Abstract

Despite growing demands for deeper scientific understanding and practical competence, empirical evidence on how microlearning and teaching style interact with practical-based learning to strengthen learning quality across ASEAN school contexts remains limited. This study analyzes the effects of microlearning, teacher teaching style, and practical-based learning on students’ learning satisfaction and deep learning in science education contexts in Indonesia and Malaysia. Employing a quantitative approach with a descriptive–correlational design, the research involved 437 high school students who completed an online survey using instruments validated by experts and pilot-tested prior to data collection. Data were analyzed using PLS-SEM across two models: Model I, which incorporated practical-based learning as a mediating variable, and Model II, which excluded the mediator. Results show that microlearning is the strongest predictor of learning satisfaction and deep learning, followed by teacher teaching style and practical-based learning. Additionally, Model I demonstrates the highest predictive power for deep learning with no significant differences between Indonesia and Malaysia. The findings affirm that the integrated implementation of microlearning, teacher teaching style, and practical-based learning effectively enhances learning quality and promotes the development of deep learning in science education. These findings imply that educational institutions and teachers should institutionalize microlearning-supported practicum design alongside responsive teaching practices, while policymakers can prioritize guidance and infrastructure that scale such integrated models to improve science learning outcomes.

Keywords

References

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