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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pencerahan Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) JURNAL SERAMBI ILMU
Muhammad Hussin
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Arts Humanities Education Social Sciences

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EFEKTIFITAS MODEL JIGSAW II DALAM MENINGKATKAN KEAHLIAN BERKOMUNIKASI, SIKAP DAN PRESTASI AKADEMIK SISWA DALAM MATA PELAJARAN EKONOMI DI SEKOLAH MENENGAH ATAS DI ACEH Nazaruddin Ali Basyah; Muhammad Hussin
Jurnal Pencerahan Vol 8, No 1 (2014): Maret 2014
Publisher : Majelis Pendidikan Daerah (MPD) Aceh dan Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (228.166 KB) | DOI: 10.13170/jp.8.1.2039

Abstract

Penelitian ini bertujuan untuk mengetahui sejauhmana efektifitas pembelajaran koperatif Model Jigsaw II dalam meningkatkan keahlian berkomunikasi, sikap dan prestasi akademik siswa dalam mata pelajaran ekonomi. Sebanyak 60 orang siswa Kelas XI dari sebuah Sekolah Menengah Atas (SMA) di Aceh dipilih sebagai sampel dalam kajian ini. Instrumen kajian adalah kuesioner dan ujian esei pencapaian. Hasil menunjukkan bahwa nilai Alfa Cronbach bagi semua konstruk keahlian berkomunikasi dan sikap terhadap mata pelajaran ekonomi berada pada tingkat kepercayaan yang tinggi, yaitu antara 0,848 dan 0,817. Analisis statistik inferensi yaitu ujian-t, one-way analysis of variance (ANOVA), Korelasi Pearson dan Regresi digunakan untuk menguji hipotesis pada tingkat signifikan p 0,05, dengan menggunakan Program SPSS (Statistical Package for the Social Sciences). Hasil kajian uji-t, ANOVA, regresi dan korelasi menunjukkan bahwa terdapat perbedaan signifikan keahlian berkomunikasi siswa dan sikap terhadap prestasi akademik siswa dalam mata pelajaran ekonomi antara kelas eksperimen dan kelas kontrol.
The Effectiveness Of Problem-Based Learning On Student Achievement In Economic Subject Agustina, Lisa; Zakaria, Zakaria; Irwan, Irwan; Arfan, Fahmi; Hasanah, Ida; Buang, Nor Aishah; Hussin, Muhammad; Nur, Muhammad
JURNAL SERAMBI ILMU Vol 24, No 2 (2023): Jurnal Serambi Ilmu
Publisher : UNIVERSITAS SERAMBI MEKKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/si.v24i2.4842

Abstract

This study aims to identify the effectiveness of problem-based learning (PBL) on achievement in Economic subject. This study uses an unequal control group design, which has been carried out for 10 weeks involving as many as 80 fourth-grade students at SMAN 1 Unggul Baitussalam, Aceh Besar. The samples were divided into the experimental group and the control group. The students in the experimental group took lessons using the PBL module, while students in the control group followed lessons conventionally. The PBL module was built using analysis, design, development, implementation, evaluation (ADDIE model) teaching design and was based on the five PBL phases. The descriptive statistics used were frequency, percent, mean, and standard deviation, while paired t-test, independent t-test, and MANOVA were used to test the hypotheses. The results showed student achievement in the experimental group experienced a significant increase, while students in the control group only experienced a slight increase. The results of the MANOVA showed there was no effect on the test scores of Basic Economics before and after the experiment. At the same time, the results of the study also found there was an interaction effect of achievement levels on test scores before and after the experiment. However, there was no significant interaction effect between groups and achievement level on the test scores before and after the experiment. Overall, the findings of this study indicate that the PBL has had a positive impact on student achievement.
Investigation of Content Validity and Exploratory Factor Analysis of Students’ Economic Behavior Measure Narmaditya, Bagus Shandy; Sahid, Sheerad; Hussin, Muhammad
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol 13, No 2 (2024): JP3I
Publisher : Fakultas Psikologi UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v13i2.30485

Abstract

Economic behavior has attracted scholars in the last decade, and past studies measured this construct partially from consumptive perspectives or entrepreneurial behavior (Mulyani et al., 2018). Therefore, this study aims to develop a new and valid measurement of students’ economic behavior and investigate its content validity using an exploratory factor analysis (EFA). The content validity is provided using an experts’ assessment method with a 4-point evaluation form. At the same time, the exploratory factor analysis is performed using SPSS. This study involved content validity assessment for each item (I-CVI) for the entire scale (S-CVI/Ave). Based on the analysis of the questionnaire scale, it can be concluded that the content validity check using I-CVI, S-CVI/Ave, and S-CVI/UA is all satisfactory except for item SEB20, which was subsequently dropped. On the other hand, the results of EFA indicated that two more items did not meet the thresholds and, thus, were excluded. Therefore, developing instruments to measure students’ economic behavior is prominent in dealing with digital changes, preventing consumptive behavior, and enhancing economic well-being.
A mixed-methods study on the impact of experiential financial education on Chinese students’ financial literacy and wellbeing Zhou, Yani; Hussin, Muhammad; Abd Majid, Mohamad Zuber
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32906

Abstract

This study examines the impact of experiential financial education on financial literacy and wellbeing among Chinese university students. In response to the growing demand for practical financial skills in China, where traditional financial education often focuses on theory, a mixed-methods approach with a sequential explanatory design was used. The quantitative phase employed a quasi-experimental method, involving an experimental group (EG) receiving experiential education and a control group (CG) following traditional methods, each with 60 students recruited through purposive sampling. Data on financial literacy and wellbeing were collected via pre- and post-intervention questionnaires. To gain deeper insights, qualitative interviews were conducted with nine students using voluntary sampling. The quantitative results showed that the EG significantly outperformed the CG in financial literacy (knowledge, behavior, and attitude) and financial wellbeing (security, resilience, control, and freedom of choice). Qualitative findings reinforced these results, revealing themes such as the practical application of financial knowledge, increased confidence, higher engagement, and the relevance of lessons to real-world financial challenges. Overall, the study underscores the importance of incorporating experiential learning into financial education to boost literacy and wellbeing, providing valuable insights for regions where practical financial education is still evolving.
Co-Authors Abd Majid, Mohamad Zuber Arfan, Fahmi Bagus Shandy Narmaditya Buang, Nor Aishah Hasanah, Ida Irwan Irwan Lisa Agustina, Lisa Muhammad Nur Nazaruddin Ali Basyah Sahid, Sheerad Zakaria Zakaria Zhou, Yani