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This Author published in this journals
All Journal Jurnal Pendidikan MIPA SJME (Supremum Journal of Mathematics Education) Indonesian Journal on Learning and Advanced Education (IJOLAE)
Windia Hadi
Doctoral School of Education, University of Szeged
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Modernizing Higher Education in India: Quality Dimensions for Sustainable and Impactful Education Rahmiaty Rahmiaty; Kamarullah Kamarullah; Fadhlur Rahman; Muhammad Haekal; Windia Hadi
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 2, May 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i2.8688

Abstract

The perspectives of international students on higher education institutions in India, especially in comparison to those in other developing countries, remain a critical concern, particularly when considering the highly competitive climate of studying abroad. This study seeks to examine the quality dimensions and facilities offered at a public university in Hyderabad, India, from the viewpoint of international students. This research fills an important gap by exploring what international students experience and expect during an increasingly competitive global academic system. A descriptive qualitative design was employed, to investigate the experiences of 120 international students from diverse academic disciplines and degree programs. Data were collected through questionnaires and in-depth interviews, with responses analyzed using descriptive statistical methods. Findings suggest that while international students generally view the institution’s quality services and facilities as comparable to global standards, they also express significant concerns, particularly with the ICT infrastructure, accessibility to laboratory practicums, and hygiene standards. Despite these challenges, the positive assessment of the institution’s quality services indicates areas for potential improvement, especially in instructional quality, teaching-learning processes, and examination mechanisms. Nonetheless, the study’s limitations include the potential for bias in self-reported data and limited generalizability outside similar socio-cultural and educational contexts. Future research should expand the sample size, employ longitudinal designs, and explore additional contextual factors to deepen understanding of international student satisfaction and develop sustainable improvement strategies for higher education quality.
Culturally Responsive Science Education: Developing and Evaluating Ethnoscience-Integrated Animated Videos for Middle School Learners Fathul Hasanah; Arda Arda; Siti Rabiatul Adawiyah; Windia Hadi
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp610-631

Abstract

This study aimed to develop and evaluate a Canva-based animated video integrated with Kaili ethnoscience to support students' conceptual understanding of the human respiratory system in junior high school. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of five sequential stages: analysis, design, development, implementation, and evaluation. The developed media was validated by material and media experts, followed by a limited classroom implementation involving 17 eighth-grade students at MTs Nida'ul Khairaat Pombewe. Data were collected through expert validation questionnaires, student response questionnaires, and conceptual understanding tests administered using a one-group pretest-posttest design. The material expert validation yielded an average score of 96.7%. In comparison, the media expert validation produced an average score of 91.7%, both of which were categorized as Very Good, confirming the high validity and technical quality of the developed media. Student reaction was also very favorable across six dimensions: attractiveness, ease of use, clarity, relevance, engagement, and usefulness, which indicate high practicality and acceptance in the classroom. Effectiveness testing results showed a significant increase in students' conceptual knowledge, with an average N-gain of 0.85 (high category) and a large effect size (Cohen’s d = 2.49). Improvements in learning were observed across all seven conceptual understanding indicators, with the greatest increases in classifying (N-gain=1.000), explaining (N-gain=0.947), and comparing (N-gain=0.917). Such results suggest that providing culturally relevant ethnoscience material to students, together with available digital animation resources, may facilitate significant learning in science by helping abstract physiological ideas relate to students' cultural lives. However, because this study employed a one-group pretest-posttest design without a control group and had a limited sample size, the findings should be interpreted with caution. Future studies using controlled experimental designs with larger and more diverse samples are recommended to further validate the effectiveness of ethnoscience-integrated animated learning media. Keywords: animated video, canva, culturally responsive teaching, conceptual understanding, respiratory system, ethnoscience.
Hypothetical Learning Trajectory for Seventh Graders' Understanding of Square through Techno-Ethno-Realistic Mathematics Education Farida Nursyahidah; Maya Rini Rubowo; Arif Wibisono; Khoiriya Latifah; Windia Hadi
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i2.13478

Abstract

The concept of squares is a fundamental topic in junior high school geometry, serving as a foundation for understanding quadrilaterals and more advanced geometric concepts. However, many seventh-grade students struggle to learn the material. distinguishing the properties of squares from other quadrilaterals and often rely on procedural understanding rather than conceptual reasoning. To address this challenge, this study aims to develop a Hypothetical Learning Trajectory (HLT) for seventh-grade students' understanding of squares through Techno-Ethno-Realistic Mathematics Education (TE-RME). This study uses a design research methodology consisting of three stages: preliminary design, teaching experiments, and retrospective analysis. This study involved seventh-grade students at a junior high school in Semarang. The focus of this article is on the initial design stage, namely the development of a hypothetical learning trajectory that includes four main activities: (1) observing the context video; (2) finding the perimeter of a square using rods and GeoGebra; (3) finding the area of ​​a square using rods, origami paper, and GeoGebra. The series of activities in this learning path is designed to help students build a deeper understanding of the square concept, while fostering an appreciation of local culture and diversity in mathematical thinking. This hypothetical learning trajectory is designed to be implemented in an experimental classroom and research-based teaching using TE-RME.
Co-Authors Arda Arif Wibisono Fadhlur Rahman Farida Nursyahidah Fathul Hasanah Kamarullah Kamarullah Khoiriya Latifah, Khoiriya Maya Rini Rubowo Muhammad Haekal Rahmiaty Rahmiaty Siti Rabiatul Adawiyah