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.
Ismail et al. (Sat,) studied this question.