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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS) Juwara : Jurnal Wawasan dan Aksara International Journal of Economic, Business, Accounting, Agriculture Management and Sharia Administration (IJEBAS) Vocational: Journal of Educational Technology
Eko Pujianto
Universitas Doktor Nugroho Magetan
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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THE STUDY OF RESEARCH MANAGEMENT STANDARDS AT UNIVERSITAS DOKTOR NUGROHO MAGETAN AND INSTITUTO POLITECHNICO DE BETANO TIMUR LESTE Abdul Gafur; Eko Pujianto; Deslin Monica Sari
International Journal of Economic, Business, Accounting, Agriculture Management and Sharia Administration (IJEBAS) Vol. 3 No. 6 (2023): December
Publisher : CV. Radja Publika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijebas.v3i6.3437

Abstract

This study aims to 1) Analyze the research management standards applied at Universitas Doktor Nugroho Magetan and Instituto Politecnico De Betano, with a focus on the structures, policies, and procedures that support research activities at both institutions. 2) Evaluate the factors that influence the effectiveness of research management at both institutions, including the constraints faced in terms of funding, infrastructure, human resources, and research collaboration both nationally and internationally. 3) Compare research management practices at Universitas Doktor Nugroho Magetan and Instituto Politecnico De Betano, and identify similarities and differences in research management at both higher education institutions from different countries. 4) Provide recommendations based on research findings to improve research management standards at both institutions, in order to support the development of better quality and quantity of research in the future. This study combines qualitative data obtained through in-depth interviews, observations, and quantitative data collected through interviews and questionnaires. The conclusion of this study is that research management at Universitas Doktor Nugroho Magetan (UDN) has implemented eight national standards comprehensively according to SN-Dikti, with a relatively well-established institutional and quality assurance system. Meanwhile, Instituto Politecnico De Betano (IPB) is still in the process of consolidating towards a more structured research management system, in line with the national regulatory framework of Timor-Leste (Decree-Law No. 03/2024 and Ministerial Diploma No. 34/2021). The effectiveness of research management in both institutions is greatly influenced by human resource capacity, infrastructure availability, and policy and funding support. UDNM shows excellence in integrating research into the tridharma and internal quality-based management, while IPB stands out in the flexibility of international partnerships despite being constrained by limited facilities and human resources.
INTEGRATION OF REALISTIC MATHEMATICS EDUCATION (RME) APPROACH IN MATHEMATICS LEARNING TO IMPROVE CRITICAL THINKING OF ELEMENTARY SCHOOL STUDENTS Eko Pujianto
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3846

Abstract

This study aims to describe the implementation of the Realistic Mathematics Education (RME) approach in mathematics learning and its impact on improving the critical thinking skills of elementary school students. The method used is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The research subjects consisted of teachers and grade V students in one of the elementary schools in Medan City. The results of the study show that the RME approach is implemented through the stages of presenting contextual problems, mathematical modeling, and reflection. This approach encourages students' active involvement in the thought process and group discussions. The consistent implementation of RME results in improvements in students' critical thinking indicators, such as the ability to identify problems, provide logical reasons, evaluate solutions, and draw conclusions. In addition, students show higher enthusiasm and motivation to learn because the learning material is considered more relevant to their lives. These findings suggest that the integration of the RME approach can be an effective strategy in developing students' critical thinking skills early on, as well as supporting meaningful learning in accordance with the principles of a competency-based and character-based curriculum.
The Effect of Ethnomathematics E-Modules in Problem-Based Learning on Elementary Students Mathematics Learning Outcomes Eko Pujianto; Seprie Seprie
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.821

Abstract

This study aims to examine the effect of the Problem Based Learning (PBL) model assisted by ethnomathematics-based e-modules on elementary students’ mathematics learning outcomes on geometry topics. A quantitative approach with a quasi-experimental nonequivalent control group design was applied. The experimental group received PBL instruction supported by ethnomathematics-based e-modules, while the control group received conventional instruction. Data were collected using a 20-item multiple-choice test with validated reliability (Cronbach’s alpha). Data analysis included normality and homogeneity tests, an independent sample t-test, and N-gain analysis. The results showed a independent t-test indicated a significant effect (t = 5.12, p < 0.001). The experimental group achieved a higher N-gain score (0.62, medium to high category) compared to the control group (0.36, medium category). These results indicate that PBL assisted by ethnomathematics-based e-modules significantly improves students’ mathematics learning outcomes. The findings highlight the effectiveness of integrating contextual learning models and digital ethnomathematics media in improving learning achievement in elementary mathematics education.
Effectiveness of Animated Video Assisted Experiential Learning in Improving Elementary Students Learning Outcomes Regina Elriana Oki Prigiya; Bayu Purwo Adhi; Eko Pujianto
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.778

Abstract

This study examines the effectiveness of the Experiential Learning model assisted by animated videos in improving the learning outcomes of Natural and Social Sciences (IPAS) students at the elementary school level. A quasi-experiment with a Non-Equivalent Control Group Design was used, with purposive sampling selecting students from Presidential Elementary School, Beriwit State Elementary School 1, and Beriwit State Elementary School 2. The experimental group received animated video-assisted learning, while the control group followed conventional methods. Validity and reliability tests were conducted, and data were analyzed using an independent sample t-test. Results showed the experimental class had a significantly higher post-test average score (83.77) compared to the control group (65.00). The hypothesis test yielded a t-value of 2.018, greater than the t-table value of 1.771, with a significance of 0.007 (< 0.05). These findings confirm that the Experiential Learning model with animated videos effectively enhances students' learning outcomes. This model promotes active engagement and can be widely applied in elementary school curricula.
Improving Mathematics Learning Outcomes Using the Make A Match Learning Model with Number Cards Eko Pujianto; Stève Nimpagaritse
Vocational: Journal of Educational Technology Vol. 2 No. 2 (2026)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v2i2.610

Abstract

Mathematics remains one of the most challenging subjects for students, particularly in teacher education programs, where mastery is essential not only for academic success but also for future pedagogical practice. Conventional teacher-centered methods often fail to promote active engagement and deep conceptual understanding, underscoring the need for innovative approaches that combine interaction, collaboration, and enjoyable learning experiences. This study aimed to improve students’ mathematics learning outcomes through the implementation of the Make A Match learning model supported by number cards. The research employed a classroom action research design conducted in two cycles, each comprising the stages of planning, action, observation, and reflection. The participants were 28 undergraduate students enrolled in the Department of Primary School Teacher Education, Universitas Doktor Nugroho Magetan. Data were collected using formative tests, observation sheets, and field notes, and were analyzed through both quantitative and qualitative approaches. The findings demonstrated a consistent improvement in students’ learning outcomes. The mean score increased from 60.71 in the pre-cycle to 72.14 in Cycle I and 83.57 in Cycle II. Similarly, the percentage of students achieving mastery rose from 42.86% in the pre-cycle to 71.43% in Cycle I and 89.29% in Cycle II. Qualitative data supported these results, indicating enhanced engagement, collaboration, and active participation during learning activities. In conclusion, the Make A Match learning model with number cards effectively improved both the process and outcomes of mathematics learning. The study suggests that this strategy not only strengthens mathematical achievement but also fosters essential skills such as cooperation, communication, and problem-solving, making it a promising pedagogical approach for teacher education contexts.
Co-Authors Bayu Purwo Adhi Deslin Monica Sari Regina Elriana Oki Prigiya Seprie Seprie Stève Nimpagaritse Syamsiar, Syamsiar