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STUDENT SELF-REGULATION PROFILES IN ONLINE LEARNING POST-COVID-19: A CLUSTER AND DISCRIMINANT ANALYSIS APPROACH Afnia, Pangestika Nur; Wulaningrum, Tri; Margono, Margono; Pratama, Yanasta Yudo
Majalah Ilmiah Olahraga (MAJORA) Vol. 30 No. 2 (2024): September
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/majora.v30i2.82529

The transition to online learning has brought significant challenges and opportunities for higher education, emphasizing the importance of self-regulation as a critical skill for academic success. This study aims to profile students' self-regulation patterns in online learning environments using a combination of cluster and discriminant analyses. Data were collected from 577 undergraduate students using the Online Self-Regulated Learning Questionnaire (OSLQ), which measures six dimensions of self-regulation: goal setting, environment structuring, task strategies, time management, help-seeking, and self-evaluation. Cluster analysis, employing the K-Means method, identified three distinct student groups: (1) students with high self-regulation, excelling in goal setting, time management, and self-evaluation; (2) students with moderate self-regulation, showing adequate abilities with some limitations in task strategies and help-seeking; and (3) students with low self-regulation, struggling across all dimensions. Discriminant analysis revealed that self-evaluation, goal setting, and task strategies were the primary variables differentiating these clusters, with self-evaluation emerging as the most significant predictor. The findings underscore the critical role of self-regulation in online learning success and highlight the need for tailored interventions to support students with low self-regulation. These insights provide valuable implications for educators and institutions to design more adaptive and effective online learning strategies.

Project-Based Learning in Mathematics Classrooms: How It Improves Students' Problem-Solving Skills Purnomo, Heri; Abdullah, Abdul Halim; Afnia, Pangestika Nur; Shiddieqy, Abdullah Ash
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 10 No 1 (2025): March - August 2025
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v10i1.5590

The aim of this research is to determine whether Project-Based Learning (PjBL) affects middle school students' ability to solve mathematical problems during the learning process. This research is mix-method research with explanatory sequential design, namely the data is analyzed quantitatively first and continued with descriptive qualitative analysis. The results of the test indicated a t-value of 2.7354 with a p-value of 0.007751 (which is less than 0.05), signifying a significant difference of the experimental group and the control group after the treatment was applied. PjBL has an influence in improving problem solving of middle school students. Students can identify important elements in a problem, create appropriate problem representations, use relevant knowledge and skills to solve problems, and are able to interpret relevant results and conclusions. This study suggests that PjBL provides an impact on meaningful learning experiences and in-depth learning.

Pendidikan Karakter dalam Pemikiran Tokoh Bangsa Indonesia: Sintesis Nilai dan Konsep melalui Kajian Literatur Sistematis Afnia, Pangestika Nur; Wulaningrum, Tri; Marzuki, Marzuki
Jurnal Basicedu Vol. 9 No. 4 (2025): August
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v9i4.10308

Ketimpangan antara fondasi filosofis pendidikan karakter dan implementasinya di Indonesia merefleksikan adanya kekosongan epistemologis yang krusial, yang menuntut pendekatan kajian yang lebih mendalam. Penelitian ini bertujuan untuk menyusun sintesis konseptual berbasis pemikiran empat tokoh besar: Ki Hajar Dewantara, KH. Ahmad Dahlan, KH. Hasyim Asy’ari, dan Buya Hamka. Melalui pendekatan Systematic Literature Review (SLR), sebanyak sembilan artikel terpilih dari basis data Scopus dianalisis secara tematik untuk mengidentifikasi nilai-nilai inti serta kerangka pendidikan karakter yang diusung masing-masing tokoh. Hasil penelitian menunjukkan bahwa keempat tokoh memiliki kesamaan pandangan dalam menjadikan religiositas, integritas moral, dan tanggung jawab sosial sebagai fondasi utama pendidikan karakter, namun dengan penekanan yang berbeda. Ki Hajar Dewantara menitikberatkan pada budi pekerti, sistem among, dan keseimbangan cipta-rasa-karsa; KH. Ahmad Dahlan memfokuskan pada kepedulian sosial, keadilan, serta teologi amal; KH. Hasyim Asy’ari mengedepankan nasionalisme, religiusitas, dan moderasi beragama; sedangkan Buya Hamka menekankan nilai sabar, syukur, amanah, serta hubungan harmonis antara manusia, Tuhan, dan alam. Sintesis ini menghasilkan kerangka konseptual yang menggabungkan dimensi spiritual, moral, intelektual, dan sosial, yang relevan untuk mengatasi tantangan globalisasi dan degradasi moral

Pendidikan Karakter dalam Pemikiran Tokoh Bangsa Indonesia: Sintesis Nilai dan Konsep melalui Kajian Literatur Sistematis Afnia, Pangestika Nur; Wulaningrum, Tri; Marzuki, Marzuki
Jurnal Basicedu Vol. 9 No. 4 (2025): August
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v9i4.10308

Ketimpangan antara fondasi filosofis pendidikan karakter dan implementasinya di Indonesia merefleksikan adanya kekosongan epistemologis yang krusial, yang menuntut pendekatan kajian yang lebih mendalam. Penelitian ini bertujuan untuk menyusun sintesis konseptual berbasis pemikiran empat tokoh besar: Ki Hajar Dewantara, KH. Ahmad Dahlan, KH. Hasyim Asy’ari, dan Buya Hamka. Melalui pendekatan Systematic Literature Review (SLR), sebanyak sembilan artikel terpilih dari basis data Scopus dianalisis secara tematik untuk mengidentifikasi nilai-nilai inti serta kerangka pendidikan karakter yang diusung masing-masing tokoh. Hasil penelitian menunjukkan bahwa keempat tokoh memiliki kesamaan pandangan dalam menjadikan religiositas, integritas moral, dan tanggung jawab sosial sebagai fondasi utama pendidikan karakter, namun dengan penekanan yang berbeda. Ki Hajar Dewantara menitikberatkan pada budi pekerti, sistem among, dan keseimbangan cipta-rasa-karsa; KH. Ahmad Dahlan memfokuskan pada kepedulian sosial, keadilan, serta teologi amal; KH. Hasyim Asy’ari mengedepankan nasionalisme, religiusitas, dan moderasi beragama; sedangkan Buya Hamka menekankan nilai sabar, syukur, amanah, serta hubungan harmonis antara manusia, Tuhan, dan alam. Sintesis ini menghasilkan kerangka konseptual yang menggabungkan dimensi spiritual, moral, intelektual, dan sosial, yang relevan untuk mengatasi tantangan globalisasi dan degradasi moral

Where is Vocational Education Heading? Unpacking Two Decades of Global Knowledge Dynamics and Policy Relevance Wulaningrum, Tri; Afnia, Pangestika Nur; Setiawan, Risky
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-2

Purpose – As digital disruption and global inequalities reshape the future of work, vocational education is increasingly recognized as essential for skills development and social mobility. However, the field remains marked by thematic fragmentation—between traditional foci such as curriculum and pedagogy and emerging priorities like digitalization, equity, and learner well-being—and significant geographical imbalance, with research output dominated by a few high-income countries. This study maps the intellectual and policy landscape of vocational education research (2000–2024) to clarify its alignment with urgent global challenges.Method – A total of 11,781 Scopus-indexed articles was analyzed using bibliometric tools in R, including keyword co-occurrence, thematic mapping, and international collaboration network analysis to reveal dominant clusters and neglected themes. Findings – Research in vocational education is anchored in curriculum and employability, yet digital skills, gender inclusion, and mental health remain underexplored. Publication is concentrated in Australia, the US, Germany, and China, reinforcing North–South disparities and limiting global integration. While interest in innovation is rising, persistent conceptual fragmentation still hinders policy impact. Research Implications – Policymakers should move beyond rhetoric to embed digital skills, equity, and well-being in policy and curricula. Future research needs to address underrepresented issues and regions, foster cross-country collaboration, and better translate evidence into practice. The focus on English-language, Scopus-indexed articles may exclude some regional scholarship.

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