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All Journal Efisiensi : Kajian Ilmu Administrasi JURNAL EKONOMI AKUNTANSI DAN MANAJEMEN Classroom Action Research Journal (CARJO) Pendas : Jurnah Ilmiah Pendidikan Dasar OIKOS: Jurnal Kajian Pendidikan Ekonomi dan Ilmu Ekonomi Education Journal : Journal Educational Research and Development Perspektif Pendidikan dan Keguruan Jurnal Al-Irsyad: Jurnal Bimbingan Konseling Islam Dharmas Education Journal (DE_Journal) Salus Cultura: Jurnal Pembangunan Manusia dan Kebudayaan Journal of Education Research Publikasi Berkala Pendidikan Ilmu Sosial SENTRI: Jurnal Riset Ilmiah Education Journal: Journal Educational Research and Development Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Ilmiah Pendidikan Citra Bakti
Neviyani Neviyani, Neviyani
Universitas PGRI Argopuro Jember
Aerospace Engineering Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Pendampingan Pembelajaran Matematika Inklusif melalui Pembelajaran Kooperatif dan Peer Tutoring Berbasis Pendekatan Psikologis, Manajemen Kelas, dan Kolaboratif : Pengabdian Bhennita Sukmawati; Khusna Yulinda Udhiyanasari; Mochammad Maulana Trianggono; Neviyani Neviyani; I Wayan Eka Mahendra; Novalita Taufika Ilma; Moh. Aditiya Peratama
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4348

Abstract

This community service activity aims to support inclusive mathematics learning through the implementation of cooperative learning and peer tutoring supported by psychological, classroom management, and collaborative approaches. The mentoring was conducted in October 2025 at SDN Mangli 1, Kaliwates District, Jember Regency, in third-grade mathematics learning involving regular students and students with special needs, namely dyslexia and slow learners. The methods used included coordination with the school and class teacher, observation, interviews, and documentation as a basis for reflection and improvement of learning. Cooperative learning was carried out through small heterogeneous groups, while peer tutoring involved regular students as peer tutors. The mentoring also emphasized inclusive classroom management and psychological support to increase student motivation, self-confidence, and social interaction. The results of the activity showed increased student engagement, understanding of the concept of arithmetic operations for students with special needs, the creation of a more inclusive and collaborative classroom atmosphere, and increased teacher experience in managing inclusive mathematics learning in a more structured and responsive manner.
EXPLORING THE ROLE OF PEER LESSONS IN DEVELOPING STUDENTS’ CRITICAL THINKING SKILLS IN ECONOMICS EDUCATION Tri Indini, Salisia; Neviyani, Neviyani; Eko Cahyono, Arie
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54759

Abstract

This study aimed to examine the implementation of the Peer Lessons strategy in Economics learning and its contribution to the development of students’ critical thinking skills at SMK Raudlatul Ulum Ledokombo Jember. Previous studies have largely focused on the effects of peer-assisted learning on academic achievement, while in-depth investigations into how Peer Lessons fosters critical thinking in vocational Economics education remain limited. This study contributes a contextual understanding of the relationship between peer-based instructional practices, collaborative learning processes, and critical thinking development in Economics classrooms. The findings identified four interconnected dimensions of implementation: planning, implementation, evaluation, and critical thinking development. This study employed a qualitative descriptive approach. Data were collected through classroom observations, semi-structured interviews, and document analysis involving one Economics teacher and 32 Grade XI students who directly participated in the learning process. Data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing, while source triangulation was used to enhance the trustworthiness of the findings. The findings revealed that Peer Lessons promoted active participation, collaborative interaction, and reflective learning. Students demonstrated increased confidence in asking questions, expressing opinions, responding to peers’ arguments, and analyzing Economics-related issues. Peer-based discussions facilitated conceptual understanding through accessible explanations and meaningful knowledge exchange. The study further found that heterogeneous grouping, peer tutoring, reflective evaluation, and contextual learning activities collectively supported the development of critical thinking skills. These findings suggest that Peer Lessons serves as an effective pedagogical strategy for fostering critical thinking and active engagement in vocational Economics education.
DIFFERENTIATED LEARNING AS A PEDAGOGICAL PROCESS: EVIDENCE FROM ECONOMICS LEARNING UNDER THE MERDEKA CURRICULUM Dani, Ahmad; Andrie Wijaya, Shendy; Neviyani, Neviyani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59617

Abstract

Differentiated instruction has become a key pedagogical approach within Indonesia's Merdeka Curriculum. However, empirical evidence explaining how it is systematically implemented in vocational Economics classrooms remains limited. This study aims to analyze the planning, implementation, and evaluation of differentiated instruction in Grade X Economics learning at SMK Raudlatul Ulum Ledokombo Jember. Unlike previous studies that primarily emphasize instructional effectiveness or teachers' readiness, this study proposes a process-oriented perspective by conceptualizing differentiated instruction as an integrated pedagogical framework linking diagnostic assessment, adaptive instruction, and authentic assessment. The findings identify three interconnected dimensions that shape effective differentiated learning implementation. This study employed a descriptive qualitative approach using a single-case study design. The research involved 14 purposively selected informants, comprising one principal, one vice principal for curriculum, one Economics teacher, and eleven Grade X students. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using an interactive model of data condensation, data display, and conclusion drawing supported by source triangulation to ensure credibility. The findings reveal that differentiated instruction was implemented through three integrated stages: (1) diagnostic assessment-informed instructional planning, (2) adaptive classroom implementation involving differentiated content, process, and product, and (3) continuous formative assessment supported by authentic feedback and flexible learning products. These findings demonstrate that the effectiveness of differentiated instruction depends on the coherence between planning, instructional adaptation, and assessment rather than on isolated teaching strategies. The study contributes to strengthening the conceptual understanding of differentiated instruction as a holistic pedagogical process within vocational Economics education.
TEACHER ROLES AND LEARNING MOTIVATION IN ECONOMICS EDUCATION: EXPLORING PEDAGOGICAL PRACTICES IN AN ISLAMIC SECONDARY SCHOOL Lukmanul Hakim; Denok Mugi Hidayanti; Neviyani Neviyani
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 3 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i3.7137

Abstract

Learning motivation is a key determinant of students’ engagement and achievement in economics education. However, maintaining students’ motivation remains a challenge, particularly in Islamic senior high schools. This study examines the role of economics teachers in enhancing students’ learning motivation, identifies supporting and inhibiting factors, and explores the outcomes of these efforts at MA Raudlatus Syabab Sukowono Jember. A qualitative case study approach was employed. Data were collected through observations, interviews, and documentation, and analyzed using data condensation, data display, and conclusion drawing. The findings indicate that economics teachers enhance learning motivation through integrated roles as educators, facilitators, motivators, and mentors. Supporting factors include pedagogical competence, diverse learning resources, instructional media, and positive teacher–student relationships. Inhibiting factors include differences in students’ academic abilities, low learning interest among some students, limited instructional time, and varying psychological conditions. These efforts contributed to improvements in six indicators of learning motivation: desire for achievement, learning drive, future aspirations, appreciation of learning, interest in learning activities, and a supportive learning environment. Students’ learning motivation is strengthened through the integration of teachers’ pedagogical roles and supportive learning conditions. This study highlights the strategic role of economics teachers in fostering learning motivation within the context of Islamic senior secondary education.
The Effect of WhatsApp-Based Promotion and Customer Interaction Quality on Repurchase Decisions at MSMe Vitri OS Jember Siti Mariyam; Neviyani Neviyani; Pudhak Prasetyorini
Publikasi Berkala Pendidikan Ilmu Sosial Vol 6, No 2 (2026): PAKIS, September 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/pakis.v6i2.19035

Abstract

The rapid advancement of digital technology has transformed people's economic behavior, particularly in the area of product marketing. Vitri Os Jember, a small and medium-sized enterprise (SME) operating as an online shop, faces challenges in digital promotion and customer interaction due to a lack of technological literacy and the presence of a digital divide. This study employed a descriptive quantitative approach with a saturated sample of 70 consumers, and all classical assumption tests, including normality, multicollinearity, and heteroscedasticity, were fully satisfied. The results of multiple regression analysis revealed that promotion via WhatsApp (X1) had a significant effect on repurchase decisions (Y), with a t-count of 2.744 exceeding the t-table value of 1.996 and a significance level of 0.008, while customer interaction quality (X2) also demonstrated a significant effect, with a t-count of 2.057 exceeding the t-table value of 1.996 and a significance level of 0.044. Furthermore, the simultaneous F-test yielded an F-count of 10.781, which exceeded the F-table value of 3.981 with a significance level of 0.000, indicating that both variables jointly had a significant effect on repurchase decisions. Based on these findings, Vitri Os Jember is recommended to maximize the use of WhatsApp not only as a promotional tool, but also as a means of fostering closer and more personal communication with customers, so that customer trust and loyalty can be continuously maintained.
Co-Authors Ahmad Dani Andri Mardi Susanto Andri Mardi Susanto, Andri Mardi Andrie W, Shendy Andrie Wijaya, Shendy Arifin, Muhammad Zainol Arina Hidayati, Ayu Bhennita Sukmawati Cahyono, Arie Eko Daulay, Maslina Denok Mugi Hidayanti Denok Mugi Hidayanti Ervin Nurah Masari Firman Firman Firmansyah, Ababil Hasanah, Nofiatul Hidayanti, Denok Mugi I Wayan Eka Mahendra Indria Yuli Susanti, Indria Yuli Lukmanul Hakim Moh. Aditiya Peratama Musthofa, Danis Nurul Mustofa, Amir Novalita Taufika Ilma Prasetiyorini, Pudhak Raden Mohamad Herdian Bhakti Rahmadi, Dedi Ricky Septian Adi Prakoso Riza Wahyu Utami Roro Aditya Novi W Roro Aditya Novi Wardhani Sharen Octavia Shendy Andrie Wijaya Shendy Andrie Wijaya Siti Mariyam Sri Redjeki Tri Indini, Salisia Udhiyanasari, Khusna Yulinda Wijaya, Shendy Andrie