<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maddatuang</style></author><author><style face="normal" font="default" size="100%">Arsad Bahri</style></author><author><style face="normal" font="default" size="100%">Muhammad Ansarullah S. Tabbu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACT OF DIGITAL LITERACY AND DISASTER MITIGATION UNDERSTANDING ON COMPUTATIONAL AND SPATIAL THINKING ABILITY IN UPPER SECONDARY SCHOOL STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computational thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">digital literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">disaster mitigation understanding</style></keyword><keyword><style  face="normal" font="default" size="100%">spatial thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">upper secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1746293187.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Computational thinking and spatial thinking ability play a critical role in enabling students to respond effectively to disasters. However, limited research has examined the impact of digital literacy, disaster education, and cognitive skills in secondary school students. This study aims to assess the impact of digital literacy and disaster mitigation understanding on the development of computational and spatial thinking ability in upper secondary school students. A quantitative research approach was employed using Structural Equation Modeling to analyze the impact of the variables. The research participants in this study consisted of 258 students enrolled in two upper secondary schools, namely Public Senior High School 21 Makassar and Public Senior High School 4 Barru. Data were collected through questionnaires and performance-based tests. The results revealed that digital literacy positively impacted computational thinking and spatial thinking. Similarly, disaster mitigation understanding positively impacted computational thinking and spatial thinking. Moreover, computational thinking demonstrated a moderate positive impact on spatial thinking, indicating a strong interaction between these cognitive domains. These findings suggest that students with higher digital literacy and disaster knowledge exhibit stronger problem-solving and spatial reasoning skills, which are crucial for disaster preparedness and risk mitigation. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">312-325</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Arsad Bahri</style></author><author><style face="normal" font="default" size="100%">Aloysius Duran Corebima</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">biology cognitive learning outcome</style></keyword><keyword><style  face="normal" font="default" size="100%">learning motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognitive skill</style></keyword><keyword><style  face="normal" font="default" size="100%">problem-based learning-reading</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1479498242.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The study of the correlation between learning motivation and metacognitive skill on students’ cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation questionnaire adapted from Keller (1983), and metacognitive skill was measured integrated with cognitive test. The findings showed that contribution of learning motivation and metacognitive skills simultaneously on cognitive learning outcomes in PBL-RQA, PBL, RQA, and conventional learning strategies was very high. The contribution of metacognitive skills on cognitive learning outcome was much greater than the contribution of learning motivation. This finding research was contrary with the previous studies. Based on the facts related to metacognitive skills, learning should consider seriously the empowerment of metacognitive skills by implementing appropriate learning strategies. Further researches are needed to reveal the correlation between learning motivation on cognitive learning outcomes in different populations and measuring instruments.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">487–500</style></section></record></records></xml>