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p-Index From 2021 - 2026
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All Journal Al Ishlah Jurnal Pendidikan SOSEARCH : Social Science Educational Research
Yola Yolanda
Universitas Riau
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Digital Modules in Research Team-Based Learning in Higher Education: A Theoretical Review Filma Alia Sari; Ahmad Fauzan; Oriza Candra; Muhammad Yogi Riyantama Isjoni; Aulia Apriani; Yola Yolanda
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8700

Abstract

The integration of digital modules in higher education has become increasingly vital in enhancing student engagement, collaboration, and critical thinking, especially in post-pandemic learning environments. Research Team-Based Learning (RTBL) is a collaborative pedagogy that emphasizes problem-solving, peer interaction, and research-based inquiry. This theoretical review explores the role of digital modules in supporting RTBL by synthesizing findings from 15 international open-access studies published between 2020 and 2025. Using a narrative review method guided by PRISMA procedures, studies were selected from reputable databases (e.g., DOAJ, PLOS ONE, Frontiers) based on criteria including relevance to RTBL and use of digital instructional materials. Thematic analysis identified four dominant themes: student engagement, digital literacy, instructional design, and post-pandemic implications. Findings indicate that digital modules enhance the effectiveness of RTBL by providing flexible access to learning materials, promoting active participation, and enabling peer-to-peer interaction. However, their impact is highly dependent on students’ digital literacy, the quality of instructional design, and institutional infrastructure. Poorly designed modules or limited digital skills can hinder collaborative learning outcomes. This review concludes that digital modules are not merely supplementary tools but essential enablers of RTBL success. Their implementation requires a balanced strategy that integrates pedagogical, technological, and institutional support. Future research should explore longitudinal impacts, AI-driven instructional feedback, and cross-cultural adaptations to optimize the use of digital modules in collaborative higher education settings.
The Effect of Financial Literacy on Economics Teachers’ Investment Behavior: The Mediating Role of Financial Attitude and Its Implications for Social Studies Learning Basuki Pramono; Yola Yolanda; Roza Sri Susanti; Aulia Apriani
SOSEARCH : Social Science Educational Research Vol. 6 No. 2 (2026)
Publisher : Program Studi Pendidikan IPS Unesa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/sosearch.v6n2.p1-13

Abstract

Abstract This study aims to examine the effect of financial literacy on the investment behavior of economics teachers, analyze the influence of financial literacy on financial attitude, and investigate the mediating role of financial attitude in the relationship between financial literacy and investment behavior, as well as its implications for Social Studies (IPS) learning. This study employed a quantitative approach with an explanatory research design. Data were collected through a survey using a structured questionnaire administered to 128 senior high school economics teachers in Kampar Regency, selected purposively from a population of 135 teachers. The instrument measured financial literacy, financial attitude, and investment behavior using eight indicators for each variable on a five-point Likert scale. Data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS software. The results indicate that financial literacy has a positive and significant effect on financial attitude (β = 0.722; p < 0.001) and investment behavior (β = 0.298; p < 0.01). Financial attitude also has a positive and significant effect on investment behavior (β = 0.516; p < 0.001) and acts as a partial mediator in the relationship between financial literacy and investment behavior. The coefficient of determination shows that financial literacy explains 52.1% of the variance in financial attitude (R² = 0.521), while financial literacy and financial attitude jointly explain 63.7% of the variance in investment behavior (R² = 0.637). These findings suggest that financial literacy not only enhances teachers’ financial management capabilities but also contributes to strengthening financial literacy education in Social Studies (IPS) learning through teachers’ practical financial experiences.  
Co-Authors Ahmad Fauzan Aulia Apriani Basuki Pramono Candra, Oriza Filma Alia Sari Riyantama, Muhammad Yogi Roza Sri Susanti