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All Journal Edunity: Kajian Ilmu Sosial dan Pendidikan
Vika Fransisca
Institut Prima Bangsa
Humanities Computer Science & IT Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Social Sciences

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Analysis of The Influence of Learning Environment and Parental Support on Elementary School Students' Academic Achievement In Urban Areas Vika Fransisca
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 3 No. 11 (2024): Edunity: Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v3i11.326

Abstract

In urban contexts, students often face challenges related to educational resources and parental involvement, which affect their academic achievement. This study aims to investigate the influence of learning environment and parental support on the academic achievement of primary school students in urban areas. Using a qualitative approach, data was collected through in-depth interviews and focus group discussions with students, parents and teachers. The findings showed that students who were in a supportive school environment and supported by active parents showed higher academic motivation and better resilience. The results highlight the importance of classroom resources, teacher engagement and consistent parental support as significant factors in student achievement. However, socioeconomic factors often limit parental involvement, suggesting the need for flexible school-based engagement programs. This research recommends that urban schools adopt collaborative strategies to improve in-school support and parental engagement, thus creating a comprehensive support network for students. The conclusion of this study suggests that strengthening school-parent partnerships and improving the classroom environment are critical to improving students' academic achievement.
The Influence of Slang on Social Identity Formation among Teenagers in the Digital Era Vika Fransisca; Aurelia Widya Astuti
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 4 No. 4 (2025): Edunity: Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v4i4.379

Abstract

This research examines the influence of slang on social identity formation among teenagers in the digital era. With the rise of digital communication platforms like Instagram, TikTok, and WhatsApp, slang has become an essential tool for teenagers to express themselves and navigate social relationships. This qualitative study combines semi-structured interviews and content analysis of social media interactions to investigate how teenagers use slang to construct their online identities. The findings reveal that slang is a crucial marker of group membership, reinforcing social bonds and facilitating resistance to societal norms. Teenagers associate their use of slang with belonging to specific peer groups and online subcultures. The study also highlights the role of digital spaces in shaping the evolution of slang and identity. The implications of these findings suggest that educators and parents should recognize the role of slang in adolescent development and digital communication. Future research should explore the cross-cultural variations of slang and its long-term impact on identity formation among teenagers.
A Meta-Analysis of Adaptive Learning Technologies and Their Effect Sizes on Mathematics Achievement: Moderating Roles of Implementation Fidelity and Socioeconomic Status Vika Fransisca
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 4 No. 5 (2025): Edunity: Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v4i5.470

Abstract

Adaptive learning technologies have been increasingly adopted in mathematics education to provide personalized instruction and improve student achievement. However, inconsistent empirical evidence regarding their effectiveness and limited understanding of factors influencing success have created uncertainty for educational practitioners and policymakers. This meta-analysis systematically examined 89 peer-reviewed studies comprising approximately 45,000 students to determine the overall effectiveness of adaptive learning technologies and identify key moderating variables. Using random-effects meta-analytic models with Hedges' g as the effect size measure, results revealed a moderate overall effect size of 0.67 (95% CI: 0.58–0.76), indicating significant positive effects on mathematics achievement. Implementation fidelity emerged as a critical moderator, with high-fidelity implementations producing effect sizes of 0.89 compared to 0.38 for low-fidelity implementations. Socioeconomic status also significantly moderated effectiveness, with larger effects observed in lower-SES contexts (g = 0.82) compared to high-SES contexts (g = 0.54), suggesting adaptive technologies may promote educational equity. Secondary analyses revealed that intelligent tutoring systems produced larger effects than assessment-only systems, and effects increased substantially with longer intervention duration. These findings indicate that well-implemented adaptive learning technologies represent effective interventions for improving mathematics achievement, particularly for disadvantaged students, though success depends critically on implementation quality, instructional design, and attention to contextual factors.
Examining the Relationship Between Teacher Professional Learning Communities and Student Self-Regulated Learning: A Multilevel Structural Equation Modeling Approach Vika Fransisca
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 4 No. 10 (2025): Edunity: Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v4i10.475

Abstract

This study examines the gap between the recognized urgency of developing student self-regulated learning (SRL) and insufficient classroom implementation, often due to limited structured teacher collaboration. The research aims to analyze the multilevel relationship between teacher engagement in Professional Learning Communities (PLCs) and student SRL, mediated by SRL-supportive instructional practices and moderated by individual student characteristics and school organizational climate. A quantitative cross-sectional correlational design with stratified random sampling was conducted across 45 urban–suburban schools, involving 2,100 students (grades 4–11) and 280 teachers. Instruments included the Professional Learning Community Assessment-Revised (PLCA-R), the Self-Regulation Rating Scale (SRRS), and a 25-item teacher instructional practices inventory measuring explicit SRL strategy instruction, metacognitive modeling, contingent process-based feedback, and autonomy support. Data were analyzed using Multilevel Structural Equation Modeling (Mplus 8.0) employing robust maximum likelihood estimation. Results show significant direct effects of teacher PLC participation on student SRL, with meaningful mediation via SRL-focused instructional practices, and strong cross-level amplification from supportive school climates. Findings confirm that targeted, high-fidelity PLC engagement supports students’ metacognitive and motivational self-regulation when reinforced by enabling organizational conditions.
Co-Authors Aurelia Widya Astuti