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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Global Economics: International Journal of Economic, Social and Development Sciences
Tri Ananda
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Economics, Econometrics & Finance Other

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The Influence of Cashback and Free Shipping Promotions on Purchase Decisions of Economics Students Zalkha Soraya; Iftitah Resky Az-zahra J; Rajmia Sulianti; Wulandari Wulandari; Tri Ananda; Ulfatun Mutmainah; Ismar Ismar
Global Economics: International Journal of Economic, Social and Development Sciences Vol. 2 No. 3 (2025): September: Global Economics - International Journal of Economic, Social and Dev
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleconomics.v2i2.273

Abstract

The rapid growth of e-commerce platforms has transformed consumer purchasing behavior, especially among university students. This study investigates the influence of cashback and free shipping promotions on the purchase decisions of students at the Faculty of Economics and Business, Universitas Muhammadiyah Makassar. Using a quantitative approach and multiple linear regression analysis on data collected from 95 students, the study finds that free shipping promotions significantly affect purchase decisions, while cashback promotions do not show a significant individual effect. However, both promotions combined have a significant positive impact on purchase decisions. These findings provide valuable insights for e-commerce platforms to optimize promotional strategies targeting student consumers. The study contributes to the literature on digital marketing and consumer behavior in the Indonesian e-commerce context.
IMPLEMENTASI MICROTEACHING BERBASIS METAKOGNISI Tri Ananda; Dwinasti, Regina; Hijrah Afriani; Riski Ananda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54208

Abstract

The professional standards of 21st-century elementary education mandate that pre-service teachers possess comprehensive teaching skills integrated with instructional technology. However, conventional microteaching methods often focus narrowly on mechanical lesson plans, causing high procedural anxiety and limited technological adaptability among students. This study aimed to comprehensively investigate the enhancement of pre-service teachers' teaching competence by implementing Technological Pedagogical Content Knowledge (TPACK) learning combined with metacognitive strategies. Employing a Classroom Action Research (CAR) design based on the reflective spiral framework of Kemmis and McTaggart, the research was systematically executed across two consecutive cycles. The subjects comprised elementary school teacher education (PGSD) students enrolled in the mandatory Microteaching course at Universitas Pahlawan Tuanku Tambusai. Empirical data were meticulously gathered using professional basic teaching skills observation sheets, student-constructed TPACK instructional designs, and structured metacognitive self-reflection journals, which were subsequently analyzed via comparative descriptive techniques. The baseline diagnostic evaluation (pre-cycle) revealed that only 20.00% of the students demonstrated acceptable teaching proficiency, primarily due to rigid instructional delivery and an inability to blend technological platforms with content pedagogy. Following the integration of the intervention in Cycle I, teaching competency significantly escalated to 75.00%. Ultimately, in Cycle II, the classical success reached 100.00%, with all students demonstrating exemplary pedagogical performance and high autonomy in executing technology-driven instruction. The application of metacognitive strategies through self-reflection journals empowered students to actively diagnose instructional shortcomings, regulate performance anxieties, and self-correct during peer simulations. This study highly recommends LPTKs to formally embed systematic TPACK-metacognitive frameworks and reflective self-assessment protocols within teacher preparation curriculums to optimize professional educator efficacy.
Co-Authors Dwinasti, Regina Hijrah Afriani Iftitah Resky Az-zahra J Ismar Ismar Rajmia Sulianti Riski Ananda Ulfatun Mutmainah Wulandari Wulandari Zalkha Soraya