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In Vivo Study of Telang Cream on Interleukin (IL)-6, Epidermal Growth Factor (EGF), and Wound Reepithelialization Pratiwi, Nike; Irwandi, Nurmayani; Hadi, Restu Syamsul; Thamrin, Nabila Pyrenina; Damayanti, Ndaru Andri; Juniarti, Juniarti; Rahmah, Nunung Ainur
Jurnal Kesehatan Vokasional Vol 10, No 2 (2025): May
Publisher : Sekolah Vokasi Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jkesvo.106084

Background: Povidone iodine is widely used in wound healing, but it can cause irritation and cellular toxicity. Clitoria ternatea L. has the potential to contain compounds such as rutin, quercetin 3-O-rhamnoside, ternatin, and anthocyanins as natural alternatives in wound healing. In this study, the extract used contains anthocyanins.Objective: The study aimed to evaluate the effects of Clitoria ternatea L. extract cream on the expression of Interleukin-6, Epidermal Growth Factor, and re-epithelialization in Sprague Dawley rat incision wounds.Methods: An in-vivo study with a post-test only control design was conducted on five treatment groups, including a control group without wounds (healthy), povidone iodine, and Clitoria ternatea L. extract cream (5%, 10%, 15%). IL-6 and EGF were analyzed using immunohistochemistry, while re-epithelialization was assessed using hematoxylin-eosin staining.Results: Clitoria ternatea L. extract increased IL-6 and EGF expression, with the highest expression at a 10% concentration. Re-epithelialization was faster in the treatment groups compared to both the positive and negative controls.Conclusion: The 10% Clitoria ternatea L. extract cream demonstrated efficacy comparable to povidone iodine in incision wound healing.

Implementing Mindfulness-Based Mathematics Instruction to Reduce Mathematics Anxiety and Develop Problem-Solving Strategies among Fifth-Grade Students in Fraction Learning Pratiwi, Nike; Atmoko, Adi; Taufiq, Ahmad; Alfaris, Renaldy; Faizah, Siti
Journal of Innovation and Research in Primary Education Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v3i1.557

Mathematics anxiety significantly impairs elementary students' problem-solving performance, yet instructional approaches that simultaneously address affective and cognitive dimensions remain underexplored. This qualitative single-case study examined the implementation of Mindfulness-Based Mathematics Instruction (MBMI) in one Grade V classroom in Malang, Indonesia, involving 28 students, of whom eight were selected as focal participants representing high, moderate, and low mathematics anxiety profiles. Data were collected across six 90-minute sessions through classroom observation, semi-structured interviews, think-aloud protocols, and document analysis, and were analyzed using thematic analysis supported by NVivo. Findings revealed three concurrent outcomes: consistent and progressively internalized MBMI implementation; a 58% reduction in observable anxiety-related behaviors across session phases, most markedly among high-anxiety students; and a qualitative shift in problem-solving strategies from impulsive computation toward structured, reflective engagement aligned with Polya's four-stage framework. An unanticipated finding identified language-processing demands in word problems as a distinct, non-computational source of situational anxiety. These results demonstrate that emotional regulation and metacognitive strategy development are dynamically interconnected within fraction instruction, positioning MBMI as a theoretically grounded and pedagogically feasible integrative approach for elementary mathematics classrooms.

A Dual-Construct Assessment Model of Creative Mathematical Reasoning and Critical Thinking in Primary Education: Development and Psychometric Validation Alfaris, Renaldy; Sa’dijah, Cholis; Nusantara, Toto; Pratiwi, Nike; Arifin, Slamet
Journal of Innovation and Research in Primary Education Vol. 4 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i1.782

Higher-order mathematical thinking encompasses both intuitive and creative cognitive processes, yet existing assessment frameworks collapse these into undifferentiated composites, limiting diagnostic precision and theoretical clarity. This study developed and validated a dual-construct assessment instrument measuring Mathematical Intuition (MI) and Creative Mathematical Reasoning (CMR) within the Number domain. Ten open-ended tasks were administered to 140 Grade 5 students selected through cluster sampling. Instrument validation involved expert review, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). Reliability was assessed using Cronbach's Alpha and Composite Reliability, while construct validity was evaluated through Average Variance Extracted and the Fornell–Larcker criterion. EFA identified two distinct factors explaining 71.2% of cumulative variance (CMR: 39.8%; MI: 31.4%), with factor loadings ranging from 0.68 to 0.86. CFA confirmed the two-factor model's superiority over a unidimensional alternative (ΔCFI = 0.08; ΔRMSEA = 0.03). Both constructs demonstrated strong reliability (α > 0.85; CR > 0.90), convergent validity (AVE > 0.50), and discriminant validity, with a moderate latent correlation (r = 0.62). The findings establish that MI and CMR are structurally separable yet functionally interdependent dimensions of mathematical cognition, consistent with dual-process theory. The validated instrument enables educators to diagnose reasoning difficulties at both the generative and elaborative phases, advancing both measurement precision and instructional targeting in primary mathematics education.

Effective Instructional Strategies for Elementary School Mathematics: A PRISMA-Guided Systematic Literature Review Pratiwi, Nike; Atmoko, Adi; Taufiq, Ahmad; Faizah, Siti; Alfaris, Renaldy
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1420

Persistent deficiencies in elementary school students’ mathematics achievement, as evidenced by international assessments including PISA 2022, underscore the urgent need for a comprehensive synthesis of effective instructional strategies. Despite a growing body of individual studies, no systematic integration of evidence across multiple approaches and contexts existed for the 2020–2024 period. A Systematic Literature Review (SLR) was conducted following PRISMA 2020 guidelines. A systematic search across Scopus, Web of Science, ScienceDirect, and Google Scholar identified 12,945 records; following two-stage screening against pre-specified inclusion and exclusion criteria, 40 peer-reviewed empirical studies were retained for thematic analysis. Three dominant instructional themes emerged: manipulative-based learning, problem-based learning (PBL), and collaborative learning. All three demonstrated consistent positive effects on students’ conceptual understanding, critical thinking, and mathematical communication. The effectiveness of each strategy was moderated by teacher pedagogical competence, resource availability, and sociocultural context. Findings align with constructivist and sociocultural learning theories and corroborate recent meta-analytic evidence. A pronounced geographic concentration of studies in developed nations constitutes a critical knowledge gap. No single strategy is universally sufficient; an ecologically situated, multi-strategy framework supported by sustained teacher professional development and equitable resource policy is essential for advancing elementary mathematics education globally.

In Vivo Study of Telang Cream on Interleukin (IL)-6, Epidermal Growth Factor (EGF), and Wound Reepithelialization Pratiwi, Nike; Irwandi, Nurmayani; Hadi, Restu Syamsul; Thamrin, Nabila Pyrenina; Damayanti, Ndaru Andri; Juniarti, Juniarti; Rahmah, Nunung Ainur
Jurnal Kesehatan Vokasional Vol 10, No 2 (2025): May
Publisher : Sekolah Vokasi Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jkesvo.106084

Background: Povidone iodine is widely used in wound healing, but it can cause irritation and cellular toxicity. Clitoria ternatea L. has the potential to contain compounds such as rutin, quercetin 3-O-rhamnoside, ternatin, and anthocyanins as natural alternatives in wound healing. In this study, the extract used contains anthocyanins.Objective: The study aimed to evaluate the effects of Clitoria ternatea L. extract cream on the expression of Interleukin-6, Epidermal Growth Factor, and re-epithelialization in Sprague Dawley rat incision wounds.Methods: An in-vivo study with a post-test only control design was conducted on five treatment groups, including a control group without wounds (healthy), povidone iodine, and Clitoria ternatea L. extract cream (5%, 10%, 15%). IL-6 and EGF were analyzed using immunohistochemistry, while re-epithelialization was assessed using hematoxylin-eosin staining.Results: Clitoria ternatea L. extract increased IL-6 and EGF expression, with the highest expression at a 10% concentration. Re-epithelialization was faster in the treatment groups compared to both the positive and negative controls.Conclusion: The 10% Clitoria ternatea L. extract cream demonstrated efficacy comparable to povidone iodine in incision wound healing.

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