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All Journal Journal of General Education and Humanities Nomico Ludi Litterarri Journal of Pedagogi
Intan Juniarmi
Universitas Jambi
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Other

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From Village to World: MSME Transformation Through Digital Platforms in Indonesia Intan Juniarmi
Nomico Vol. 1 No. 2 (2024): Nomico-March
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/3peaxj92

Abstract

This article discusses the transformation of Micro, Small, and Medium Enterprises (MSMEs) in Indonesia through the use of digital platforms. With increasing internet access and the use of information technology, MSMEs can expand their market reach from local to global scale. This study analyzes various strategies adopted by MSMEs to adapt to digitalization, as well as the challenges faced, such as limited resources and digital literacy. The results of the study show that MSMEs that successfully carry out digital transformation not only increase their competitiveness but also contribute to national economic growth. By utilizing e-commerce, social media, and other digital platforms, MSMEs are able to create innovations and strengthen social networks that support the sustainability of their businesses. This article is expected to provide insights for stakeholders in formulating policies that support the digital transformation of MSMEs in Indonesia.
Students’ Analogical Reasoning in Solving Number Pattern Problems Intan Juniarmi; Rohati Rohati; Duano Sapta Nusantara
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.735

Abstract

This study aimed to analyze students’ answers in solving number pattern problems in terms of analogical reasoning ability. Six seventh-grade students with varying academic levels participated in the study. Data were collected through written tests and semi-structured interviews, then analyzed using the analogical reasoning framework, which includes four indicators: encoding, inferring, mapping, and applying. The results showed that the total scores of the six participants ranged from 18 to 30. Student 1 obtained the lowest score (18), indicating weaknesses particularly in applying pattern rules to determine the required terms correctly. In contrast, Students 3, 4, and 5 achieved the maximum score of 30, demonstrating consistency in recognizing pattern rules, mapping structural similarities, and applying their reasoning accurately across tasks. The average total score was 27.5, suggesting that most students demonstrated relatively strong analogical reasoning skills, although some individuals still experienced difficulty in the applying stage, which demands higher precision and conceptual understanding. The study contributes to understanding how analogical reasoning influences students’ mathematical problem-solving and offers pedagogical insights for enhancing instruction of non-routine tasks through reasoning-based learning strategies.
Implementation of the Problem-Based Learning Model to Enhance Critical Thinking Skills in Elementary Science Education Intan Juniarmi
Ludi Litterarri Vol. 1 No. 4 (2025): Ludi Litterarri - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/ab962t77

Abstract

The development of critical thinking skills in elementary science education is essential to prepare students for twenty-first century challenges. However, conventional teacher-centered instruction often limits opportunities for students to engage in inquiry and problem-solving activities. This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model in enhancing critical thinking skills in elementary science classrooms. A quasi-experimental design with a non-equivalent control group pretest–posttest approach was employed involving two Grade 5 classes. The experimental group received PBL instruction, while the control group was taught using conventional methods. Data were collected through a validated critical thinking test and analyzed using descriptive statistics, N-Gain, paired t-tests, independent t-tests, and effect size calculations. The results indicate that the experimental group demonstrated significantly higher improvement compared to the control group, with a moderate-to-high N-Gain and a large effect size. Students engaged in structured problem-solving stages showed enhanced abilities in problem identification, analysis, evaluation, inference, and conclusion drawing. The study concludes that the PBL model is an effective instructional approach for improving critical thinking skills in elementary science education and offers a practical alternative to conventional teaching methods.
Schools As Emotional Safe Spaces: Micro-Strategies Of Teacher Intervention In Preventing Public Health Crises Intan Juniarmi; Rosmaria Rosmaria; Denny Aulia Rachmawati
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/6cra1t02

Abstract

The increasing prevalence of mental health disorders among students has become a structural crisis in the education system, especially in Indonesia which still focuses solely on academic achievement. This study aims to conceptually examine the strategic role of schools and teachers in building an emotional safe space through a micro-intervention approach and the integration of social-emotional dimensions into education policies. Using a descriptive qualitative method with literature studies as the main technique, data were collected from various scientific sources and education policies in the last five years, then analyzed using a thematic content analysis approach. The results of the study indicate that schools that ignore emotional well-being tend to worsen students' psychological distress, while teacher micro-interventions such as emotional validation and restorative approaches have proven effective in increasing mental resilience. Lack of teacher training and the absence of psychosocial intervention standards in the curriculum are major obstacles. This study recommends the need for education policy reform that places Social-Emotional Learning (SEL) as a core competency, as well as strengthening synergy between sectors in supporting students' mental health. Thus, schools can function as emotional safe havens that protect and empower the younger generation in facing current and future psychosocial challenges
Co-Authors Denny Aulia Rachmawati Duano Sapta Nusantara Rohati Rosmaria, Rosmaria