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Journal : PPSDP International Journal of Education

The Impact of the Index Card Match Model on Mathematics Learning Motivation in Early Adolescence Indrawati, Nenny; Nurhidayah, Nurhidayah; Sumanik, Novike Bela; Ismail, Ismail
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.788

Abstract

The objective of this research was to examine whether the Index Card Match learning model influences the mathematics learning motivation of seventh-grade students at SMPN 4 Majene. Two hypotheses were formulated for this study: (1) the application of the Index Card Match learning model has a significant impact on students’ motivation to learn mathematics (H1), and (2) the application of the Index Card Match learning model has no significant impact on students’ motivation to learn mathematics (H0). A quasi-experimental design with a pre-test–post-test control group approach was utilized to conduct the study. The hypothesis was tested through N-Gain analysis, revealing that the mean N-Gain score of the experimental group exceeded that of the control group. This finding suggests that the Index Card Match learning model resulted in a significantly greater improvement than the conventional direct instruction method. Statistical testing at the 0.05 significance level produced a sig value of 0.000 < 0.05, leading to the rejection of H0 and acceptance of H1. Therefore, it can be concluded that the Index Card Match model has a significant positive influence on the mathematics learning motivation of seventh-grade students at SMP Negeri 4 Majene.
Enhancing Cognitive Learning Outcomes and Retention through Reflective Learning Journals: Evidence from Senior High School Students Nurhidayah, Nurhidayah; Indrawati, Nenny; Sumanik, Novike Bela
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.799

Abstract

Reflective learning journals are an active learning strategy designed to enhance metacognition and knowledge consolidation. This quasi-experimental study investigated the effect of reflective learning journals on cognitive learning outcomes and knowledge retention among 64 Grade XI science students in Indonesia. A pretest-posttest-retest control group design was employed. The experimental group (n=32) used structured learning journals with teacher feedback, while the control group (n=32) received conventional instruction. Cognitive learning outcomes and retention were measured using validated multiple-choice tests. Results indicated that the experimental group significantly outperformed the control group on both the posttest (M=75.63 vs. M=59.84) and the retention test (M=76.25 vs. M=60.94). MANOVA confirmed a significant multivariate effect of the intervention (p < .001). The findings suggest that integrating reflective learning journals with feedback is an effective pedagogical strategy for enhancing both immediate learning and long-term retention in high school biology.”