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All Journal International Journal of Ethno-Sciences and Education Research Journal of Multidisciplinary Science: MIKAILALSYS
Hana Kamilah
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Religion Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Transportation Other

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The Effectiveness of The Open-Ended Learning Model in Improving Students' Mathematical Problem-Solving Ability Hana Kamilah; Charis Maulana
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 3 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i3.1354

Abstract

This study examines the effectiveness of the open-ended learning model in improving the mathematical problem-solving ability of ninth-grade students at SMA Muhammadiyah 1 Semarang. A quasi-experimental, nonequivalent control-group design was used, employing parametric statistical analysis. The research population consisted of ninth-grade students at the school, from which two classes were selected through cluster random sampling: Class IX-A as the experimental group, instructed using the open-ended learning model, and Class IX-C as the control group, instructed using conventional teaching. Mathematical problem-solving ability was measured with a five-item essay test. Hypothesis testing using an independent-samples t-test produced t = 9.57, which exceeds the critical value t-table = 2.00 at the 5% significance level, indicating a statistically significant difference between the two groups. It can therefore be concluded that there is a significant effect of applying the open-ended learning model on students' mathematical problem-solving ability in Class IX of SMA Muhammadiyah 1 Semarang during the 2024/2025 academic year. This conclusion is reinforced by the considerable gap between the experimental group's mean score (75.00) and the control group's mean score (41.20). These findings support the theoretical proposition that instructional approaches emphasizing multiple solution strategies and student-centered inquiry cultivate deeper mathematical reasoning than approaches built around a single, teacher-demonstrated procedure.
Digital Literacy Competencies of Students in Evaluating the Accuracy of Information on the Internet: A Case Study of Library and Information Science Students Hana Kamilah; Elva Rahmah
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.10843

Abstract

The rapid growth of digital technology has expanded access to information while increasing the risk of misinformation and inaccurate online content. This condition requires students to develop adequate digital literacy competencies to evaluate the credibility and accuracy of information obtained from the internet. This study aims to describe the digital literacy competencies of Library and Information Science students at Universitas Negeri Padang in evaluating information accuracy based on four dimensions: digital skills, digital ethics, digital culture, and digital safety. A descriptive quantitative approach was employed, involving 70 students selected through simple random sampling. Data were collected using a questionnaire and analyzed through descriptive statistics. The findings indicate that students’ digital literacy level was categorized as very high, with an overall mean score of 3.29. Among the four dimensions, digital ethics obtained the highest score, whereas digital culture received the lowest score, although it remained within the high category. These findings suggest that students have strong competencies in accessing, evaluating, verifying, and utilizing digital information responsibly. This study concludes that digital literacy plays an important role in supporting students’ ability to assess information accuracy in complex digital environments. The findings contribute to the development of digital literacy studies in higher education and provide practical implications for strengthening digital culture and critical thinking skills in information evaluation practices.
Co-Authors Charis Maulana Elva Rahmah