire survey to assess students self-efficacy was administered. Interviews with teachers were also conducted to evaluate how much the program affected their professionalism during the activity. The responses obtained from questionnaires were analyzed using the inferential statistical tool of T-test, whereas the qualitative data elicited from interviews were analyzed using a thematic procedure. The ex-post facto design comparing self-efficacy of the two groups has shown that there is a significant difference, where the students who took part in the Teaching Campus program are  superior over those who did not. In addition, the teachers who co-worked with the students in their schools have stated that they benefited from the scheme. These results have strong implications for the 'Freedom to Learn - Freedom Campus' policy in current Indonesia's higher education system, more specifically the 'Teaching Campus' program, which includes team-based learning as an essential component. Betterment in its implementation is encouraged to make, according to results of this study.

This article presents the result of implementing Problem-based Learning throughLesson Study in Civics class as an effort of enhancing students’ participation andcollaboration during class discussions. The implementation of Problem-based Learningthrough Lesson Study was conducted in a private school under Muhammadiyahorganization in Distric Purbalingga, Central Java, namely MTs Muhammadiyah 01Purbalingga. In Civics Class at the school investigated, the learning process wascommonly dominated by lecturing session which made the students passive and foundmonotonous atmosphere of learning which consequently resulted on meaninglesslearning. This condition affected to the students’ activeness which belonged to lowcategory. Therefore a better design of learning by implementing Problem-basedLearning through Lesson Study was needed to cope with the problem. Lesson Study wasdone in 2 cycles and is still continuing until now. The action was intended to make thestudents more active and participative during the Civics lesson especially in classdiscussion sessions. The method which was used is qualitative method with 36 studentsin grade 8E of MTs Muhammadiyah 01 Purbalingga participated. During two times ofplan-do-see actions in Lesson Study, 8 of 9 groups in Civics class or 80% of the wholestudents was good at participating in group and class discussions. The finding found inthe two cycles of Lesson Study gives a proof that the implementation of Problem-basedLearning contributes positively to the students’ participation and collaboration in Civicsclass.Keywords: Plan, Do, See, Participation, Collaboration

Abstract-In recent years, the field of Teaching English as a Foreign Language has developed into a dynamic worldwide community of language teaching professionals that seeks to improve the quality of language learning through Lesson Study. This paper presents the implementation of Lesson Study in a TEFL class as an effort of evolving students' interaction during learning processes. Due to the function of English as a foreign language in Indonesia, English becomes both material to learn and a medium of Instruction. Consequently, the students are demanded to not only be able to comprehend it as a learning subject but also as a means of communication. Some problems which deals with how English learning process can accomodate the students to optimize the use of English in class interaction arise. One of them is insufficient opportunity for the students to communicate using English. To cope with the problems, a Lesson Study (LS) with six cycles during a half term of sixth semester was implemented. The focus of the action was on making the students able to build a good interaction with their classmates. Both model lecturer and observers designed the learning process through collaborative-based workshops in which the students were accomodated in holding tight interaction in English. A good result shows that almost in all open lessons, the students were active and participative during both group and class discussion. Workshop techniques facilitated the students to not only discuss and simulate the materials with their own group members but also with other classmates.

The researcher developed English educational videos using The ADDIE Model as a part of Research and Development. Accordingly, this research objectives were to examine about self-production of English educational videos using the ADDIE model and the students’ perceptions of self-produced English educational videos in terms of appearance and content. The method used in this study was a mixed methodology. Meanwhile, the instruments to collect the data were expert validation sheets, questionnaires, and interview transcript guides to strengthen the data obtained from the questionnaire findings. The results of data assessment from an academic and technological expert's validation indicated that the educational videos generated were characterized as very good, with a score of 91. The educational videos developed received an 80 score from an academic specialist. According to the expert validation results, the English educational videos created were good and could be used with a few revisions. Meanwhile, analysis data of 82.4 percent of 4th-semester students indicated that the English educational videos were very good. The perception of English educational videos among 12th-grade high school students was 95.2 percent which is classified as very good. Furthermore, the interview results bolstered an explanation for the video quality. The interview results also gave feedback and suggestions for improving, refining, and developing the produced English educational videos. Overall, the English educational videos developed using The ADDIE Model were of good-very good quality. With a few changes to increase the product's quality, the English educational videos developed could be used as an English educational medium.

The process of transmitting knowledge and educational paradigms are evolving as a result of advancements in information technology. Various remote education systems, often known as MOOCs (Massive Open Online Courses), have evolved in tandem with the advancement of the times. MOOC is an alternative to formal education in today's environment, with a learning paradigm and certifications that are similar to conventional education that can promote the students critical thinking. Certain strategies promoted during MOOCs may improve learners' critical thinking abilities. Learners were apparently encouraged to participate in questioning activities, encourage interaction, and develop a sense of critical thinking.