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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Mathematics Instruction, Social Research and Opinion
Eko Kuswanti
Universitas Terbuka
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences

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Enhancing Self-Regulated Learning in Distance Education through SQ3R and Concept Mapping: Supporting SDG 4 on Quality Education Eko Kuswanti; Pesi Suryani; Melisa Arisanty; Sri Sukatmi
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14686

Abstract

This study examines the effectiveness of a dual-strategy intervention—SQ3R and concept mapping—in enhancing students’ comprehension and self-regulated learning (SRL) in an online distance learning context at Universitas Terbuka, Indonesia, contributing to SDG 4 (Quality Education). Using an explanatory sequential mixed-methods design, quantitative data were collected from 1.652 students through pretest–posttest measures in a one-semester course in the social sciences, followed by interviews with selected students and two instructors. Results indicate a statistically significant improvement in posttest scores (p < 0.001), although the effect size is small (d = 0.24). The strongest gains occurred in reading comprehension (SQ3R), with moderate improvements in concept mapping, while SRL gains remained limited. Qualitative findings suggest that students developed better reading structure, organization, and confidence; however, these did not fully translate into sustained metacognitive behaviors such as time management and reflective learning. This indicates that the intervention effectively improved cognitive and organizational skills but had limited short-term impact on deeper SRL habits. The study highlights the need for sustained scaffolding to develop SRL in distance education and supports the integration of structured learning strategies to improve learner autonomy.
Enhancing Elementary Students' Mathematical Reasoning through Realistic Mathematics Education: A Quasi-Experimental Study on 3D Geometry Uliya Khoirun Nisa; Eko Kuswanti; Khoirotun Nadiyyah; Muhamad Nurulhayah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1220

Abstract

This study addresses the limited empirical evidence on the effectiveness of the Realistic Mathematics Education approach in improving elementary students' mathematical reasoning skills, particularly in three-dimensional geometry. The objective of this research is to examine whether the Realistic Mathematics Education approach significantly enhances fifth-grade students' mathematical reasoning abilities in learning three-dimensional geometry. The study employed an applied quasi-experimental design with a Non-Equivalent Control Group. Two fifth-grade classes at SD Muhammadiyah Ngijon 1 were selected as the experimental and control groups. Data were collected through pretest and posttest using a validated and reliable five-item essay test that measured students' mathematical reasoning skills. Data analysis was conducted using the Shapiro-Wilk normality test, Levene homogeneity test, Independent Samples t test, and normalized gain analysis. The findings revealed a statistically significant difference between the posttest scores of the two groups (p = 0.031), which is lower than the 0.05 threshold. The experimental group achieved an N-Gain score of 79.75 percent, categorized as effective, while the control group achieved 75.20 percent, categorized as quite effective. These results demonstrate that the Realistic Mathematics Education approach is more effective, both statistically and pedagogically, in improving students' mathematical reasoning skills in three-dimensional geometry through meaningful, real-life contextual learning.
Co-Authors Melisa Arisanty Muhamad Nurulhayah Nadiyyah, Khoirotun Pesi Suryani Sukatmi, Sri Uliya Khoirun Nisa