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All Journal Jurnal Sosial Humaniora dan Pendidikan (JUSHPEN) Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences
Firda Amelia
Universitas Negeri Makassar
Education Environmental Science Mathematics Physics Social Sciences Other

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PERSPEKTIF MAHASISWA TERHADAP PENGARUH INVESTASI BODONG BAGI KESEHATAN MENTAL Firda Amelia; Husnul Khatimah; Nur Hidayah; Nurmadina; Riska Ridha Adika; Pandu Hyangsewu
Jurnal Sosial Humaniora dan Pendidikan Vol. 3 No. 3 (2024): Desember : Jurnal Sosial Humaniora dan Pendidikan
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/jushpen.v3i3.1829

Abstract

This study uses a quantitative approach. The population in this study is all students who are potential subjects. Sampling was carried out using the purpose sampling method. The research instrument is a questionnaire that is distributed online to respondents who meet the criteria that have been determined. this study aims to (1) Identify the influence between the views of students on investment fraud with their mental condition (2) analyze the views of students related to the risks and losses of investment fraud. This study shows that although theoretically bulging investments can have a negative impact on mental health, such as stress, anxiety, and feelings of insecurity, the results of data analysis did not find a significant relationship between the experience of bulging investments and students ' mental health conditions. The relationships found were negative but very weak and not statistically significant. This indicates that the impact of student mental health may be influenced by other factors beyond the experience of bulging investments.
Pengaruh Penerapan Model Pembelajaran Metakognitif terhadap Kemandirian Belajar dan Kemampuan Berpikir Kreatif Siswa Arsyad, Nurdin; Djam'an, Nurwati; Firda Amelia
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 1 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i1.413

Abstract

Self-directed learning and creative thinking are essential 21st-century skills that need to be optimally developed in mathematics education. This study aimed to investigate how the implementation of a metacognitive learning model influences students’ self-directed learning and creative thinking skills. A quasi-experimental design was employed involving ninth-grade students at SMP Telkom Makassar. The population comprised all ninth-grade students, with data collected using a self-directed learning questionnaire and a creative thinking skills test. In the experimental class, the mean self-directed learning score after the treatment was 3.59 with an average normalized gain of 0.48, and 100% of students achieved at least a moderate category. The mean creative thinking score reached 83.86 with an average gain of 0.77, and 90.3% of students exceeded the minimum mastery criterion. In contrast, the control class obtained a mean self-directed learning score of 3.39 with an average gain of 0.39, and 96.7% of students reached at least a moderate category. The mean creative thinking score in this class was 72.50 with an average gain of 0.61, and 56.7% of students surpassed the minimum mastery criterion. Inferential statistical analysis revealed that the metacognitive learning model had a significant effect on students’ self-directed learning and creative thinking. These findings underscore the importance of process-oriented mathematics instruction that emphasizes self-regulation and creativity. Therefore, metacognitive learning is recommended as an effective instructional strategy to enhance students’ learning independence and creative thinking skills.
Co-Authors Djam'an, Nurwati Husnul Khatimah Hyangsewu, Pandu Nur Hidayah Nurdin Arsyad, Nurdin Nurmadina Riska Ridha Adika