Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal JIMAT (Jurnal Ilmiah Mahasiswa Akuntansi) Undiksha Economic Education Analysis Journal
Putu Arya Dharmayasa
Universitas Pendidikan Ganesha
Humanities Economics, Econometrics & Finance Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Millennial Generation's Perception of Flexing and its Effect on Digital Asset Investment Decisions Nyoman Suadnyana Pasek; Gusti Ayu Ketut Rencana Sari Dewi; Putu Arya Dharmayasa
JIMAT (Jurnal Ilmiah Mahasiswa Akuntansi) Undiksha Vol. 13 No. 04 (2022): Jurnal Ilmiah Mahasiswa Akuntansi
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jimat.v13i04.56327

Abstract

The purpose of this study is to identify the perception of the millennial generation which in this case is carried out on students about flexing. The analysis is continued by measuring the influence of the millennial generation's perception of interest in investing in digital assets. This research was conducted on students of the Accounting Program Faculty of Economics Undiksha. The results showed that the impact of Flexing was perceived as strong and met the expectations of the students. The perception of the millennial generation has a significant effect on the interest in investing in digital assets. Keywords: flexing, millennial generation, investment
Reframing Conceptual Mastery in Financial Education: Digital STAD and Cognitive Engagement Putu Arya Dharmayasa; García Fallas
Economic Education Analysis Journal Vol. 15 No. 1 (2026): Economic Education Analysis Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eeaj.v15i1.40157

Abstract

Despite the expanding adoption of active and technology-mediated learning in economics education, robust empirical evidence on how digitally supported cooperative designs enhance conceptual mastery remains limited, particularly in teacher-education settings. This study investigates the pedagogical and cognitive effects of integrating the Student Teams Achievement Division (STAD) model with digital media on students’ understanding of money and financial institutions. Using a classroom-based quasi-experimental approach across iterative instructional cycles, data were obtained from structured observations of cognitive engagement and standardized assessments administered to undergraduate economics education students. The results indicate consistent gains in active learning participation and conceptual comprehension, reflected in progressively higher post-intervention scores. These findings suggest that digitally mediated cooperative learning can strengthen engagement and promote deeper conceptual processing. However, the study is constrained by its single-institution context, modest sample size, and quasi-experimental design, which limit causal generalization. The study extends cooperative learning into digital pedagogical environments and offers cautious implications for redesigning concept-focused instruction in higher education economics.
Co-Authors Dewi, Gusti Ayu Ketut Rencana Sari García Fallas Nyoman Suadnyana Pasek