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All Journal Range : Jurnal Pendidikan Matematika International Journal of Humanities and Social Sciences Reviews
Emily Johnson
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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This study explores the role of digital literacy in promoting social inclusion within marginalized communities. By investigating access to technology, digital education programs, and online social networks, the research assesses how digital skills can imp Emily Johnson; Michael Lee; Rachel Brooks
International Journal of Humanities and Social Sciences Reviews Vol. 1 No. 1 (2024): February : International Journal of Humanities and Social Sciences Reviews
Publisher : Asosiasi Penelitian dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijhs.v1i1.131

Abstract

This study explores the role of digital literacy in promoting social inclusion within marginalized communities. By investigating access to technology, digital education programs, and online social networks, the research assesses how digital skills can improve participation in social, economic, and political spheres. Findings indicate that digital literacy significantly enhances opportunities for social inclusion, though challenges such as access and affordability remain significant barriers.
Implementing of the Aptitude Treatment Interaction (ATI) Learning Model for Linear Equation Systems and Matrix Materials for Prospective Mathematics Education Teacher Students Lailin Hijriani; Meiva Marthaulina Lestari Siahaan; Gusti Firda Khairunnisa; Emily Johnson
RANGE: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2024): Range Januari 2024
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.Vol5.Iss2.5046

Abstract

ABSTRACT This study aims to see the learning outcomes of prospective mathematics education teacher students after applying the Aptitude Treatment Interaction (ATI) learning model for linear equation systems and matrix. This study uses a quantitative descriptive approach with data collection techniques are test and documentation. Subjects were grouped into three categories, namely subjects with high mathematical abulity, medium, and low mathematical ability. The results showed that the application of the Aptitude Treatment Interaction (ATI) learning model gave a good response to learning outcomes with an average of 78.10 in the good category. This can be seen from the student learning outcomes as a whole, both students with high mathematical ability, medium, and low mathematical ability. So, it can be concluded after applying the Aptitude Treatment Interaction (ATI) learning model that the overall intake of students when viewed from their mathematical abilities does not cause a wide gap between them.
Co-Authors Gusti Firda Khairunnisa Hijriani, Lailin James Anderson Michael Brown Michael Lee Rachel Brooks Siahaan, Meiva Marthaulina Lestari