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All Journal Jurnal Pendidikan dan Ilmu Sosial Journal of Research in Science and Mathematics Education International Journal of Innovation and Education Research
Pratiwi Disha Stanggo
Universitas Bengkulu
Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Effect of Digital Literacy and Reading Literacy on the Statistical Literacy of Higher Education Students Edi Susanto; Pratiwi Disha Stanggo; Ringki Agustinsa; Syafdi Mayzora
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): Current Issue - In Progress
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2129

Abstract

Purpose: Statistical literacy has emerged as a fundamental competency in higher education, enabling students to critically interpret, evaluate, and communicate data in an increasingly data-driven society. This study investigated the contributions of digital literacy and reading literacy to university students' statistical literacy. Methodology: A quantitative correlational design was employed with 147 students from three academic departments within the Faculty of Teacher Training and Education, University of Bengkulu. Data were collected using validated instruments measuring digital literacy, reading literacy, and statistical literacy and analyzed through descriptive statistics and multiple linear regression. Findings: Both digital literacy (β = 0.344, p < .001) and reading literacy (β = 0.431, p < .001) exerted significant positive effects on statistical literacy, with the regression model explaining 43.5% of the variance. Reading literacy demonstrated a stronger predictive influence, underscoring the importance of comprehending, evaluating, and synthesizing written information in developing statistical reasoning. Although participants reported relatively high levels of digital and reading literacy, their statistical literacy remained comparatively lower across all departments, suggesting that technological proficiency alone is insufficient to cultivate robust statistical competence. Significance: The findings conceptualize statistical literacy as a multidimensional competency requiring the integration of digital, cognitive, and interpretive skills. Strengthening digital literacy alongside reading literacy can substantially enhance students' capacity to interpret and apply statistical information. Accordingly, higher education institutions should embed authentic data-analysis tasks, digital learning resources, and critical reading practices within statistics instruction to better prepare graduates for evidence-based decision-making in increasingly data-intensive contexts.
The Effect of STEM-Based Student Worksheets Assisted by GeoGebra on Conceptual Understanding Ability of Grade X High School Students Fadya Alfani; Elwan Stiadi; Pratiwi Disha Stanggo
International Journal of Innovation and Education Research Vol. 4 No. 2 (2025): November 2025
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i2.48806

Abstract

The use of teaching materials that were not optimal was one of the causes of students' low ability to understand concepts. The teaching materials used were not fully able to facilitate students' ability to understand concepts, and have not integrated learning approaches or models. Based on these problems, this study aims to determine the effectiveness of STEM-based LKPD assisted by GeoGebra on students' ability to understand mathematical concepts in grade X of senior high school. The research method used in this study was a quantitative approach with a quasi-experimental research design. This study used a quantitative approach with a one-group pretest-posttest experimental design, because it only involves one group without a control group. The data collection technique used was a test of concept comprehension ability in the form of pr-test and post-test. The results showed that the use of GeoGebra-assisted STEM-based LKPD met the effectiveness criteria based on the Paired Sample t-Test and the N-Gain value. The Paired Sample t-Test shows a value of Sig. (2-tailed) of 0.000 < 0.05 so that H₀ was rejected and H₁ was accepted, which means that there was a significant difference between  the pre-test and post-test scores  of students after using the LKPD. In addition, based on the N-Gain value, an average of 0.54 was obtained in the medium category. Based on these results, it could be concluded that STEM-based LKPD assisted by GeoGebra was effective in improving students' ability to understand mathematical concepts. 
Kemampuan Mahasiswa Calon Guru Dalam Project Based Learning Pembuatan Video Pembelajaran Resti Komala Sari; Poni Saltifa; Pratiwi Disha Stanggo
JUPEIS : Jurnal Pendidikan dan Ilmu Sosial Vol. 5 No. 1 (2026): JUPEIS: Jurnal Pendidikan dan Ilmu Sosial
Publisher : Jompa Research and Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57218/jupeis.Vol5.Iss1.2540

Abstract

Penelitian untuk mendeskripsikan dan menganalisis kemampuan yang telah dimiliki mahasiswa calon guru setelah melaksanakan Project Based Learning (PjBL) video pembelajaran di UIN Fatmawati Sukarno Bengkulu. Dalam pelaksanaannya, PjBL memiliki langkah-langkah dalam pelaksanaannya yang meliputi: (1) Merumuskan pertanyaan pemandu, (2) Perencanaan proyek, (3) Pelaksanaan proyek, (4) Monitoring dan umpan balik, (5) Penyusunan produk akhir dan (6) Presentasi serta refleksi.  PjBL secara alami mengakomodasi seluruh jenjang kemampuan kognitif dalam Taksonomi Bloom, mulai dari kemampuan berpikir tingkat rendah (C1–C2) hingga kemampuan berpikir tingkat tinggi atau Higher Order Thinking Skills (HOTS) (C3–C6).  Subjek penelitian sebanyak 30 orang mahasiswa. Data-data penelitian dikumpulkan dalam bentuk file video pembelajaran hasil karya mahasiswa dan laporan pelaksanaan proyek. Penilaian dilakukan dengan menyusun instrument angket dengan skala likert dengan skala 1 hingga 4 (dengan nilai maksimum yakni 4 dan nilai minimum yaitu 1).  Penilaian disesuaikan dengan indicator-indikator yang berkenaan dengan taksonomi bloom. Berdasarkan penelitian diperoleh bahwa hampir 50% mahasiswa mencapai kriteria sangat baik untuk level C1-C6. Perolehan yang paling rendah dilevel C3 karena mahasiswa dinilai terlalu menggunakan bahasa buku dalam eksekusi proyek sehingga dirasa kurang improvisasi dalam penyajian materi. Namun untuk laporan kegiatan, 71% mahasiswa sudah mencapai kriteria sangat baik.
Co-Authors Agus Susanta Elwan Stiadi Fadya Alfani Poni Saltifa Resti Komala Sari Ringki Agustinsa Syafdi Mayzora