Forum for University Scholars in Interdisciplinary Opportunities and Networking

Differentiated Differentiated learning with problem-based learning model in enhancing mathematical reasoning ability viewed from learning styles

Rakha Pradestya, Sudirman Sudirman, Ardi Dwi Susandi, Jenisus O. Dejarlo — Tue, 19 Nov 2024 00:00:00 +0700

This study examines the differences in students' mathematical reasoning abilities regarding triangles and special lines before and after implementing differentiated learning strategies using the Problem-Based Learning (PBL) model. It also explores how students' learning styles—visual, auditory, and kinesthetic—affect their mathematical reasoning outcomes. Conducted in a private junior high school in Sukabumi Regency, the quantitative experimental study involved 32 eighth-grade students. Participants were categorized based on their learning styles and class performance. Data collection included mathematics tests and interviews, analyzed through triangulation. Prior to treatment, 56% of students were identified as visual learners, while 22% were auditory and 22% kinesthetic. Following the pre-test on mathematical reasoning and PBL treatment, post-test results showed a significant improvement in students' abilities. The auditory learning style group achieved the highest average post-test score of 65.071. Contributing factors included: 1) greater engagement in discussions among auditory learners, who are naturally inclined to communicate, allowing for immediate resolution of misunderstandings; 2) more robust discussion activities within the auditory group; 3) auditory students' strengths in verbal tasks and receptive skills for verbal instructions; and 4) their ability to effectively convey information through oral and written communication, enhancing the quality of discussions. Overall, the findings suggest that differentiated learning through the PBL model positively impacts mathematical reasoning, particularly for auditory learners.

Comparative Analysis of Primary Education Curriculum in Indonesia and China in the Implementation of Independent Learning

Wed, 20 Nov 2024 00:00:00 +0700

Education as the main foundation in the development of a nation requires joint efforts from various parties to achieve its goals. Independent learning is one of the essential skills in the era of globalization, encouraging students to learn independently, creatively, and critically. This study aims to compare the implementation of independent learning in the primary education curriculum in Indonesia and China. The research uses a qualitative method with a descriptive approach through a literature review of various scientific sources related to the implementation of independent learning in both countries. The results show that in Indonesia, the Merdeka Curriculum introduced in 2021 emphasizes contextual and project-based learning, giving students the freedom to develop their independence. Meanwhile, in China, independent learning focuses on mastering material individually with the support of technology, where students are required to have high self-management abilities. Although both prioritize the development of independence, the challenges faced in each country are different, particularly related to teacher readiness, infrastructure, and the applied curriculum approach. This study provides insights into the supporting and inhibiting factors in the implementation of independent learning and its implications for educational policies in both countries.

Analysis of mathematical literacy ability of grade VIII junior high school students in solving PISA questions on proportion material

Nia Jusniani, Rani Sugiarni, Tazkiah Salsabila — Wed, 20 Nov 2024 00:00:00 +0700

This study aims to determine the mathematical literacy ability of seventh grade junior high school students in solving PISA Level 1 and 2 proportion materials. The research method used is qualitative descriptive. The subjects in this study were seventh grade students at Islamic Private Junior High School in Cianjur Regency. The research subjects consisted of 20 students. The data obtained were then reduced and analyzed qualitatively by paying attention to the indicators of mathematical literacy ability. Based on the results of the study, students' mathematical literacy ability in the material are mostly at the medium category level, namely in the indicator of using problem solving strategies.

Brand Image, Emotions, and Student Loyalty of Universitas Terbuka Indonesia

Wed, 20 Nov 2024 00:00:00 +0700

This article explores the concept of brand image and its significance in consumer behavior and marketing strategies in the context of Universitas Terbuka Indonesia. Brand image is defined as the perception of a brand in the minds of consumers, shaped by experiences, marketing communications, and interactions with the brand. The study examines the components that contribute to a strong brand image of Universitas Terbuka, including brand identity, consistency, and emotional connection. Through a review of relevant literature and case studies, the article highlights how a positive brand image of Universitas Terbuka can enhance student loyalty, differentiate products in competitive markets of education industry, and drive overall business performance. Additionally, the research addresses the challenges brands face in maintaining a favorable image of Universitas Terbuka in the digital age, where people opinions can spread rapidly through social media. The sample size in this study is 471 which dispersed to three big cities (Jakarta, Bandung, Surabaya) in Indonesia. The sampling technique is purposive. By the supporting of IBM SPSS AMOS, data analysis was conducted with Structural Equation Modeling (SEM) in this study. The findings underscore the need for brands to engage authentically with their audience and adapt to changing perceptions to sustain their image in a dynamic marketplace

Systematic Literature Review of Mindful Parenting and Maternal Emotion Regulation in Early Childhood

Robiah Al Adawiyah, Noviana Mustapa, Erie Siti Syarah — Wed, 20 Nov 2024 00:00:00 +0700

Maternal emotion regulation and mindful parenting are essential factors that significantly influence children's emotional development and their ability to manage emotions. This systematic literature review explores the impact of maternal emotion regulation and mindful parenting on children's emotion regulation skills over the past five years (2019–2024). The analysis of 10 studies indicates that effective maternal emotion regulation enhances children's emotional understanding and self-regulatory capabilities. Additionally, practices associated with mindful parenting—emphasizing presence and responsiveness during interactions—positively influence children's emotional regulation strategies. Conversely, the review reveals that inconsistent emotion regulation by mothers can adversely affect children's emotional growth, potentially leading to increased irritability and behavioral challenges. These findings underscore the need for structured interventions to improve maternal emotional skills to promote better emotional outcomes in children. Future research should investigate the mechanisms through which maternal behaviors impact children's emotional regulation and provide practical guidelines for parents to foster emotional resilience in their children