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All Journal Bincang Sains dan Teknologi Jurnal Genesis Indonesia Jurnal Penelitian Pendidikan Indonesia
Warnaningtyas, Murtiatmi
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Humanities Computer Science & IT Education Electrical & Electronics Engineering Energy Engineering Social Sciences Transportation Other

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RIS for 5G and Beyond: A Bibliometric Survey Yusrina Sabila, Liya; Hayati, Puteri; Warnaningtyas, Murtiatmi; Irene Mulya Irawati , Flaurencia
Bincang Sains dan Teknologi Vol. 3 No. 02 (2024): Bincang Sains dan Teknologi
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bst.v3i02.616

Abstract

The rapid advancement of 5G technology has sparked significant interest and investment in research and development across various domains. As the world transitions towards the era of 5G and beyond, understanding the research landscape becomes imperative for guiding future innovations and investments. This article presents a comprehensive bibliometric survey of research in the realm of reconfigurable intelligent surface (RIS) for 5G and its evolutionary successors. Through systematic analysis of scholarly publications, this survey maps the trends, key contributors, influential works, and emerging themes within the field. By synthesizing data from diverse sources, including academic journals and conference proceedings, this survey offers insights into the evolution of RIS technologies, identifies prominent research clusters, and outlines potential directions for future investigation. Furthermore, it sheds light on the interdisciplinary nature of RIS research, spanning areas such as telecommunications, signal processing, antenna design, and network optimization. This bibliometric survey serves as a valuable resource for researchers and practitioners to navigate the complex landscape of 5G innovation and shape the trajectory of future wireless communication systems.
Enhancing Self-Regulated Learning Through Blended Learning: Insights from Educational Theories and Practices Warnaningtyas, Murtiatmi; Sulisworo, Dwi; Toifur, Moh
Jurnal Genesis Indonesia Vol. 3 No. 03 (2024): Jurnal Genesis Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jgi.v3i03.662

Abstract

The COVID-19 pandemic has forced us to transform traditional learning methods into online or distance learning. This shift has affected not only students but also teachers and parents. Face-to-face learning was replaced by the use of platforms such as Google Classroom, WhatsApp groups, and others. Students, who previously interacted directly with teachers, had to adapt to learning through Google Classroom or WhatsApp groups. This transition required students to develop their own learning patterns and self-regulated learning (SRL). By combining simple online learning via WhatsApp groups or Google Classroom with more interactive learning methods, students' SRL can be enhanced. Observations from teachers and responses from students indicate that blended learning has a positive impact on SRL among vocational high school students.
Numeracy, verbal skills, learning motivation, and self-regulation as predictors of academic success in high school Warnaningtyas, Murtiatmi; Sulisworo, Dwi; Toifur, Moh
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 11, No 1 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020254661

Abstract

This study explores the influence of numerical literacy, verbal ability, learning motivation in science, and self-regulation on academic achievement among high school students. In today's dynamic educational landscape, success requires more than academic knowledge—it also demands motivation and self-directed learning strategies. This research aimed to examine how these four factors interrelate to predict learning outcomes. Employing an ex-post facto quantitative design, data were collected from 119 high school students across four schools using validated questionnaires and learning outcome assessments. The variables included numerical literacy, verbal ability, and science learning motivation as independent variables, self-regulation as a mediating variable, and academic achievement as the dependent variable. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that all three independent variables significantly and positively affected self-regulation: numerical literacy (β = 0.410, p < 0.001), verbal ability (β = 0.291, p < 0.01), and science learning motivation (β = 0.215, p < 0.05). Furthermore, self-regulation positively influenced academic achievement (β = 0.405, p < 0.001). These findings underscore the critical role of self-regulation as a bridge between cognitive skills and academic performance. By strengthening students’ ability to manage their own learning, educators can enhance academic success, especially in numeracy and science-based learning environments.
Numeracy, verbal skills, learning motivation, and self-regulation as predictors of academic success in high school Warnaningtyas, Murtiatmi; Sulisworo, Dwi; Toifur, Moh
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 1 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020254661

Abstract

This study explores the influence of numerical literacy, verbal ability, learning motivation in science, and self-regulation on academic achievement among high school students. In today's dynamic educational landscape, success requires more than academic knowledge—it also demands motivation and self-directed learning strategies. This research aimed to examine how these four factors interrelate to predict learning outcomes. Employing an ex-post facto quantitative design, data were collected from 119 high school students across four schools using validated questionnaires and learning outcome assessments. The variables included numerical literacy, verbal ability, and science learning motivation as independent variables, self-regulation as a mediating variable, and academic achievement as the dependent variable. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that all three independent variables significantly and positively affected self-regulation: numerical literacy (β = 0.410, p < 0.001), verbal ability (β = 0.291, p < 0.01), and science learning motivation (β = 0.215, p < 0.05). Furthermore, self-regulation positively influenced academic achievement (β = 0.405, p < 0.001). These findings underscore the critical role of self-regulation as a bridge between cognitive skills and academic performance. By strengthening students’ ability to manage their own learning, educators can enhance academic success, especially in numeracy and science-based learning environments.
Co-Authors Hayati, Puteri Irene Mulya Irawati , Flaurencia Moh. Toifur Yusrina Sabila, Liya