Articles
<![CDATA[Optimizing Students' Critical Thinking Abilities through the Guided Inquiry Learning Model ]]>
<![CDATA[Cahyani, Karin]]>;
<![CDATA[Srigustini, Astri]]>;
<![CDATA[Sartika, Sri Hardianti]]>
<![CDATA[ Journal of Educational Analytics Vol. 3 No. 4 (2024): November 2024 ]]>
Publisher : <![CDATA[PT FORMOSA CENDEKIA GLOBAL ]]>
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DOI: 10.55927/jeda.v3i4.12158
<![CDATA[In many schools, students' critical thinking abilities are still relatively low, reflected in their difficulty in analyzing information in depth, constructing logical arguments, and solving problems effectively. This research aims to determine the extent to which applying the Guided Inquiry learning model can improve students' critical thinking abilities. The method used in this research is an experiment with a Nonequivalent Control Group Design. The population used in this research was class XI IPS students at SMAN 6 Tasikmalaya with 198 students, and the sampling technique used was purposive sampling, where the sample was determined based on student activities. Class XI IPS 3 was chosen as the experimental class, which applied the Guided Inquiry model, while class XI IPS 4 was used as the control class, which used the discovery learning model. The instrument used is a set of 22 essay questions. The research results show a significant difference in critical thinking skills between the experimental and control classes, indicating that implementing the Guided Inquiry learning model effectively improves students' critical thinking skills. Hopefully, this research will become a reference for developing more effective strategies and learning models in schools.]]>
<![CDATA[Penganekaragaman Bahan Pangan Sebagai Strategi Mempertahankan Daya Tahan Tubuh Di Masa Pandemi Covid-10 ]]>
<![CDATA[Widyaningrum, Bakti]]>;
<![CDATA[Helbawanti, Octaviana]]>;
<![CDATA[Khoerunisa, Nisa]]>;
<![CDATA[Srigustini, Astri]]>
<![CDATA[ Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 6 No 2 (2022): Volume 6 Nomor 2 Tahun 2022 ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/ja.v6i2.16872
<![CDATA[Food diversification can be done to support the fulfillment of individual calorie and nutritional needs in order to carry out activities properly. The purpose of community service activities is that participants can understand the concepts of the Nutrient Adequacy Number (RDA) and Energy Adequacy Number (AKE), the preparation of food composition according to the recommendation of the Ministry of Health's "Isi Piringku", healthy food processing, and the use of applications to calculate calories in maintaining health. body during the Covid-19 pandemic. The method used consisted of counseling and lectures, demonstration of tools, tutorials and practice of preparing a varied and nutritionally balanced diet. PKK women from Kelurahan Ciakar who were participants in the activity were able to arrange “Isi Piringku” consisting of carbohydrate (2/3 of plate), vegetables (2/3 of plate), fruits (1/3 of plate) and side dishes (1/3 of plate). Diversification is practiced by participants using non-rice food ingredients and the use of the FatSecret application on the menu.]]>
<![CDATA[PENGARUH REINFORCEMENT POSITIF, STUDENT CURIOSITY DAN PARENTAL INVOLVEMENT TERHADAP STUDENT ENGAGEMENT ]]>
<![CDATA[Pratama, Rizal Malik]]>;
<![CDATA[Sadiah, Ati]]>;
<![CDATA[Srigustini, Astri]]>
<![CDATA[ Promosi: Jurnal Program Studi Pendidikan Ekonomi Vol 14, No 1 (2026): Promosi ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/jp.v14i1.12233
<![CDATA[Penelitian ini berdasarkan latar belakang dari analisis rendahnya keterlibatan peserta didik dalam pembelajaran di kelas. Penelitian ini memiliki tujuan untuk menganalisis pengaruh reinforcement positif, student curiosity, dan parental involvement terhadap student engagement. Penelitian ini menerapkan jenis penelitian kuantitatif dengan metode survei melalui pendekatan desain eksplanatori. Sampel penelitian ini sebanyak 206 dari peserta didik kelas X1 SMA Negeri 1 Kota Tasikmalaya.Teknik pengambilan sampel penelitian menerapkan probability sampling melalui pendekatan simple random sampling. Perolehan data menggunakan kuesioner dengan berbantuan alat analisis SPSS versi 26 dan menerapkan analisis regresi berganda. Hasil penelitian ini menjelaskan bahwa terdapat pengaruh antara reinforcement positif, student curiosity, dan parental involvement terhadap student engagement baik secara parsial maupun simultan. Selain itu, reinforcement positif, student curiosity, dan parental involvement berpengaruh secara simultan terhadap student engagement dengan nilai fhitung > ftabel yakni sebesar 1372,794 > 2,650. Kesimpulan dari penelitian ini yakni reinforcement positif, student curiosity, dan parental involvement berpengaruh secara bersama-sama terhadap student engagement peserta didik.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN SNOWBALL-THROWING UNTUK MENINGKATKAN HASIL BELAJAR MATA PELAJARAN EKONOMI KONSEP BANK DAN INDUSTRI KEUANGAN NON-BANK: (Studi kuasi eksperimen pada Peserta Didik Kelas X SMAN 1 Pagelaran Tahun Ajaran 2022/2023) ]]>
<![CDATA[Alwiyasa, Rahmatul Khalik]]>;
<![CDATA[Gumilar, Rendra]]>;
<![CDATA[Srigustini, Astri]]>
<![CDATA[ JURNAL RISET PENDIDIKAN DAN PENGAJARAN Vol. 2 No. 1 (2023): JANUARY ]]>
Publisher : <![CDATA[Transpublika Publisher ]]>
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DOI: 10.55047/jrpp.v2i1.449
<![CDATA[This study aims to determine the effect of the Snowball Throwing learning model to improve learning outcomes in economics subjects Concepts of Banks and the Non-Bank Financial Industry. The research method used is a quasi- experimental method in the form of a noun equivalent control group design. The population in this study were all class X students of SMAN 1 Pagelaran, totaling 152 students. The sampling technique was purposive sampling, that is, class X-3 (experimental class) with a total of 30 students and class X-5 (control class) with a total of 30 students. The data collection technique in this study was using multiple choice tests and the data analysis technique used was paired samples T-test and independent samples T-test. The results of this study indicate that 1) There are differences in the learning outcomes of students in the experimental class using the Snowball Throwing model in the initial and final measurements with an average n-gain value of 0.717 (high). 2) There are differences in the learning outcomes of students in the control class using conventional models in the initial measurement and final measurement with an average n-gain value of 0.697 (moderate). 3) There is no difference in increasing the ability of students' learning outcomes between the experimental class and the control class.]]>
<![CDATA[Determinan Kesiapan Berwirausaha Siswa SMK: Peran Pengetahuan Kewirausahaan, Dukungan Sosial, dan Efikasi Diri ]]>
<![CDATA[Ramadhanti, Regita Ari]]>;
<![CDATA[Gumilar, Rendra]]>;
<![CDATA[Srigustini, Astri]]>
<![CDATA[ JURNAL LENTERA [PENDIDIKAN PUSAT PENELITIAN LPPM UM METRO] Vol 11, No 1 (2026): Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro ]]>
Publisher : <![CDATA[LPPM UM Metro ]]>
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DOI: 10.24127/jlpp.v11i1.5122
<![CDATA[This study was motivated by the low level of entrepreneurial readiness among vocational high school students, even though the competency standards for vocational high school graduates are designed to prepare them for employment and entrepreneurship. The objective of this study is to determine the influence of entrepreneurial knowledge, social support, and self-efficacy on students’ entrepreneurial readiness. The research approach is quantitative using a survey method. The population of this study consists of 634 eleventh-grade students at SMK Negeri 1 Ciamis for the academic year 2025/2026. The sampling technique used is proportionate stratified random sampling, with a sample size of 245 students. The results of the study indicate that: 1) Entrepreneurial knowledge has a positive and significant effect on students’ entrepreneurial readiness. 2) Social support has a positive and significant effect on students’ entrepreneurial readiness. 3) Self-efficacy has a positive and significant effect on students’ entrepreneurial readiness. 4) Entrepreneurial knowledge, social support, and self-efficacy have a positive and significant influence on students’ entrepreneurial readiness. It can be concluded that students’ entrepreneurial readiness is shaped by the integration of cognitive aspects,the social environment, and internal beliefs that mutually influence one another in solidifying students’ career choices to become entrepreneurs. ]]>
<![CDATA[PENGARUH PEMANFAATAN FINACIAL TECHNOLOGY (FINTECH) DAN GAYA HIDUP KONSUMTIF TERHADAP MANAJEMEN KEUANGAN PRIBADI SISWA ]]>
<![CDATA[Karmulloh, Muhamad Rendi]]>;
<![CDATA[Srigustini, Astri]]>;
<![CDATA[kurniawan, Kurniawan]]>
<![CDATA[ JURNAL LENTERA [PENDIDIKAN PUSAT PENELITIAN LPPM UM METRO] Vol 11, No 1 (2026): Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro ]]>
Publisher : <![CDATA[LPPM UM Metro ]]>
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DOI: 10.24127/jlpp.v11i1.5232
<![CDATA[The rapid development of Financial Technology (FinTech) among the younger generation has made financial transactions more convenient, but it also has the potential to encourage a consumerist lifestyle that can affect students’ personal financial management. Students’ awareness of financial planning and control remains low. This study aims to analyze the influence of FinTech usage and a consumerist lifestyle on the personal financial management of students at State High School 3 Tasikmalaya, both partially and simultaneously. This study employs a quantitative approach using a survey method and an associative-causal design. The study population consists of 1,260 students, with a sample of 306 respondents selected using proportionate stratified random sampling. Data were collected via a Likert-scale questionnaire and analyzed using multiple linear regression with the aid of SPSS. The results indicate that the use of FinTech and a consumerist lifestyle, both partially and simultaneously, significantly influence students’ personal financial management. Thus, students’ personal financial management is influenced by external factors such as the use of FinTech and internal factors such as a consumerist lifestyle.]]>
<![CDATA[Determinan Kesiapan Berwirausaha Siswa SMK: Peran Pengetahuan Kewirausahaan, Dukungan Sosial, dan Efikasi Diri ]]>
<![CDATA[Regita Ari Ramadhanti]]>;
<![CDATA[Rendra Gumilar]]>;
<![CDATA[Astri Srigustini]]>
<![CDATA[ JURNAL LENTERA [PENDIDIKAN PUSAT PENELITIAN LPPM UM METRO] Vol 11 No 1 (2026): Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro ]]>
Publisher : <![CDATA[LPPM UM Metro ]]>
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DOI: 10.24127/jlpp.v11i1.5122
<![CDATA[This study was motivated by the low level of entrepreneurial readiness among vocational high school students, even though the competency standards for vocational high school graduates are designed to prepare them for employment and entrepreneurship. The objective of this study is to determine the influence of entrepreneurial knowledge, social support, and self-efficacy on students’ entrepreneurial readiness. The research approach is quantitative using a survey method. The population of this study consists of 634 eleventh-grade students at SMK Negeri 1 Ciamis for the academic year 2025/2026. The sampling technique used is proportionate stratified random sampling, with a sample size of 245 students. The results of the study indicate that: 1) Entrepreneurial knowledge has a positive and significant effect on students’ entrepreneurial readiness. 2) Social support has a positive and significant effect on students’ entrepreneurial readiness. 3) Self-efficacy has a positive and significant effect on students’ entrepreneurial readiness. 4) Entrepreneurial knowledge, social support, and self-efficacy have a positive and significant influence on students’ entrepreneurial readiness. It can be concluded that students’ entrepreneurial readiness is shaped by the integration of cognitive aspects,the social environment, and internal beliefs that mutually influence one another in solidifying students’ career choices to become entrepreneurs. ]]>
<![CDATA[Pengaruh Pemanfaatan Financial Technology (Fintech) dan Gaya Hidup Konsumtif terhadap Manajemen Keuangan Pribadi Siswa ]]>
<![CDATA[Muhamad Rendi Karmulloh]]>;
<![CDATA[Astri Srigustini]]>;
<![CDATA[Kurniawan kurniawan]]>
<![CDATA[ JURNAL LENTERA [PENDIDIKAN PUSAT PENELITIAN LPPM UM METRO] Vol 11 No 1 (2026): Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro ]]>
Publisher : <![CDATA[LPPM UM Metro ]]>
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DOI: 10.24127/jlpp.v11i1.5232
<![CDATA[The rapid development of Financial Technology (FinTech) among the younger generation has made financial transactions more convenient, but it also has the potential to encourage a consumerist lifestyle that can affect students’ personal financial management. Students’ awareness of financial planning and control remains low. This study aims to analyze the influence of FinTech usage and a consumerist lifestyle on the personal financial management of students at State High School 3 Tasikmalaya, both partially and simultaneously. This study employs a quantitative approach using a survey method and an associative-causal design. The study population consists of 1,260 students, with a sample of 306 respondents selected using proportionate stratified random sampling. Data were collected via a Likert-scale questionnaire and analyzed using multiple linear regression with the aid of SPSS. The results indicate that the use of FinTech and a consumerist lifestyle, both partially and simultaneously, significantly influence students’ personal financial management. Thus, students’ personal financial management is influenced by external factors such as the use of FinTech and internal factors such as a consumerist lifestyle.]]>
<![CDATA[PENGARUH REINFORCEMENT POSITIF, STUDENT CURIOSITY DAN PARENTAL INVOLVEMENT TERHADAP STUDENT ENGAGEMENT ]]>
<![CDATA[Rizal Malik Pratama]]>;
<![CDATA[Ati Sadiah]]>;
<![CDATA[Astri Srigustini]]>
<![CDATA[ Promosi: Jurnal Program Studi Pendidikan Ekonomi Vol 14 No 1 (2026): Promosi ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/jp.v14i1.12233
<![CDATA[Penelitian ini berdasarkan latar belakang dari analisis rendahnya keterlibatan peserta didik dalam pembelajaran di kelas. Penelitian ini memiliki tujuan untuk menganalisis pengaruh reinforcement positif, student curiosity, dan parental involvement terhadap student engagement. Penelitian ini menerapkan jenis penelitian kuantitatif dengan metode survei melalui pendekatan desain eksplanatori. Sampel penelitian ini sebanyak 206 dari peserta didik kelas X1 SMA Negeri 1 Kota Tasikmalaya.Teknik pengambilan sampel penelitian menerapkan probability sampling melalui pendekatan simple random sampling. Perolehan data menggunakan kuesioner dengan berbantuan alat analisis SPSS versi 26 dan menerapkan analisis regresi berganda. Hasil penelitian ini menjelaskan bahwa terdapat pengaruh antara reinforcement positif, student curiosity, dan parental involvement terhadap student engagement baik secara parsial maupun simultan. Selain itu, reinforcement positif, student curiosity, dan parental involvement berpengaruh secara simultan terhadap student engagement dengan nilai fhitung > ftabel yakni sebesar 1372,794 > 2,650. Kesimpulan dari penelitian ini yakni reinforcement positif, student curiosity, dan parental involvement berpengaruh secara bersama-sama terhadap student engagement peserta didik.]]>
<![CDATA[The Impact of Digital Financial Literacy on Financial Behaviour and Financial Well-Being of Rural Millennials ]]>
<![CDATA[Sri Hardianti Sartika]]>;
<![CDATA[Astri Srigustini]]>;
<![CDATA[Allicia Deana Santosa]]>
<![CDATA[ Jurnal Inovasi Pendidikan Ekonomi Vol. 16 No. 1 (2026): Jurnal Inovasi Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jipe.v16.i1.31
<![CDATA[This study investigates the role of digital financial literacy in shaping the financial well-being of millennials residing in rural areas of West Java, with financial behaviour serving as a mediating variable. Employing a quantitative explanatory survey design, data were collected from 315 millennial respondents and analysed using descriptive statistics and path analysis. The findings reveal that digital financial literacy exerts a significant but negative effect on both financial behaviour and financial well-being. Financial behaviour is also found to significantly influence financial well-being, indicating that higher engagement with financial activities does not necessarily translate into improved financial outcomes. These results suggest that increased exposure to and understanding of digital financial services may encourage consumptive practices and over-reliance on digital credit when not accompanied by prudent financial management. The study highlights that digital financial literacy alone is insufficient to enhance financial well-being unless it is integrated with responsible financial behaviour and effective risk awareness. Consequently, targeted financial education and stronger regulation of digital financial services are essential to improving the long-term financial well-being of rural millennials.]]>
