Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Educational Management Research
Amima, Sharfina
Unknown Affiliation
Humanities Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Influence of Learning Style and Interest on Students' Cognitive Ability in Entrepreneurship Courses Amima, Sharfina; Rahmattullah, Muhammad; Lasiani
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1425

Abstract

This study aims to analyze the partial influence of Learning Styles (Visual, Auditory, Kinesthetic/VAK) and Learning Interest on students' cognitive abilities in Entrepreneurship courses, focusing on the Wetland Entrepreneurship context at FKIP ULM. The primary objective is to identify how these factors impact students' higher-order cognitive skills (analysis, evaluation, creation), particularly given the high failure rate (78.5% failed pre-test). This quantitative study employs an explanatory correlation design with a case study approach, involving 94 students from the Wetland Entrepreneurship course at FKIP ULM, selected via purposive sampling. Data were gathered through questionnaires (Learning Styles and Interest) and cognitive tests/course scores (Cognitive Ability). Analysis was conducted using One-Way ANOVA for Learning Styles and Simple Regression (t-test) for Learning Interest. The results indicate no significant difference in cognitive abilities across VAK learning style groups (Sig. 0.503 > 0.05). However, Learning Interest emerged as a significant partial predictor of cognitive ability (Sig. 0.000 < 0.05), explaining 51.8% of the variance (R² = 0.518). The study's implication is that enhancing students' cognitive performance should focus on strategies that foster Learning Interest, rather than prioritizing VAK learning style preferences, which were found to be insignificant in predicting cognitive outcomes. Future research should explore context-based learning models that increase student engagement within the wetland environment.
Development of UNO Card Learning Media Economic Growth and Development Material Sapitri, Aulia; Hasanah, Mahmudah; Amima, Sharfina; Nor, Baseran
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.2154

Abstract

This study aims to develop UNO card-based learning media and analyze its validity and practicality in teaching economic growth and development. In the context of rapid digitalization, learning environments face challenges such as decreased student concentration and over-reliance on technology, which often reduce engagement and learning effectiveness. Therefore, innovative, non-digital, and interactive learning media are needed to support meaningful learning experiences. This research employed a Research and Development (R&D) design using the 4D model, consisting of define, design, develop, and disseminate stages. Data were collected through expert validation sheets, student questionnaires, interviews, and documentation, and analyzed using descriptive quantitative techniques. The findings indicate that the developed media achieved a very high level of validity (96.75%) and practicality (94.4%). The media aligns well with curriculum standards and student characteristics, enhancing its instructional relevance. The interactive game structure increases student motivation, participation, and engagement. The visual and structural design supports readability and usability. The media is flexible and does not require internet access, making it suitable for diverse contexts. It also promotes collaborative and active learning. This study contributes to the development of game-based learning in economics education and recommends further research to examine its effectiveness on learning outcomes.
Co-Authors Baseran Nor Hasanah, Mahmudah Lasiani Rahmattullah, Muhammad Sapitri, Aulia