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SPATIAL DURBIN MODEL OF UNEMPLOYMENT RATE IN CENTRAL JAVA fauzi, Fatkhurokhman Fauzi; Gabriella Hilary Wenur; Rochdi Wasono
Parameter: Journal of Statistics Vol. 3 No. 1 (2023)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/27765660.2023.v3.i1.16423

Abstract

Unemployment is a labor problem that is often faced by developing countries like Indonesia. The number of unemployed in Indonesia has fluctuated from year to year, including in Central Java Province. One of the efforts made to overcome this problem is to know the factors that influence unemployment. The region effect greatly affects the open unemployment rate. Modeling involving area effects is very precise, one of which is the Spatial Durbin Model (SDM). In this study, modeling of the open unemployment rate was carried out using a spatial approach in each district/city in Central Java. The models used in this study are Ordinary Last Square (OLS), Spatial Auto Regressive (SAR), Spatial Error Models (SEM), Spatial Durbin Model (SDM), Spatial Error Durbin Model (SDEM). The five methods were evaluated using the Akaike Information Criteria (AIC). The spatial weighting used in this study is Queen Contiguity. Based on the smallest AIC value (115.42), the best method in this study is HR. Meanwhile, the significant factors are the percentage of labor force participation rate (X1), the number of poor people (X4), the lag of economic growth, the lag of poverty, and the lag of the district/city minimum wage
Digital media and K–12 mathematical literacy: A systematic review of comparative studies Navel Oktaviandy Mangelep; Frisca Mareyta Pongoh; Silvana Enjelina Bander; Imriani Moroki; Christari Lois Palit; Gabriella Hillary Wenur; Kinzie Feliciano Pinontoan
Journal Focus Action of Research Mathematic (Factor M) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v9i1.8342

Abstract

The development of educational technology has created significant opportunities to improve students' mathematical literacy through the integration of digital media into mathematics instruction. This study systematically reviews and synthesizes comparative evidence on digital media versus traditional teaching methods in K–12 mathematical literacy. As a qualitative systematic review rather than a meta-analysis, it characterizes reported findings rather than establishing pooled causal effectiveness. Forty quantitative studies were selected based on predefined inclusion and exclusion criteria, with screening documented in a PRISMA flow diagram covering experimental designs, digital media interventions, and quantitative literacy measures. Methodological quality was appraised using a structured risk-of-bias assessment. Most studies reported gains in problem-solving, comprehension, spatial reasoning, and higher-order thinking. Interactive software, augmented reality, and educational games boosted motivation through visualization, personalization, and feedback, despite persistent limitations in devices and access. These findings are broadly consistent with digital learning functioning as an adaptive pedagogical strategy. However, the strength of evidence varied with study quality, and most studies did not report comparable effect sizes, limiting cross-study conclusions. This study enriches the knowledge base on technology-based mathematics education and provides an empirical foundation for teachers, policymakers, and researchers to design more contextual, interactive, and literacy-oriented mathematics learning for the 21st century.