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All Journal Indonesian Journal of Learning and Instruction
Rani Tania Pratiwi
Universitas Kuningan, Kuningan, Indonesia
Languange, Linguistic, Communication & Media

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INDIGENOUS WISDOM IN ECONOMICS TEACHER EDUCATION: BRIDGING GLOBAL COMPETENCIES AND LOCAL HERITAGE Rani Tania Pratiwi; Atin Nuryatin; Cucu Suhartini; Yeyen Suryani; Deden Agustira; Wensley M. Reyes; Jingga Radesa
Indonesian Journal of Learning and Instruction Vol. 9 No. 1 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Indigenous wisdom offers culturally grounded resources for teaching economic concepts, yet teacher education curricula rarely prepare prospective teachers to use it. Research on pre-service teachers' readiness to integrate indigenous knowledge has concentrated on science, language and primary education, leaving economics teacher preparation largely unexamined. This study examined how prospective economics teachers understand indigenous wisdom and how ready they are to integrate Sundanese practices, namely Seren Taun, gotong royong and silih asah–asih–asuh, into economics learning. A descriptive survey with a qualitative strand was conducted with 44 pre-service economics teachers at Universitas Kuningan, Indonesia. A 13-item questionnaire combining Likert-scale, multiple-choice and open-ended items was analyzed with descriptive statistics and thematic coding. Most participants (72.7%) reached high or very high understanding, and the mean score was 73.5%. Attitudinal items received the strongest support (85–92%), whereas items requiring pedagogical reasoning scored lowest (78–82%). Qualitative responses showed that participants valued indigenous wisdom as a cultural identity resource but were uncertain how to teach it. Prospective economics teachers are well disposed toward indigenous wisdom but need structured preparation, such as multiliteracy-based coursework and community partnerships, to turn this disposition into classroom practice.
A DEEP LEARNING-BASED SOCIAL STUDIES E-MODULE FOR ENHANCING CRITICAL THINKING IN INDONESIA'S MERDEKA CURRICULUM Meri Maryati; Yeyen Suryani; Agie Hanggara; Rani Tania Pratiwi
Indonesian Journal of Learning and Instruction Vol. 9 No. 1 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Critical thinking is a core competency emphasized in Indonesia's Merdeka Curriculum, yet junior high school students' performance in social studies remains low. Gap: Digital social studies materials explicitly designed around the principles of deep learning, namely mindful, meaningful and joyful learning, are rarely developed and empirically tested. Purpose: This study developed a deep learning-based social studies e-module on international trade and examined its feasibility and effectiveness in improving eighth-grade students' critical thinking. Method: A research and development design following the ADDIE model was combined with a quasi-experimental pretest–posttest control group design at SMPN 1 Ciawigebang, SMPN 5 Ciawigebang and MTs PUI Ciawigebang. Data were collected through expert validation sheets, questionnaires, interviews and a critical thinking test, and analyzed using normalized gain (N-Gain), t-tests and one-way ANOVA. Main findings: Content and media experts rated the e-module as highly feasible (94.17% and 95.33%), and students responded positively. Experimental classes obtained higher N-Gain scores (0.62–0.71) than control classes (0.06–0.08) in all three schools, and the difference between groups was statistically significant (p < .001). Conclusion: The deep learning-based social studies e-module is feasible and effective as an alternative teaching material for strengthening junior high school students' critical thinking within the Merdeka Curriculum.
FROM KNOWING TO DOING: INTERNAL LOCUS OF CONTROL IN TEACHERS' FINANCIAL MANAGEMENT Nyai Ade Rohmawati; Iskandar Rohmawati; Entin Jumantini Rohmawati; Rani Tania Pratiwi
Indonesian Journal of Learning and Instruction Vol. 9 No. 2 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Financial management ability shapes teachers' financial well-being, yet a stable income does not automatically translate into sound planning, spending and risk management. Gap: Prior studies have mostly examined financial literacy, income and lifestyle separately, reported inconsistent results, and seldom treated psychological factors as moderators among elementary school teachers. Purpose: This study analyzes the effects of financial literacy, income level and lifestyle on financial management ability and tests the moderating role of internal locus of control (ILOC). Method: A quantitative survey was conducted with 180 civil-servant teachers from 46 public elementary schools in Ciawigebang District, Kuningan Regency, selected through proportionate random sampling. Questionnaire data were analyzed using moderated regression analysis (MRA). Main findings: Financial literacy and income level had positive and significant effects, whereas lifestyle had a negative and significant effect on financial management ability. ILOC had a positive effect and significantly moderated all three relationships, strengthening the effects of financial literacy and income; the model explained 71.6% of the variance in financial management ability. Conclusion: Teachers' financial management ability is shaped by knowledge, economic resources and consumption patterns whose effectiveness depends on self-control. Teacher development programs should combine financial education with the strengthening of personal control.
Co-Authors Agie Hanggara Atin Nuryatin Cucu Suhartini Deden Agustira Entin Jumantini Rohmawati Iskandar Rohmawati Jingga Radesa Meri Maryati Nyai Ade Rohmawati Wensley M. Reyes Yeyen Suryani