Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of Mathematics Instruction, Social Research and Opinion Journal of Education Sciences (Edusci)
Fikriyah
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Student Personality Development Efforts through Individual Counseling Services Zahra Pebrianti, Ajeung; Sharini, Iip; Fikriyah
Jurnal Edusci Vol 1 No 4 (2024): Vol 1 No. 4 : Maret 2024
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v1i4.217

Abstract

This paper results from our research to determine the efforts to develop student personality through individual counseling services at SD Negeri 1 Watubelah. The results of the interviews show that individual counseling refers to the results of student understanding because students have different problems. The strategies applied by class teachers in individual counseling efforts by observing their students and building good relations with their students, distributing questionnaires to find out their students' problems, the competence of class teachers must be increased so that the implementation of individual counseling guidance in elementary schools is well programmed.
Remediating Students’ Misconceptions on Fractions through Conceptual Change Theory and Scaffolding Fikriyah; Maison; Huda, Nizlel
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.530

Abstract

Students’ misconceptions about fraction concepts remain prevalent and significantly impact their mathematical understanding. The purpose of this study was to provide remediation to students who were identified as having misconceptions about fractions based on the results of a diagnostic pre-test using a five-tier instrument. Remediation of students' misconceptions was carried out through learning using conceptual change theory and scaffolding. To determine the impact of the intervention, a post-test diagnostic was conducted using the five-tier instrument. This study employed a mixed-methods approach through a convergent parallel design. The quantitative subjects consisted of 26 students, while the qualitative subjects comprised three students selected through purposive sampling. Qualitative data were collected through observation, interviews, and documentation. The results of this study indicate that before remediation, the average scientific conception (correct answers) was low at 17.6%, and after remediation, it increased to 86.6%, representing an average increase of 69%. The findings indicate that integrating conceptual change theory with scaffolding is a promising strategy for addressing entrenched misconceptions in mathematics education.
The Influence of Verbal Bullying on Self-Confidence in Fifth-Grade Students at State Elementary School Jamilah; Khozinul Huda; Fikriyah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7917

Abstract

This research is motivated by the high number of verbal bullying cases that have a negative impact on students' self-confidence. This study aimed to examine the effect of verbal bullying on the self-confidence of fifth grade students. The method used was descriptive quantitative with a case study approach. From a total population of 86 students, 34 students were selected as a sample with considerations of representativeness and sufficient numbers for simple statistical analysis. Data were collected through a validated and tested questionnaire for reliability, then analyzed using simple linear regression. The results showed that verbal bullying (taunts, insults, and threats) had a significant effect negative relationship with students' self-confidence, with a correlation coefficient of r = 0.369; R² = 0.136; t(32) = -2.243; p < 0.05; and a 95% confidence interval. This means that verbal bullying is associated with 13.6% of the variation in self-confidence, while the rest is influenced by other factors. Although the contribution of influence is relatively small, the practical impact is quite important because victims of verbal bullying tend to hesitate to express their opinions, are afraid to speak in front of the class, and are passive in interacting. These findings align with Erikson's psychosocial theory and Bandura's self-efficacy theory, which explain that negative experiences can lower children's self-confidence. This study is limited by its sample size and limited scope of variables. Therefore, future research is recommended to involve a broader population and consider other psychosocial factors that influence students' self-confidence.
Co-Authors -, Maison JAMILAH Khozinul Huda Nizlel Huda Sharini, Iip Zahra Pebrianti, Ajeung