Significant changes have been brought about in society, the economy, and the environment because of the quick development of technology and the interconnection of the world. Artificial intelligence has advanced significantly in recent years, which has sparked the creation of groundbreaking technologies like Open AI’s ChatGPT. Modern technology like the ChatGPT language model has the potential to revolutionize the educational landscape. This article’s goals are to present a thorough analysis of the responsible and ethical usage of ChatGPT in education, as well as to encourage further study and debate on this important subject. The chapter found that the use of ChatGPT in education requires respect for privacy, fairness and non-discrimination, transparency in the use of ChatGPT, and a few other factors that were included in the paper. To sustain ethics and accountability in the global education sector, it is advised in this study that all these recommendations be carried out. 

Open AI in Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning

An egg drop contest recently held at the University of Witwatersrand served to test 
engineering students' ability to solve non-standard problems. In this contest, students 
designed and built structures to protect their cargo - a raw egg. The structures were 
dropped 15 m onto a hard surface. The goal was to prevent damage to the egg upon 
impact. This paper explores some of the experimental and theoretical techniques 
that could be used to analyse and design a suitable impact resistant structure. The 
accelerations of the egg during free-fall and impact were measured by a miniature custom 
built accelerometer sensor and recorded by a data acquisition system. Measurements 
show that an egg housed in a test structure and dropped from only 3 m can produce 
accelerations greater than 70 g. The results from a theoretical model of impact presented 
in this paper closely matches the measured accelerations. The model predicts that if the 
test structure investigated would be dropped from 15 m, the egg would be subject to 
accelerations of approximately 100 g.

Developing understanding of structural implications of dynamic loading in engineering students through the egg drop contest - theory and measurements : technical paper

The aim of this study is to examine the effect of social support and self-regulated
learning on the learning outcomes in Islamic Education courses in the Management
of Islamic Education, Faculty of Tarbiyah State Islamic State Institute for Islamic
Studies of Madura. To achieve the purpose, the researcher used quantitative
research method. The Participat in this study were 143 students students of Islamic
Education Management Departement. This study draws samples using the
probability sampling method with simple random sampling type, the sample is 105
students. Research Instrument used is questionnaire. The analysis of data in this
study uses SPSS Version 24. From the research conducted, conclusions can be
drawn as follows: 1) There is a simultaneous influence of social support and selfregulated learning on learning motivation, they are about 8.8%. This means that
there are still 91.2% influenced by other variables. 2) There is a simultaneous
influence of social support, self-regulated learning, and learning motivation on the
learning outcomes of 6.5% which means that there are still 93.5% which is
influenced by other variables.

/pdf/learning-motivation-as-intervening-in-the-influence-of-vk2hnebak9.pdf

Learning motivation as intervening in the influence of social support and self regulated learning on learning outcome

This research aims to determine the description of students’ self-regulation of Mathematics Education FKIP at the Universitas Riau during the Covid-19 pandemic. The subjects in this study were 121 students of Mathematics Education, FKIP, Universitas Riau. This research uses a descriptive quantitative approach. The data obtained from students was the score of self-regulation of Mathematics Education students, FKIP, Universitas Riau during the Covid-19 pandemic. The research that was conducted showed that the students' self-regulation were at a moderate level as many as 21 people (17.36%), at a high level as many as 80 people (66.12%), and at a very high level as many as 20 people (16.53%). Meanwhile, the achievement of students' self-regulation for each indicator consisted of a goal-setting indicator of 85.74% with a good category, an indicator of environment structuring of 80.48% in a good category, an indicator of task strategies of 73.17% in a fair category, an indicator of time management is 63.22%% in a fair category, an indicator of seeking help is 73.76% in a fair category, and self-evaluation indicator is 87.6% in a very good category. Based on the self-regulation category of each student and the percentage of selfregulation achievement for each indicator, it can be said that the students of Mathematics Education FKIP Universitas Riau were able to adapt while taking online classes during the Covid19 pandemic by having good self-regulation.

/pdf/profil-self-regulation-mahasiswa-pendidikan-matematika-fkip-39yp796saf.pdf

Profil self regulation mahasiswa pendidikan matematika fkip universitas riau di masa pandemi covid-19

21 st century learning focuses on problem-solving skills. A higher level of education requires an understanding of a more systematic concept to elaborate problems. Problem-solving skill is one of the fundamental cognitive processes. It involves higher order thinking to discover solutions or ideas. This research aims to analyze the relationship between concept mastery and problem-solving skill of pre-service biology teacher in human physiology courses. This is descriptive correlational research conducted in Sulthan Thaha Saifuddin State Islamic University Jambi. The sample was selected using the purposive sampling technique. Respondents in this study were 33 students in semester VI. The instrument used in the study was an essay test of concept mastery integrated with problem-solving. The results showed that the average scores of the students' concept mastery and problem-solving were 56.8 and 58.0, respectively. Both included in the poor category. It also showed that there was a relationship between students' concept mastery and problem-solving skill. The correlation value was 0.76, with a significance value of p<0.05; therefore, it included in the strong category.

/pdf/analysis-of-the-relationship-between-concept-mastery-and-3d0jr3hgov.pdf

Analysis of the Relationship Between Concept Mastery and Problem-Solving Skills of Pre-Service Biology Teachers in Human Physiology Courses

This study measures the mathematical abilities high school graduates’ in Bahrain. Mathematical abilities encompass conceptual understanding, procedural knowledge and problem-solving skills in the five content domains which are Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability. While procedural understanding focusses on performing facts and algorithms, conceptual understanding reflects a student's ability to reason and comprehend mathematical concepts, operations and relations which will be helpful in solving non-routine problems. A test consisting of questions from the five content domains was administered to students where they demonstrated conceptual understanding and procedural knowledge which enabled them to solve problems in various real-life situations. Structured interviews were also conducted to test their mathematical abilities and suggest ways to improve proficiency in mathematics and eliminate misconceptions. The results show that conceptual understanding and problem-solving skills are positively correlated. This research also endeavors to correlate students’ performance in this test with their high school GPA.

/pdf/conceptual-understanding-procedural-knowledge-and-problem-4vj34p7pfe.pdf

Conceptual Understanding, Procedural Knowledge and Problem-Solving Skills in Mathematics: High School Graduates Work Analysis and Standpoints.

The Trends in International Mathematics and Science Study (TIMSS) is one of the most influential assessments of student achievement conducted every four years. It provides reliable data on mathematics and science achievements in grade 4 and grade 8 as well as information about instructional curricular and teaching-learning process. This helps to make decisions on policy development and identify areas of progress. This research delivers evidence on factors that influence the improvement in the scores of TIMSS examination in 2015 compared to 2011 in the Kingdom of Bahrain. Since the Kingdom experienced a major reformation in mathematics and science education, this research analyzes the improvement in students’ skills and knowledge by comparing the same cohort results in 2011 and 2015 in mathematics as well as science. This research is also trying to identify other factors, as benchmarked by the Bahrain Numeracy Strategy (BNS) such as school environment, teacher education, teacher’s professional development, and classroom contexts for learning and instructional support which backed the improvement. This research provides initiatives to be taken to accomplish TIMSS Center Point 500 in the coming TIMSS examination in 2019 or later.

/pdf/initiatives-for-accomplishing-the-timss-500-centerpoint-5c09l22qcd.pdf

Initiatives for Accomplishing the TIMSS 500 CenterPoint through Curricula, Teachers' Development and Instructional Strategies

The Trends in International Mathematics and Science Study (TIMSS) is one of the most influential assessments of student achievement conducted at regular interval every four years. It provides reliable data about the mathematics and science achievement of students in grade 4 and grade 8, as well as data that informs instruction, curriculum development and teaching-learning process. Curriculum related factors are among the most prominent elements that affect TIMSS results. This study explores the impact of recent revisions in the school mathematics curriculum implemented by the Ministry of Education in Bahrain (The Bahrain Numeracy Strategy) on the TIMSS achievement results. The analysis focuses on the three cognitive domains (Knowing, Applying & Reasoning) as well as the three content domains (Number, Geometric Shapes and Measurement & Data Analysis) among fourth grade students. A thorough review of the curriculum and structured interviews and reflections with in-service teachers who witnessed a prominent change in the outcome revealed that Bahraini students’ scores improved in all three content domains while comparing 2011 and 2015. The possible explanations and reasons for those changes in achievement are further discussed.

/pdf/effect-of-curriculum-change-on-timss-achievement-in-bahrain-3x032jpqj6.pdf

Effect of Curriculum Change on TIMSS Achievement in Bahrain

Students’ view on themselves is the root of self-regulatory skills, and it will serve as an evaluator of their capability to succeed. This study attempts to find the relationship between students’ self-regulation in learning and academic achievements in Mathematics and Science in the secondary schools in Bahrain. ‘Engagement in Mathematics/Science Learning and Self-Regulation’ questionnaires adopted from TIMSS (2011) and administered to different sets of students. The data was analyzed to explore the reliability of the questionnaires and the association between self-regulation and academic achievement. The study found that there is a positive correlation between them in both cases.

https://www.iejme.com/download/investigation-into-self-regulation-engagement-in-learning-mathematics-and-science-and-achievement.pdf

Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students

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Conceptual Understanding, Procedural Knowledge and Problem-Solving Skills in Mathematics: High School Graduates Work Analysis and Standpoints.

Initiatives for Accomplishing the TIMSS 500 CenterPoint through Curricula, Teachers' Development and Instructional Strategies

Effect of Curriculum Change on TIMSS Achievement in Bahrain

Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students