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All Journal Journal of Mathematics Learning Innovation (JMLI) CONSISTAN : Jurnal Tadris Matematika
Lailah, Azza Nur
Unknown Affiliation
Mathematics

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Pengaruh Tiktok Self-control Failure Terhadap Prokrastinasi Akademik Mahasiswa Tadris Matematika Lailah, Azza Nur; Herwinsyah, Farha Ashiilah; Qonitatullah, Rif'at; Andriani, Ulfia Churidatul
CONSISTAN (Jurnal Tadris Matematika) Vol 3 No 02 (2025): Consistan : Jurnal Tadris Matematika
Publisher : Program Studi Tadris Matematika Fakultas Tarbiyah Institut Agama Islam Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/consistan.v3i02.2261

Abstract

This study aims to examine the effect of TikTok self-control failure on academic procrastination among Mathematics Education students at Maulana Malik Ibrahim State Islamic University Malang. The research sample consisted of 59 students from the 2022 cohort. Data were collected through questionnaires measuring TikTok self-control failure and academic procrastination, then analyzed using simple linear regression assisted by SPSS version 27. The results revealed a significant influence of self-control failure in TikTok usage on students’ academic procrastination behavior. The regression coefficient of 0.198 with a significance value of 0.010 indicates that the higher the level of self-control failure while using TikTok, the greater the tendency for students to delay their academic tasks. These findings emphasize the importance of managing social media use and strengthening self-control skills to minimize procrastination behavior, which negatively impacts students’ academic achievement. This study contributes to understanding the influence of social media on academic behavior in the digital era.
KESULITAN ANAK BERKEBUTUHAN KHUSUS TUNAGRAHITA DALAM MENYELESAIKAN OPERASI BILANGAN DENGAN PEMBERIAN SCAFFOLDING BERBANTUAN PUZZLE: Kesulitan Anak Berkebutuhan Khusus Tunagrahita Dalam Menyelesaikan Operasi Bilangan Dengan Pemberian Scaffolding Berbantuan Puzzle Lailah, Azza Nur; Ni'matul Mahbubah; Ulfa Masamah
Journal of Mathematics Learning Innovation Vol. 5 No. 1 (2026): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

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Abstract

Children with intellectual disabilities often have difficulty understanding numerical concepts and performing arithmetic operations, which remains a common problem in mathematics education in special schools. This study aims to describe these difficulties and the changes in children's abilities after being given puzzle-assisted scaffolding. The study used a qualitative approach with a Single Subject Research (A–B–A) design, which included an initial baseline phase (A1), an intervention phase (B), and a second baseline phase (A2). The research subject was a child with moderate intellectual disability who still experienced difficulties in recognizing numbers and completing simple arithmetic operations. Data were collected through observation, interviews, and documentation, then analyzed qualitatively through data reduction, data presentation, and conclusion drawing. The results showed that in phase A1, the child experienced difficulties in recognizing two-digit numbers, understanding operation symbols, and calculating independently. In phase B, scaffolding and puzzles helped improve children's understanding and accuracy in completing number operations. In phase A2, some of the acquired skills remained even without assistance, although they were not yet fully stable. This study concluded that puzzle-assisted scaffolding had a positive impact on the understanding of number operations in children with intellectual disabilities, but continuous practice was still needed to achieve consistency in skills.
Co-Authors Andriani, Ulfia Churidatul Herwinsyah, Farha Ashiilah Ni'matul Mahbubah Qonitatullah, Rif'at Ulfa Masamah