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All Journal Edumaspul: Jurnal Pendidikan Psychology, Evaluation, and Technology in Educational Research Journal Governance Society
Manahor, Anwar
Unknown Affiliation
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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RETRACTED: Meta-analysis study: The effect of the independent curriculum integrated project-based learning model on student learning outcomes in natural science materials Suharyat, Yayat; Desy, Desy; Santosa, Tomi Apra; Sofianora, Aulia; Manahor, Anwar
Psychology, Evaluation, and Technology in Educational Research Vol. 5 No. 2 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v5i2.164

Abstract

RETRACTED: Following rigorous and careful concerns and consideration in the review of the article published in Psychology, Evaluation, and Technology in Educational Research entitled “Meta-analysis study: The effect of the independent curriculum integrated project-based learning model on student learning outcomes in natural science materials” Vol 5, No 2, pp. 54-65, April 2023, DOI: http://dx.doi.org/10.33292/petier.v5i2.164. This paper has been found to violate the principles of Psychology, Evaluation, and Technology in Educational Research Publication and has been retracted. The article has contained redundant material, and throughout a careful examination, the editor has found that the paper has also been published in LITERACY : International Scientific Journals of Social, Education, Humanities, Vol. 2, No. 1, pp. 19-33, 2023, DOI: https://doi.org/10.56910/literacy.v2i1.408. The document and its content have been removed from Psychology, Evaluation, and Technology in Educational Research, and reasonable effort should be made to remove all references to this article.
The effect of flipped classroom based on team games tournament on mathematics problem-solving ability Dianty, Robbyah Muhyi; Yurniwati, Yurniwati; Lestari, Ika; Manahor, Anwar
Psychology, Evaluation, and Technology in Educational Research Vol. 5 No. 2 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v5i2.170

Abstract

The study aimed to determine the effect of flipped classroom modified Teams Games Tournament (TGT) on mathematics problem-solving skills in terms of self-regulated learning in students. This research is a type of quantitative research with the quasi-experimental method. The population in this study came from Krunjo State Elementary School, Tangerang Regency. The research sample came from two classes, namely class III A (experimental class) and class III B (control class), totaling 46 students. The sampling technique was cluster sampling. Data analysis is quantitative statistical analysis with the Two Way Anova test with the help of the JAMOVI application. The results of this study showed: 1) there is an effect of flipped classroom learning modified Team Games Tournament (TGT) on students' math problem-solving can be seen from the results of Two Way Anova p-value < α, namely the value of 0. 006 < 0.05; 2) There is a significant interaction between students who learn with flipped classroom modified Team Games Tournament (TGT) on students' mathematical problem-solving ability can be seen from the p-value < α, namely the value of 0.045 < 0.05. 3) There is a difference between students who learn with flipped classroom modified Team Games Tournament (TGT) in terms of high self-regulated learning can be seen from the value of p- tukey> α or 0. 023 < 0.05.
The effectiveness of flipped classroom based blended learning on students critical thinking skills Luciana, Occe; Rahayu, Widya Andayani; Normansyah, Normansyah; Suyahman, Suyahman; Rusmawan, Rusmawan; Manahor, Anwar
Psychology, Evaluation, and Technology in Educational Research Vol. 6 No. 2 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v6i2.199

Abstract

This study aims to determine the effectiveness of flipped classroom-based blended learning on students' critical thinking skills. This study is a type of meta-analysis research. Data sources come from 14 national and international journals published in 2018-2023. The process of finding data sources comes from Google Scholar, ERIC, DOAJ, EBSCO, ProQuest, ScienceDirect and PLoS ONE. Keywords search for blended learning data, blended learning based on flipped classroom, and the effectiveness of blended learning based on flipped classroom on students' critical thinking skills. Data analysis techniques with the help of JSAP applications. The results of the study concluded that the average value of effect size (ES = 0.838) high sizeeffect category and standard error of 0.109 . These findings explain that the flipped classroom-based blended learning model has a positive influence on students' critical thinking skills.
The Effect of Ethnobotanical Project Based Learning-STEM Model on Students 21st Century Thinking Skills in Science Learning Santosa, Tomi Apra; Sapulete, Heppy; Hiola, Siti Fatimah; Dewanto, Dewanto; Nugraha, Aat Ruchiat; Solissa, Everhard Markiano; Happy, Nurina; Manahor, Anwar
Edumaspul: Jurnal Pendidikan Vol 9 No 1 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v9i1.8842

Abstract

This study aims to determine the influence of ethnobotanically charged project-based learning-STEM models on students' critical thinking skills in biology learning. This type of research is a meta-analysis research. The inclusion criteria in this study are that the research must be relevant; research data was obtained from Google Scholar, Mendeley, ScienceDirect, ERIC and ProQuest; Research must be indexed by SINTA or Scopus, research published in 2023-2025 and have complete data to obtain effect size values. Data analysis with the help of the Jamovi application to calculate the effect size value, publication bias and homogeneity test. The results of this study concluded that the value of the summary effect size (d = 1.129; p < 0.005; Z = 9.890). These findings explain that there is an influence of the ethnobotanically charged project-based learning-STEM model on students' 21st-century skills in Science Learningcompared to the conventional model with a strong effect size category.
Revisiting Governance Theory: A Comprehensive Framework for 21st-Century Public Administration Santosa, Tomi Apra; Manahor, Anwar; Bin Salamah, Siti Fatimah
Journal Governance Society Vol. 2 No. 2 (2025): August, 2025
Publisher : CV. Austronesia Akademika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69812/jgs.v2i2.157

Abstract

The evolving socio-political, economic, and technological landscapes of the 21st century demand a critical reassessment of governance theory to ensure its relevance in addressing complex and dynamic challenges. This study aims to revisit classical and contemporary approaches by examining their strengths, limitations, and applicability to modern public administration. Employing an integrative literature review, the research synthesizes conceptual and empirical insights from governance paradigms including network governance, collaborative governance, and adaptive governance sourced from leading academic databases. The analysis reveals that while classical hierarchical models provide structural stability and clear authority, they are increasingly inadequate for responding to transnational issues such as climate change, pandemics, technological disruption, and global inequality. Conversely, contemporary paradigms highlight the importance of flexibility, stakeholder collaboration, and evidence-based decision-making supported by digital transformation. The findings indicate that effective governance in the 21st century requires an integrated framework that balances normative ideals of transparency, accountability, and inclusivity with practical imperatives of responsiveness, resilience, and innovation. This synthesis underscores the necessity of feedback mechanisms, organizational learning, and multi-level coordination to navigate uncertainty and create sustainable public value. The study concludes that the future of governance lies not in discarding classical theories entirely, but in reconfiguring them through a comprehensive model that harmonizes structural order with adaptability, thus equipping institutions to manage global complexities while preserving legitimacy and public trust.
Co-Authors Aat Ruchiat Nugraha Aminuyati Bin Salamah, Siti Fatimah Desy Desy, Desy Dewanto Dewanto Dianty, Robbyah Muhyi Hiola, Siti Fatimah Ika Lestari, Ika Normansyah Nurina Happy Occe Luciana, Occe Rahayu, Widya Andayani Rusmawan Rusmawan, Rusmawan Santosa, Tomi Apra Sapulete, Heppy Sofianora, Aulia Solissa, Everhard Markiano Yayat Suharyat Yurniwati Yurniwati