Article Per Year (5 Year)
p-Index From 2021 - 2026
3.817
P-Index
This Author published in this journals
All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini PAEDAGOGIA SJME (Supremum Journal of Mathematics Education) Indonesian Journal of Elementary Teachers Education Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Journal of Educational Review and Research Pendagogia: Jurnal Pendidikan Dasar Prosiding Seminar Nasional Pendidikan Guru Sekolah Dasar Universitas Kuningan Scholarly Journal of Elementary School Eastasouth Journal of Positive Community Services Jurnal of Information Technology and Society (JITS) Journal of Educational Technology Innovation and Applications Contemporary Education and Community Engagement As-Sulthan Journal of Education SJME (Supremum Journal of Mathematics Education)
Febrilia, Yeyen
Universitas Muhammadiyah Bangka Belitung
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
EVALUATING THE IMPACT OF PROBLEM-BASED LEARNING ON MATHEMATICS ACHIEVEMENT Rifdatul Zahra; Asih Mardati; Yeyen Febrilia
Journal of Educational Review and Research Vol 9, No 1 (2026): VOLUME 9 NUMBER 1 JULY 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jerr.v9i1.9549

Abstract

Mathematics is often perceived as a challenging subject by many elementary school students due to its abstract nature and the limited use of contextual learning approaches. This study aimed to investigate the effect of Problem-Based Learning (PBL) on students' mathematics achievement in fraction topics. A quasi-experimental design with a non-equivalent control group was employed involving 36 fifth-grade students at SD Muhammadiyah Noyokerten. The participants were assigned to an experimental group receiving PBL instruction and a control group receiving conventional instruction. Data were collected using pretests and posttests and analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon Signed-Rank Test. The results indicated significant improvements in mathematics achievement in both groups, with the experimental group demonstrating a substantially greater increase in mean scores (from 53.33 to 82.22) than the control group (from 62.78 to 72.78). These findings suggest that Problem-Based Learning is associated with greater improvements in elementary students' mathematics achievement, particularly in learning fractions
Mapping Intellectual of Student Well-Being, Literacy, and Numeracy in Primary Education in the 21st Century Yeyen Febrilia; Azka ‘Afifah; Irpan Zuhri; Rahma Aini; Sindy Sataroh; Ulyma Tahara Arisandi
Contemporary Education and Community Engagement (CECE) Vol. 3 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/cece.v3i2.2268

Abstract

The increasing complexity of educational systems has intensified interest in understanding the relationships among student well-being, literacy, and numeracy in primary education. While literacy and numeracy are recognized as essential competencies for lifelong learning, growing evidence indicates that students’ psychological, emotional, and social well-being plays a critical role in shaping academic achievement and learning outcomes. Despite the expanding literature, a comprehensive overview of the intellectual structure and thematic evolution of this research area remains limited. Address this gap, this study conducted a bibliometric analysis of global research on student well-being, literacy, and numeracy in primary education using 144 Scopus-indexed publications published between 2011 and 2026. Data were analyzed using the Bibliometrix R Package and Biblioshiny, combining performance analysis and science mapping techniques, including publication trends, citation patterns, author productivity, source impact, institutional contributions, international collaboration, keyword co-occurrence, thematic evolution, co-citation networks, and bibliographic coupling. The results reveal a rapidly growing field with an annual growth rate of 21.25%. Australia emerged as the leading contributor, while Positive Psychology, Self-Determination Theory, Social-Emotional Learning, and school mental health formed the principal intellectual foundations. Thematic development demonstrates a transition from general well-being studies toward integrated investigations connecting psychological well-being with literacy achievement, numeracy development, educational resilience, and digital learning environments. Emerging research directions include digital well-being, learning analytics, and artificial intelligence in education. Based on these findings, the study proposes a Well-Being-Literacy-Numeracy Ecosystem Framework, positioning student well-being as a fundamental mechanism supporting literacy and numeracy development and promoting holistic educational success in primary education.
Interactive Quizzes and Games: Enhancing Speaking Skills in English Language Learning Hairul Hairul; Rahma Aini; Yeyen Febrilia
Jurnal Teknologi Informasi dan Masyarakat Vol 3 No 2 (2025): Journal of Information Technology and Society (JITS)
Publisher : Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/jits.v3i2.1435

Abstract

Developing EFL speaking remains challenging in many classroom contexts. This study examined the effect of interactive quizzes and games on eleventh-grade students’ speaking skills in an Indonesian Islamic boarding school. Using a pretest–posttest control group design, 30 students in two intact classes (n = 15 each) received four weeks (16 sessions) of either interactive quiz/game activities or traditional speaking instruction. Speaking performance (pronunciation, vocabulary, grammar, fluency, and accuracy) was assessed using equivalent pre- and post-speaking tests. Shapiro–Wilk tests confirmed normality of difference scores (p > .05). Both groups improved, but gains were larger in the experimental group (pre: M = 36.00, SD = 17.55; post: M = 86.33, SD = 11.10) than in the control group (pre: M = 36.67, SD = 14.96; post: M = 46.67, SD = 24.18). Groups were equivalent at baseline, t(28) = 0.112, p = .912. Posttest scores differed significantly, t(28) = −5.775, p < .001, d = 2.109, indicating a very large practical effect. These findings suggest that interactive quizzes and games can substantially enhance EFL speaking performance compared with conventional instruction.
Co-Authors Ali Mustadi Asih Mardati Asih Mardati Asih Mardati Asih Mardati Asih Mardati, Asih Ayyu Dzikro Zaronil Machbub Azka 'Afifah Bagus handoko Bagus Handoko Banu Setyo Adi Dedi Kuswandi Desfa Yusmaliana Dian Purnama Putri , Ragil Diyah Puspitarini Fadhilah, Siti Nur Febby Karmila Fitriyanti, Anis Fajar Hairul Hairul Hanum Hanifa Sukma Helisman, Helisman Irpan Zuhri Jarmi . Julianto Saputra Lina Annisa Maria Agustina Amelia Muhammad Ragil Kurniawan Niswi Mukarromah Niswi Mukarromah Otto Fajarianto Purnasari, Pebria Dheni Putri, Ragil Dian Purnama Ragil Dian Purnama Putri Rahayu Condro Murti Rahma Aini Rashika Ardafa Sahila Rifdatul Zahra Sahila, Rashika Ardafa Saputra, Julianto Sindy Sataroh Siti Aminah Sukma, Hanum Hanifa Sulistiawati, Anjar Triyanto, Wahyu Ulyma Tahara Arisandi