Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal TOFEDU: The Future of Education Journal Journal of Informatics and Vocational Education
Muhammad Rafly Juliawan Fernandes
Universitas Pendidikan Indonesia
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effectiveness of Fast- vs. Slow-Tempo Music on Students’ Cognitive Performance: A Within-Subject Experimental Design Muhammad Rafly Juliawan Fernandes; Rizki Hikmawan; Rhezwan Dhaifullah Romdhoni
Journal of Informatics and Vocational Education Vol. 9 No. 2 (2026): Journal of Informatics and Vocational Education - July
Publisher : Informatics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v9i2.3478

Abstract

This study examined the effects of music tempo on students’ cognitive performance under three conditions: fast-tempo, slow-tempo, and no music. Despite widespread use of music during studying, it remains empirically unclear whether and how music tempo differentially affects cognitive performance among junior high school students in Indonesia. A quantitative approach with a within-subject repeated measures experimental design was employed, involving 34 ninth-grade students from a junior high school in Indonesia. Each participant completed mathematical problem-solving tasks under three controlled conditions: fast-tempo instrumental music (120–190 BPM), slow-tempo instrumental music (60–80 BPM), and silence. Cognitive performance was measured using accuracy scores, and subjective cognitive load was assessed through the NASA-TLX. Data were analyzed using Repeated Measures ANOVA and validated with the Friedman test due to partial violations of normality assumptions. The results indicated that the fast-tempo condition produced the highest mean accuracy, followed by no music and slow-tempo music. However, the differences were not statistically significant, although a moderate effect size suggested practical relevance. Pairwise comparisons revealed a consistent trend favoring fast-tempo music over slow-tempo and no-music conditions. Notably, NASA-TLX scores indicated that the fast-tempo condition produced significantly lower perceived cognitive load (M = 50.07) compared to slow-tempo (M = 61.59), χ²(2) = 13.41, p = .001, suggesting that fast-tempo music reduced subjective mental effort even when accuracy gains were not statistically significant. These findings support the theoretical perspectives of Cognitive Load Theory and arousal-mood theory, indicating that optimal levels of auditory stimulation may enhance cognitive processing efficiency. The results highlight the practical relevance of fast-tempo music in academic settings and underscore the need for further research with larger samples and physiological measures.
The Transformation of Teachers' Digital Competence in Online Learning: Analysis of Success Factors and Implementation Challenges Muhammad Rafly Juliawan Fernandes; Suprih Widodo; Ulva Elviani; Rahmawati Salsabila
The Future of Education Journal Vol 4 No 9 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1265

Abstract

This study systematically analyzes the transformation of teachers' digital competence within the context of online and blended learning. Employing a Systematic Literature Review (SLR) of 25 articles published between 2019–2024, the research identifies the underlying success factors and implementation challenges. The findings reveal that TPACK and DigCompEdu are the most dominant frameworks guiding research and development. Key success factors include high Self-Efficacy and Internal Motivation among teachers, supported by Continuous Hands-on Training and Institutional Leadership. The greatest challenges are rooted in the Infrastructure Gap (First-Order Barriers), prevalent in developing countries, and the Pedagogical Digital Skill Gap (Second-Order Barriers), which refers to teachers' inability to integrate technology for effective interaction and assessment. Successful implementation requires a shift from passive training to Learning by Design models (TPACK-based projects) and continuous Coaching to bolster teacher confidence and bridge the Pedagogical Digital Gap.
Co-Authors Hikmawan, Rizki Rahmawati Salsabila Rhezwan Dhaifullah Romdhoni Ulva Elviani