Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal Satmata: Journal or Historical Education Studies Smart: Journal of Multidisciplinary Educationa COUNT: Journal of Accounting, Business and Management
Maureen Joanna Finny
Unknown Affiliation
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
POST-COLONIAL PERSPECTIVES IN HISTORY EDUCATION: IMPLEMENTATION AT A CBSE-AFFILIATED HIGH SCHOOL IN INDIA Maureen Joanna Finny
Satmata: Journal of Historical Education Studies Vol. 2 No. 2 (2024): October: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v2i2.32

Abstract

This study explores the implementation of post-colonial perspectives in history education at a CBSE-affiliated senior secondary school in India, with a specific focus on Kendriya Vidyalaya No. 2, New Delhi. The research aims to examine how teachers interpret and apply decolonized historical narratives in classroom practices and how students engage with these narratives. Utilizing a qualitative case study approach, data were collected through classroom observations, semi-structured interviews with three history teachers, and focus group discussions involving twelve students. Thematic analysis revealed that while the CBSE curriculum includes post-colonial themes, their classroom realization is limited by exam-oriented pedagogy, insufficient teacher training, and systemic constraints. Most teachers rely heavily on lecture-based instruction and textbook summaries, with minimal integration of critical pedagogy or indigenous historiography. Students, although interested in local historical content, found lessons to be largely memorization-driven and lacking in interactive or analytical depth. The study’s novelty lies in its micro-level focus on the intersection between post-colonial theory and real classroom practice, offering empirical insights rarely explored in previous research. It also contributes a dual perspective—teacher and student—that enhances the understanding of practical challenges in educational reform. The findings suggest that meaningful integration of post-colonial perspectives requires systemic changes beyond curriculum revisions, including teacher professional development, alternative assessment models, and pedagogical innovation. This research provides valuable implications for post-colonial education globally, especially in nations seeking to reclaim historical narratives and promote critical, inclusive history education.
A THEORETICAL ANALYSIS OF THE ROLE OF FORENSIC ACCOUNTING IN FRAUD PREVENTION IN THE DIGITAL ERA Maureen Joanna Finny; Sam Hermansyah
Count : Journal of Accounting, Business and Management Vol. 2 No. 2 (2024): October: COUNT: Journal of Accounting, Business and Management
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/count.v2i2.560

Abstract

This study aims to develop a theoretical framework that enhances the role of forensic accounting in preventing financial fraud within increasingly digitized financial environments. With the rise of cyber-enabled fraud schemes such as identity spoofing, algorithmic manipulation, and blockchain-based laundering, traditional models like the fraud triangle and fraud diamond are no longer sufficient as standalone tools. To address this, the research applies a qualitative library research method, utilizing a systematic literature review from academic databases, professional reports, and recent scholarly publications (2018–2024). The analysis reveals that while forensic accounting theories remain relevant, they require integration with digital tools such as AI, big data analytics, and blockchain to detect and prevent modern fraud effectively. One of the study’s key findings is the lack of standardized protocols and cross-disciplinary frameworks that merge behavioral fraud theory with real-time forensic technologies. The novelty of this research lies in its proposal to reposition forensic accounting from a reactive to a proactive model by synthesizing insights from accounting, IT governance, and risk management. Furthermore, the study emphasizes the need to modernize forensic education and regulatory infrastructure, particularly in developing economies, to close the implementation gap. In conclusion, this research contributes a comprehensive and adaptive theoretical foundation that aligns forensic accounting with the dynamics of digital financial ecosystems, offering practical relevance for academics, practitioners, and policymakers in addressing global fraud challenges.
DECONSTRUCTING THE SUPPLY AND DEMAND MODEL IN THE PLATFORM ECONOMY ERA: A THEORETICAL REVIEW Maureen Joanna Finny
Count : Journal of Accounting, Business and Management Vol. 3 No. 1 (2025): July: COUNT: Journal of Accounting, Business and Management
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/count.v3i1.558

Abstract

This study aims to deconstruct the classical supply and demand model by examining its theoretical inadequacy in explaining economic behavior within the rapidly evolving platform economy. While traditional microeconomic theory assumes transparent pricing, rational actors, and decentralized market mechanisms, digital platforms such as Uber, Amazon, and Airbnb introduce algorithmic pricing, behavioral engineering, and centralized control—fundamentally altering how markets operate. Employing a library research method, this study synthesizes literature from economics, platform studies, and digital labor research to build a multidisciplinary theoretical critique. The findings reveal that platform economies disrupt the core assumptions of classical models: supply becomes fluid and algorithmically mediated, while demand is shaped more by visibility, recommendations, and data-driven manipulation than price alone. The study also identifies a significant theoretical gap—existing models have not kept pace with the structural transformations driven by platform intermediation, network effects, and monopsonistic dynamics. The novelty of this research lies in its conceptual reframing of supply-demand interactions, proposing that platforms act not merely as intermediaries but as market-makers that actively design and control economic behavior. This reconceptualization provides a timely contribution to theoretical economics by offering a new lens to understand market dynamics in the digital age. The study concludes that a paradigm shift is necessary to align economic theory with the realities of platform-based interactions, which are increasingly dominant in global commerce and labor systems. Future research should continue bridging the gap between classical models and emerging digital economic structures.
ENHANCING ELEMENTARY SCHOOL STUDENTS’ UNDERSTANDING OF BASIC MATHEMATICAL CONCEPTS Maureen Joanna Finny
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 1 (2025): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i1.604

Abstract

This study aims to strengthen elementary students’ conceptual understanding of basic mathematical concepts through an integrated instructional framework that combines concrete and virtual manipulatives, culturally contextualized learning tasks, and teacher-focused pedagogical content knowledge development. Using a library-based research method, the study systematically collected, evaluated, and synthesized empirical findings from the last five years to construct a theoretically grounded and evidence-based model for enhancing conceptual learning. The reviewed studies demonstrate that multimodal manipulatives significantly support students’ ability to form relational mathematical understanding, leading to higher post-test scores, improved retention, and better transfer to new contexts. Additionally, the analysis highlights that teacher conceptual pedagogical knowledge plays a critical mediating role, as classrooms led by well-prepared teachers show deeper mathematical discourse, reduced misconceptions, and more meaningful engagement. The novelty of this study lies in its dual-path approach, which simultaneously targets student learning through representational scaffolding and teacher learning through concept-focused professional development—an integration rarely addressed in early-grade mathematics research. Furthermore, the cultural embedding of mathematical tasks offers a contextually relevant contribution that responds to global calls for inclusive and locally meaningful mathematics instruction. Overall, the study proposes a comprehensive and scalable instructional model that can be adapted across diverse educational settings. In conclusion, the synthesis reveals that combining multimodal manipulatives, culturally responsive design, and strengthened teacher knowledge provides a powerful foundation for improving early numeracy and fostering long-term conceptual understanding in elementary mathematics.
Co-Authors Sam Hermansyah