Education 4.0 will be shaped by innovations and will indeed have to train students to produce innovations. However, in developing a world-class education system which produced a creative and excellent human capital, the weak productivity growth demonstrates the current reality that most of the countries still lack of creativity and innovative as reflected in the stagnant contribution by total factor productivity and education to output growth. Innovative work behaviour can be defined as intentional creation, introduction, and application of new ideas within a work role, in order to benefit the individual or organizational performance. Thus, teachers who have innovative work behaviour are teachers who are able to work creatively, contribute the idea and able to provide positive outcomes for the school where they work. From previous research studies, determinants or antecedents of innovative work behaviour are varying. Those predictors are job commitment, facilities, job autonomy, job insecurity, rewards, and job designs. However, most of the previous literature has believed about job commitment and job autonomy were strong affecting innovative work behaviour. Therefore, this paper aimed to develop a conceptual framework on determinants of innovative work behaviour among school teachers to fill a knowledge gap related to innovative work behaviour in educational institution whose responsible in designed to provide valuable and useful knowledge to students. This paper was explored through critical related literature analysis. The paper concludes that job autonomy and job commitment have a positive impact in creating the essential conditions to encourage teachers to show innovative work behaviour in schools. It is believed that this paper will provide relevant information on innovative work behaviour that would help the government to develop an effective educational reform to benefit its citizens.

Reading habits are calculated as how much a person read, how often do they read, when do they read and what do they read. Reading can be summarized as a habit that involves books, printed articles and electronic materials. It varies differently of how each material can affect their reading habits. This paper aims to look in depth and compare the reading materials of secondary and tertiary school students in a few countries including Malaysia, United Stated of America, India, Vietnam, Sri Lanka and Nigeria. Their preference in terms of the types of books they read will differ throughout the whole article. While approaching the reading materials that they are interested in, the authors look deeply in their reading attitudes and the students' environment on how they perceive reading. The reading habit gives a possibility to determine the relationship between their reading attitudes and how the surroundings might affect them especially in school and universities. In order to find out the students' reading habits, it is essential to understand their attitudes towards reading, the environment and the reading materials that they prefer.

Abstrak Kebanggaan memiliki anak bertanggal ulang tahun unik dan berbagai alasan lainnya mendorong ibu untuk membuat permintaan prosedur persalinan sesar pada tanggal tertentu, meskipun cara persalinan pervaginam masih mampu laksana tanpa penyulit yang signifikan. Hal ini menggiring diskusi untuk menjawab dilema etik dokter dalam menanggapi permohonan pasien yang tidak disertai indikasi medis tersebut. Penelusuran literatur dilakukan untuk menganalisis risiko dan manfaat sebagai acuan penilaian etik atas prosedur persalinan sesar terencana. Menurut UU Praktik Kedokteran, pasien berhak atas pilihan pengobatan, mendapatkan penjelasan atas tindakan medik, dan menolak tindakan medis pada dirinya. Dalam kode etik Perkumpulan Obstetri Dan Ginekologi Indonesia (POGI) revisi 2012, tindakan bedah sesar atas permintaan pasien tidak melanggar etik selama telah dilakukan informed consent khusus dan usia kehamilan sudah 39 minggu saat operasi sesar dilakukan. AbstractThe pride of having a child with unique birthday and various other reasons encourage a mother to request cesarean delivery procedure on a certain date, even though vaginal delivery is still feasible without significant complication. This leads to a discussion of doctors' ethical dilemma in responding to patient requests which are not based on medical indications. A literature search was conducted to analyze the risks and benefits as reference for ethical assessment of planned cesarean delivery procedure. According to the Medical Practice Act, a patient has the rights to choose treatments, to obtain explanation of medical actions, and to reject medical treatment. In the code of Indonesian Society for Obstetrics and Gynecology 2012 revision, cesarean section on maternal demand does not violate ethics as long as a special informed consent is performed and the gestational age has reached 39 weeks when the cesarean section takes place.

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— In the development of digital technology, schools must equip students with digital literacy skills to develop thinking both critically and creatively and make teaching and learning relevant to the students. There are various measuring instruments that have been developed to assess digital literacy for various target groups. However, quality and valid instruments are still limited and lacking. It is important to apply a valid measuring instrument for digital literacy based on its results in the case of overlapping and ambiguous constructions in the name of digital literacy. Thus, to assess the content validity of the questionnaire that had been generated to evaluate digital literacy of the school teachers is the main focus. The validity of the content was used as a criterion to confirm that the questionnaire was of high quality. The instrument's content validity was assessed according to the feedbacks of six professional in the field. The item content validity index and scale content validity index were implemented for content validity. Three (3) constructs namely; technical, cognitive, and social-emotional contain 6 items each were identified. The results of content validity index (I-CVI) showed between 0.97 to 1 and the scale content validity index (S-CVI/Ave) for the technical, cognitive, and social-emotional dimension of digital literacy was 1.00, 0.97, and 0.97 respectively. The questionnaire was identified with acceptable content validity. Further research able to guarantee that the questionnaire is checked for reliability as well as the other types of validity, including as face validity, construct validity, and criterion validity, in order to improve the assessment instrument's usefulness. Keywords— Instrument Assessment, Scale Content Validity Index, Content Validity Index, Digital Literacy, School Teachers.