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All Journal JURNAL CERDAS PROKLAMATOR International Journal of Multidisciplinary Research of Higher Education (IJMURHICA)
Ulya, Syastri
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Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Literature Study: Relationship between Inquiry Model and Ability to Understand Mathematical Concept and Students' Learning Independence Ulya, Syastri; Mulyono, Mulyono; Neem, Chuti
International Journal of Multidisciplinary Research of Higher Education Vol 7 No 1 (2024): (January) Theme Social Science, Education and STEM
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v7i1.174

Abstract

The application of the inquiry learning model is often related to students' ability to understand mathematical concepts and self regulated in mathematical learning. This is one of the reasons why the relationship between the inquiry learning model and the ability to understand mathematical concepts and self regulated in mathematical learning is interesting to discuss again. Studies regarding the relationship between the inquiry learning model and the ability to understand mathematical concepts and independent mathematical learning have been carried out since the 1960s until now. With the large amount of literature regarding the inquiry learning model on the ability to understand concepts and self regulated in mathematical learning, this article aims to map existing studies on the relationship between the inquiry learning model and the ability to understand concepts and self regulated in mathematical learning. This article is a study that uses a literature study approach. Literature such as books, articles and journals were collected online, namely with the help of the "publish or perish 8" tool using the Google Scholar category as a search in 2018 to 2023 using two keywords, namely "Inquiry Learning Model on the Ability to Understand Mathematical Concepts" and "Learning Model Inquiry into Mathematical learning self regulated”, then connected with Mendeley 1.19.8 as the reference management found. This study found that there is a relationship between the inquiry learning model and students' mathematical problem solving abilities and students' Mathematical learning self regulated. There are 31 articles discussing the inquiry learning model on mathematical problem solving abilities and 27 articles discussing the inquiry learning model on learning independence. In the end, this study came to the conclusion that there is a relationship between the inquiry learning model and the ability to understand concepts and independent mathematical learning.
REKONSTRUKSI KURIKULUM PENDIDIKAN MULTIKULTURAL DI SEKOLAH DASAR: SEBUAH KAJIAN KRITIS Jenia Ghaziah; Sukran, Sukran; Pajrin, Ahdia; Alhalim, Muhammad; Ulya, Syastri
Cerdas Proklamator Vol 13 No 2 (2025): JURNAL CERDAS PROKLAMATOR
Publisher : Study program PGSD FKIP Universitas Bung Hatta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37301/cerdas.v13i2.369

Abstract

This study critically explores the urgency of reconstructing the multicultural education curriculum in Indonesian primary schools as a response to the nation’s diverse sociocultural realities. Employing a qualitative approach through literature analysis, the research examines conceptual foundations, practical implementation, and challenges encountered in applying multicultural education at the elementary level. The findings indicate that the current curriculum remains predominantly cognitive-oriented, while affective dimensions such as tolerance, inclusivity, and empathy are insufficiently internalized. Teachers play a pivotal role as multicultural agents; however, limited pedagogical competence, inadequate institutional support, and the persistence of homogenizing educational paradigms pose significant barriers. Empirical evidence highlights a gap between the discourse of multicultural education and its actual practices in schools. Therefore, curriculum reconstruction should emphasize inclusive values, participatory learning strategies, and the cultivation of a school culture that appreciates diversity. The study concludes that reconstructing the multicultural education curriculum is not merely an academic necessity but a fundamental prerequisite for fostering a just, peaceful, and democratic Indonesian society.
Co-Authors Alhalim, Muhammad Jenia Ghaziah Mulyono Mulyono Neem, Chuti Pajrin, Ahdia Sukran, Sukran