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Journal : Journal on Education

Pengaruh Literasi Numerasi Dan Efikasi Diri Terhadap Indeks Prestasi Kumulatif Irajuana Haidar
Journal on Education Vol 5 No 4 (2023): Journal on Education: Volume 5 Nomor 4 Mei-Agustus 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i2.5332

Abstract

This research aims to explore the influence of numeracy literacy and self-efficacy on the Cumulative Achievement Index among students enrolled in the Mathematics Education Study Program at the University of Nineteen November Kolaka, class of 2020. Using a quantitative method, the research analyzed data through multiple regression with the aid of SPSS software. The findings revealed a notable combined impact of numeracy literacy and self-efficacy on the Cumulative Achievement Index.However, individually, the numerasi literacy variable has no impact on the Cumulative Performance Index. In contrast to the self-efficacy variable which shows that there is a significant influence on the Cumulative Performance Index. The results of this finding are interesting enough to be used as a valuable guideline to find out more deeply what factors or indicators can be developed to create graduates who have better academic performance.
Analisis Keberhasilan Implementasi Model Flipped Classroom dalam Pembelajaran Matematika Tingkat Perguruan Tinggi Loria Wahyuni; Suhartini Salingkat; Rendi Hadian A. Tamagola; Hersiyati Palayukan; Irajuana Haidar; Joni Wilson Sitopu
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.5877

Abstract

The Flipped Classroom model has become an intriguing topic in the context of mathematics education at the tertiary level. This literature review article aims to analyze the success of implementing the Flipped Classroom model in mathematics education at the tertiary level by exploring influencing factors. In-depth literature review was conducted to identify patterns and trends in evaluating the success of this model, including challenges faced and recommendations for further development. The results indicate that technological readiness, teacher involvement, student engagement, institutional support, and continuous evaluation are key factors in the success of implementing the Flipped Classroom model. This article provides valuable insights for educators and researchers in designing and implementing effective teaching models in tertiary education.