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Clustering Students Based on Academic Performance and Social Factors: An Unsupervised Learning Approach to Identify Student Patterns Rahma, Felinda; Ulfah, Siti Zayyana
International Journal for Applied Information Management Vol. 5 No. 3 (2025): Regular Issue: September 2025
Publisher : Bright Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47738/ijaim.v5i3.109

Abstract

This study explores the application of K-Means clustering, an unsupervised learning method, to group students based on academic performance and social factors. The primary objective is to uncover hidden patterns among students by analyzing academic scores in mathematics, reading, and writing, as well as demographic attributes including gender, ethnicity, parental education level, and lunch type. Data preprocessing steps, such as normalization and one-hot encoding, were conducted to prepare the dataset for clustering. The optimal number of clusters was determined using the Elbow Method and Silhouette Score, with K=3 selected for its balance between cluster quality and interpretability. The clustering results revealed three distinct groups of students: low performers, average performers, and high performers. These clusters were visualized using PCA and t-SNE, which showed clear separation and internal consistency. Interpretation of the clusters suggests that social factors may influence academic outcomes, with students from disadvantaged backgrounds more likely to fall into the lower-performing group. The study highlights the importance of data-driven approaches in understanding student diversity and designing targeted interventions. Furthermore, this research underlines the potential of clustering techniques to inform educational strategies by identifying students' needs more precisely. However, limitations include reliance on academic and basic demographic variables, and sensitivity of the K-Means algorithm to outliers and the predefined number of clusters. Future research should incorporate additional factors such as emotional well-being and learning preferences to develop more comprehensive educational models. Overall, the study demonstrates that clustering can serve as a valuable tool for enhancing the effectiveness and equity of educational programs
Aktualisasi diri dalam filsafat eksistensialisme relevansinya bagi pendidikan abad 21 Ulfah, Siti Zayyana; Syihabuddin, Syihabuddin; Kembara, Maulia Depriya
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 25 No. 2 (2025): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v25i2.80746

Abstract

Education is an essential foundation in character building and human potential development that lasts throughout life. In the modern era, education not only acts as a transfer of knowledge, but also as a medium to help individuals achieve full self-actualization. This research explores the relevance of existentialism philosophy in the context of 21st century education, focusing on self-actualization as the core of individual development. This research uses the literature method to understand the application of existentialism principles, such as freedom, authenticity, responsibility, and the search for the meaning of life in education. The results show that existentialism-based education supports the holistic development of students' potential through self-confidence, active engagement and character strengthening. In addition, education that integrates spiritual values offers a comprehensive approach to address modern challenges, such as academic pressures, emotional needs, and the influence of technology. With this approach, students are expected to be able to face the challenges of the modern era with strong character, high integrity, and a balance between worldly and spiritual achievements. This research makes an important contribution to the development of humanist and contextualized education, according to the demands of the 21st century. Pendidikan adalah landasan esensial dalam pembentukan karakter dan pengembangan potensi manusia yang berlangsung sepanjang hayat. Dalam era modern, pendidikan tidak hanya berperan sebagai transfer ilmu, tetapi juga sebagai medium untuk membantu individu mencapai aktualisasi diri secara utuh. Penelitian ini mengeksplorasi relevansi filsafat eksistensialisme dalam konteks pendidikan abad ke-21, dengan fokus pada aktualisasi diri sebagai inti pengembangan individu. Penelitian ini menggunakan metode kepustakaan untuk memahami penerapan prinsip-prinsip eksistensialisme, seperti kebebasan, autentisitas, tanggung jawab, dan pencarian makna hidup dalam pendidikan. Hasil penelitian menunjukkan bahwa pendidikan berbasis eksistensialisme mendukung pengembangan potensi siswa secara holistik melalui kepercayaan diri, keterlibatan aktif, dan penguatan karakter. Selain itu, pendidikan yang mengintegrasikan nilai-nilai spiritualitas menawarkan pendekatan komprehensif untuk menjawab tantangan modern, seperti tekanan akademis, kebutuhan emosional, dan pengaruh teknologi. Dengan pendekatan ini, siswa diharapkan mampu menghadapi tantangan era modern dengan karakter kuat, memiliki integritas tinggi, serta keseimbangan antara pencapaian duniawi dan spiritual. Penelitian ini memberikan kontribusi penting dalam pengembangan pendidikan yang humanis dan kontekstual, sesuai tuntutan abad ke-21.
Examining Risk and Trust in Student Mobile Banking Adoption: An Extended Technology Acceptance Model Perspective Rahma, Felinda Aprilia; Ulfah, Siti Zayyana
International Journal of Informatics and Information Systems Vol 8, No 2: March 2025
Publisher : International Journal of Informatics and Information Systems

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47738/ijiis.v8i2.261

Abstract

This study examines the influence of trust, compatibility, satisfaction, perceived risk, and risk acceptance on students’ intention to use mobile banking applications. As mobile banking becomes increasingly popular for its convenience and efficiency, especially among tech-savvy youth, understanding the behavioral factors influencing adoption is crucial. Utilizing an extended Technology Acceptance Model (TAM), this study employs a quantitative approach with multiple linear regression analysis. The dataset, comprising responses from 219 Indonesian university students, was drawn from the "cogent_adoption_m_banking_pls" survey. The results reveal that satisfaction, compatibility, and trust significantly influence students’ intention to use mobile banking, while perceived risk and risk acceptance do not show a significant effect. The model explains approximately 57% of the variance in adoption intention (R² = 0.570), indicating substantial explanatory power. These findings offer valuable insights for mobile banking developers and financial institutions to enhance user satisfaction, align services with user lifestyles, and strengthen trust—key factors for increasing adoption among student users.